Best Practices for Working with Students with Physical Disabilities

2020 ◽  
Author(s):  
April B. Coughlin
Keyword(s):  
Best Practices ◽  
Students With Disabilities ◽  
Disability Studies ◽  
Physical Disabilities ◽  
Self Advocacy ◽  
Disability Culture ◽  
Disability Studies In Education

The Disability Studies in Education framework offers the best practices for working with, listening to, and addressing the strengths and needs of students with physical disabilities in schools. Areas covered include reducing barriers to physical and social access, utilizing expertise of students with disabilities to inform practice, reducing stigma while creating disability culture in the classroom, and assisting students with physical disabilities in building self-advocacy skills.

scholarly journals “I don’t like to be told that I view a student with a deficit mindset”: Why it Matters that Disability Studies in Education Continues to Grow

2020 ◽  
Vol 9 (5) ◽  
pp. 20-41
Author(s):  
David J. Connor
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Disability Studies ◽  
Personal Narrative ◽  
Special Educators ◽  
Disability Studies In Education ◽  
Interdisciplinary Nature ◽  
Educational Career ◽  
Education And Society ◽  
Service Presentation

In this article I use personal narrative to provide a commentary on the value of Disability Studies in Education (DSE). Through a mixture of recollections, observations, and descriptions, along with engagement with scholarship in the fields of both special education and DSE, I highlight ways in which I and other scholars have utilized the latter in our daily professional practices. First, I describe the point in my educational career when I came into contact with Disability Studies (DS). Second, I share the beginnings of how DSE came into existence through the work of a coalition of critical special educators. Third, I provide instances of DSE in action, highlighting a recent in-service presentation and other examples. Fourth, I explain why DSE is needed to protect and develop conceptualizations of disability outside of the traditional special education realm. Fifth, I illustrate the benefits of DSE’s interdisciplinary nature. Finally, I assert that DSE provides a visionary lens for improving educational practices for students with disabilities. In closing, I advocate for DSE’s continued growth in helping change deficit-based understandings of disability that continue to pervade education and society.

scholarly journals Constructions of Disability at a University in Hong Kong: Perspectives of Disabled Students, Staff Members, and Instructors

2011 ◽  
Vol 31 (2) ◽  
Author(s):  
Christie Gilson ◽  
Stacy Dymond
Keyword(s):  
Hong Kong ◽  
Best Practices ◽  
Students With Disabilities ◽  
Medical Model ◽  
Disabled Students ◽  
Self Advocacy ◽  
Staff Members ◽  
Willingness To Disclose ◽  
University Instructors ◽  
Medical Model Of Disability

<p>A qualitative study of university students with disabilities, instructors, and staff in Hong Kong was conducted to learn how disability was thought about and acted upon. Interviews with five disabled students, nine instructors, and six staff at a large university in Hong Kong were conducted over the course of a semester. Content analysis of the transcribed interviews yielded findings related to shame and stigma of disability, instructors&rsquo; admiration of disabled students, and disabled students&rsquo; varying levels of comfort in identifying as disabled. The medical model of disability framed how disability was viewed by many participants. Disabled students&rsquo; willingness to disclose their disabilities to university instructors varied depending on the situations they encountered. Implications from this research point to the need for articulation of best practices in self-advocacy as the presence of disability becomes more apparent and welcomed in Hong Kong and greater China.</p>

scholarly journals Making geoscience fieldwork inclusive and accessible for students with disabilities

Geosphere ◽  
2019 ◽  
Vol 15 (6) ◽  
pp. 1809-1825 ◽  
Author(s):  
Alison Stokes ◽  
Anthony D. Feig ◽  
Christopher L. Atchison ◽  
Brett Gilley
Keyword(s):  
Students With Disabilities ◽  
Physical Disabilities ◽  
Academic Discipline ◽  
Social Processes ◽  
Qualitative Investigation ◽  
Self Advocacy ◽  
Fully Integrated ◽  
Direct Observations ◽  
The Social ◽  
Full Participation

Abstract Fieldwork is a fundamental characteristic of geoscience. However, the requirement to participate in fieldwork can present significant barriers to students with disabilities engaging with geoscience as an academic discipline and subsequently progressing on to a career as a geoscience professional. A qualitative investigation into the lived experiences of 15 students with disabilities participating in a one-day field workshop during the 2014 Geological Society of America Annual Meeting provides critical insights into the aspects of fieldwork design and delivery that contribute to an accessible and inclusive field experience. Qualitative analysis of pre- and post-fieldwork focus groups and direct observations of participants reveal that multisensory engagement, consideration for pace and timing, flexibility of access and delivery, and a focus on shared tasks are essential to effective pedagogic design. Further, fieldwork can support the social processes necessary for students with disabilities to become fully integrated into learning communities, while also promoting self-advocacy by providing an opportunity to develop and practice self-advocacy skills. Our findings show that students with sensory, cognitive, and physical disabilities can achieve full participation in field activities but also highlight the need for a change in perceptions among geoscience faculty and professionals, if students with disabilities are to be motivated to progress through the geoscience academic pipeline and achieve professional employment.

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

2016 ◽  
Vol 9 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Ezekiel W. Kimball ◽  
Adam Moore ◽  
Annemarie Vaccaro ◽  
Peter F. Troiano ◽  
Barbara M. Newman
Keyword(s):  
College Students ◽  
Collective Action ◽  
Students With Disabilities ◽  
Self Advocacy ◽  
College Students With Disabilities

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

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