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Claire Manford; Saima Rajasingam; Peter M. Allen; Eldre Beukes – British Journal of Special Education, 2024
Deafblind children and young people often perform poorly in education and social settings. The extent of this attainment gap is unknown. Following the Joanna Briggs protocol, a scoping review was conducted with the aim of establishing the barriers to and facilitators of academic and social success for this cohort. A database search was conducted…
Descriptors: Deaf Blind, Students with Disabilities, Social Environment, Educational Environment
Joseph Stingo – ProQuest LLC, 2024
The presented challenge in education revolves around the effective utilization of differentiated and individualized instruction by special education teachers, aiming to address the unique needs of students with learning disabilities. This study's purpose was to identify ways to use these instructional methods to develop methods that create better…
Descriptors: Individualized Instruction, Special Education, Instructional Effectiveness, Learning Disabilities
d'Erizans, Roberto; Jung, Lee Ann; Bibbo, Tamatha – Educational Leadership, 2019
The overwhelming majority of disabilities (such as anxiety, depression, autism, learning disabilities, and autoimmune disorders) are not visually apparent. Despite the known risks of isolation, little attention has been paid to how students with "invisible disabilities" develop a sense of belonging in our schools, and what actions we, as…
Descriptors: Students with Disabilities, Student Needs, Student School Relationship, Self Advocacy
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Cormier, Christopher J.; Scott, LaRon A. – TEACHING Exceptional Children, 2021
Minoritized special education teachers of color often report feeling isolated in their work environments, affecting their sense of belonging and decision to stay in their positions. Although these teachers struggle with their identity in majority White workplaces, they are also often the only voice advocating for students of color eligible for…
Descriptors: Minority Group Students, Special Education Teachers, Equal Education, Teaching Conditions
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Struthers, Alison E. C. – Human Rights Education Review, 2021
This article brings together two distinct but interrelated fields: human rights education (HRE) and safeguarding. It endeavours to show that the former can be beneficial for the efficacy of the latter. By extending an argument put forward recently that for HRE to be effective it must enable children to recognise and respond to lived human rights…
Descriptors: Child Welfare, Child Safety, Civil Rights, Foreign Countries
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Berg, Kyle – BU Journal of Graduate Studies in Education, 2020
School social workers possess a unique perspective and skill set for school leadership. However, common conceptualizations of the role have unnecessarily limited this capacity, and as a result, school social workers have struggled to carve out an identity in education. By reframing the role of school social workers as school leaders, schools will…
Descriptors: School Social Workers, Leadership Role, Partnerships in Education, Role Perception
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Bertilsdotter Rosqvist, Hanna – International Journal of Inclusive Education, 2019
Non-autistic people is frequently described as best positioned to provide support to autistic people. But what could autistic peer support, where the support actor is another person with autism, mean? The aim of this paper is to explore different meanings of development and peer support at an autistic-only work place in Sweden. The analyses in…
Descriptors: Autism, Young Adults, Peer Influence, Mentors
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Barna, Jennifer S.; Nice, Matthew L. – Journal of School Counseling, 2021
Students with high-functioning autism spectrum disorder (HASD) have specific challenges that can impede their successful transition from high school to college. The unique expertise of school counselors put them in an ideal position to assist these students with this process. The purpose of this manuscript is to describe the social,…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, School Counselors
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Luger, Rosemary; Geiger, Martha; Lyner-Cleophas, Marcia – International Journal of Inclusive Education, 2021
In South Africa most children with physical disabilities, including cerebral palsy, are still excluded from mainstream education. The purpose of this paper is to focus on a few successes and hear the voices of students themselves in exploring factors that "facilitated" their successful completion of mainstream schooling in Cape Town.…
Descriptors: Foreign Countries, Cerebral Palsy, Inclusion, Mainstreaming
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Grover, Sonja – Human Rights Education Review, 2018
If human rights education of schoolchildren addresses advocacy at all, it is mostly or exclusively in terms of civic participation, which perhaps includes civil protest. This approach implicitly discourages young people from considering engaging with the courts as an additional or alternative vehicle in seeking a remedy for violations of their…
Descriptors: Self Advocacy, Court Litigation, Civil Rights, Childrens Rights
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LaKendrick Richardson; Hannah Carson Baggett – Multicultural Perspectives, 2024
In this paper, the authors draw on interview and observational data generated with Black teachers at a public high school in the Black Belt to describe resistance. This work is situated in prior theorizing about pedagogies of resistance (Jaramillo and Carreon, 2014; Patel, 2016; Love, 2019; Givens, 2021) to describe how teachers resisted through…
Descriptors: Resistance (Psychology), Educational Legislation, Racial Relations, Educational History
Hanson, Ty; Paiewonsky, Maria – Institute for Community Inclusion, 2020
Since 2007, when the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) was launched, college students with intellectual and developmental disabilities (IDD) have been involved in advocacy efforts to promote inclusive postsecondary education. These efforts include informing legislators, higher education personnel, school…
Descriptors: College Students, Students with Disabilities, Intellectual Disability, Developmental Disabilities
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Abera, Tadesse; Negassa, Dawit – International Journal of Education and Literacy Studies, 2019
The purpose of this study was to investigate the self-advocacy practice for inclusion of blind students in the University of Gondar. A case study design with qualitative inquiry approach was used. In-depth interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. The in-depth interview…
Descriptors: Foreign Countries, Self Advocacy, Inclusion, Blindness
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Cmar, Jennifer L.; Markoski, Kasey – Journal of Visual Impairment & Blindness, 2019
Introduction: Self-determination is a highly valued but under-researched component of the expanded core curriculum for students with visual impairments. In this study, the authors present results of a literature review on self-determination for children and youths with visual impairments (i.e., those who are blind or have low vision). Method:…
Descriptors: Self Determination, Visual Impairments, Blindness, Skill Development
Lori A. Wischnewsky; Shamala Gallagher; Sam Crandall – Practitioner to Practitioner, 2023
There is a great need for education and training about neurodiversity due to the rapid increase of neurodivergent students enrolling in postsecondary educational programs. As neurodivergent professionals, we offer a look at the common myths and misunderstandings that plague neurodivergent students as well as highlight the strengths neurodivergent…
Descriptors: Neurodevelopmental Disorders, Students with Disabilities, College Enrollment, Misconceptions
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