scholarly journals Guidance for the Antiracist Educator: Culturally Sustaining Pedagogies for Disability and Diversity

2022 ◽  
pp. 004005992110462
Author(s):  
Elizabeth A. Harkins Monaco ◽  
Lynn Stansberry Brusnahan ◽  
Marcus Fuller
Keyword(s):  
Students With Disabilities ◽  
Cultural Practices ◽  
Public Awareness ◽  
The United States ◽  
Evidence Based ◽  
Culturally Competent ◽  
Exceptional Children ◽  
Systemic Racism ◽  
Evidence Based Practices ◽  
Communities Of Color

Racism in the United States has risen to the forefront of public awareness through the national outrage, grief, and terrible injustice and bias that continues to dictate the fates of individuals in our communities of color. Centuries of systemic racism require our organization to publish innovative evidence-based practices for use in a wide variety of educational programs and settings around topics related to racial and cultural practices. This special edition of Teaching Exceptional Children (TEC) emphasizes racially and culturally competent and sustaining practices when working with students with disabilities who also experience another social identity.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

scholarly journals Fighting for America’s Paradise—the Struggle against Structural Racism

2021 ◽  
Author(s):  
Rachel R. Hardeman ◽  
Simone L. Hardeman-Jones ◽  
Eduardo M. Medina
Keyword(s):  
Black People ◽  
The United States ◽  
Direct Result ◽  
Structural Racism ◽  
Systemic Racism ◽  
Communities Of Color ◽  
Policy Suggestions ◽  
Fundamental Cause ◽  
The Moment ◽  
The Many

Abstract Structural racism is a fundamental cause of racial inequities in health in the United States. Structural racism is manifested in inequality in the criminal justice system; de facto segregation in education, health care, and housing; and ineffective and disproportionately violent policing and economic disenfranchisement in communities of color. The inequality that Black people and communities of color face is the direct result of centuries of public policy that made Black and Brown skin a liability. We are now in an unprecedented moment in our history as we usher in a new administration which explicitly states: “The moment has come for our nation to deal with systemic racism. . .And to deal with the denial of the promise of this nation—to so many.” The opportunities to create innovative and bold policy must reflect the urgency of the moment and seek to dismantle the systems of oppression that have for far too long left the American promise unfulfilled. The policy suggestions we make in this commentary speak to the structural targets needed to dismantle some of the many manifestations of structural racism to achieve health equity.

Unhealthy Politics

2020 ◽  
Author(s):  
Eric M. Patashnik ◽  
Alan S. Gerber ◽  
Conor M. Dowling
Keyword(s):  
United States ◽  
Health Care ◽  
Scientific Evidence ◽  
The United States ◽  
Evidence Base ◽  
Medical Industry ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Delivery Of Medical Care ◽  
Based Medicine

The U.S. medical system is touted as the most advanced in the world, yet many common treatments are not based on sound science. This book sheds new light on why the government's response to this troubling situation has been so inadequate, and why efforts to improve the evidence base of U.S. medicine continue to cause so much political controversy. The book paints a portrait of a medical industry with vast influence over which procedures and treatments get adopted, and a public burdened by the rising costs of health care yet fearful of going against “doctor's orders.” It offers vital insights into the limits of science, expertise, and professionalism in American politics. The book explains why evidence-based medicine is important. First, the delivery of unproven care can expose patients to serious risks. Second, the slow integration of evidence can lead to suboptimal outcomes for patients who receive treatments that work less well for their conditions than alternatives. Third, the failure to implement evidence-based practices encourages wasteful spending, causing the health care system to underperform relative to its level of investment. This book assesses whether the delivery of medical care in the United States is evidence based. It argues that by systematically ignoring scientific evidence (or the lack thereof), the United States is substantially out of balance.

Demystifying Deafness

2018 ◽  
pp. 93-131
Author(s):  
Jamie L. McCartney
Keyword(s):  
Public Schools ◽  
Hard Of Hearing ◽  
The United States ◽  
Deaf Children ◽  
Evidence Based ◽  
Public School Teachers ◽  
Evidence Based Practices ◽  
Specialized Schools ◽  
Pertinent Information ◽  
Schools For The Deaf

Most deaf children in the United States are not educated in specialized schools for the deaf but in public schools. This has had a detrimental effect on these students because many public-school teachers misunderstand deafness and are unable to adjust their teaching strategies to address the needs of this population. The mission of this chapter is to educate teachers on deafness and how to better teach and relate to a child who is deaf or hard of hearing. Specifically, this chapter will provide pertinent information for helping teachers better understand deaf and hard-of-hearing students as well as provide evidence-based practices and teaching tips that can be utilized in the classroom with this group.

Using Pinterest to Find and Share Evidence-Based Practices

2018 ◽  
Vol 54 (2) ◽  
pp. 111-117 ◽  
Author(s):  
Samantha L. Cleaver ◽  
Charles L. Wood
Keyword(s):  
Social Media ◽  
Students With Disabilities ◽  
The Internet ◽  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Social Media Platform ◽  
Media Platform ◽  
Practice Gap ◽  
Research To Practice Gap

Pinterest is a social media platform that allows users to “pin” resources from the Internet and includes hundreds of connections to education sites. Pinterest is a popular and trusted resource for many teachers, making it a potential way to share evidence-based practices. This column describes how teachers can use Pinterest to share evidence-based practices that enhance instruction for students with disabilities and work toward eliminating the research-to-practice gap.

scholarly journals Restructuring Law Enforcement Agencies to Support Prosocial Values: A Behavior Scientific Model for Addressing Police Brutality

2020 ◽  
Author(s):  
Elizabeth Ghezzi ◽  
Janie Funk ◽  
Ramona A. Houmanfar
Keyword(s):  
Law Enforcement ◽  
Cultural Practices ◽  
The United States ◽  
Police Brutality ◽  
Scientific Model ◽  
Law Enforcement Agencies ◽  
Systemic Racism ◽  
Acceptance And Commitment ◽  
The Individual ◽  
Justice Movements

Policing in the United States is irrefutably a component of systemic racism. The history of police brutality against the Black community can be found in our amendments, laws, and cultural practices—it is an infrastructure of oppression. Though police brutality is not a new development, it has reached a fever pitch with the deaths of George Floyd and Breonna Taylor. Recent calls to defund the police puts law enforcement agencies squarely, and rightly, in the spotlight of social justice movements and reform. Current issues operating within law enforcement agencies ensure the perpetuation of a system that reinforces the status quo and gives nothing back to the communities that have been victims of brutality. A philosophical restructuring of how law enforcement agencies interact with the communities they serve is paramount. The purpose of this paper is to propose a behavior scientific model aimed at both the individual and organizational levels of law enforcement agencies using elements of Acceptance and Commitment Training (ACT) and Elinor Ostrom’s core design principles (CDPs), called Prosocial. The Prosocial model promotes clarification of values within organizations and the communities they serve and reinforces values-consistent action. The model therefore has the potential to be a useful tool to combat systemic racism and police brutality within law enforcement agencies. The proposed model will be discussed in the context of those who created it (white academicians), who will be implementing it (law enforcement), and ultimately who should benefit from it above and beyond police brutality and without psychological or financial cost (Black communities).

scholarly journals Selecting and Designing Measurements to Track the Reading Progress of Students With Disabilities

2020 ◽  
Vol 56 (1) ◽  
pp. 13-21
Author(s):  
Christy R. Austin ◽  
Marissa J. Filderman
Keyword(s):  
Students With Disabilities ◽  
Reading Intervention ◽  
Special Education Teachers ◽  
Progress Monitoring ◽  
Data Use ◽  
Evidence Based ◽  
Student Needs ◽  
Evidence Based Practices ◽  
Knowledge And Skills ◽  
Support Students

To support students with disabilities who do not respond to typically effective reading intervention, special education teachers are expected to implement evidence-based practices for intensifying intervention. Data-based individualization is an effective, evidence-based practice recommended in research to intensify intervention, but requires knowledge and skills in data use that many teachers are not trained for. This article provides guidance for teachers to select appropriate tools for measuring progress during the data-based individualization process. In addition, guidelines for how to design appropriate mastery measures based on a student’s individual weaknesses and information gathered from progress monitoring are provided. Together, these data provide a foundation for making sound decisions on when and how to adjust reading intervention to meet student needs.

Analysis of antibiotic use in a large network of emergency departments

2019 ◽  
Vol 76 (21) ◽  
pp. 1753-1761 ◽  
Author(s):  
Fredrick O’Neal ◽  
Joan Kramer ◽  
Mandelin Cooper ◽  
Edward Septimus ◽  
Sanya Sharma ◽  
...  
Keyword(s):  
United States ◽  
Health System ◽  
Emergency Departments ◽  
The United States ◽  
Evidence Based ◽  
Prescribing Practices ◽  
Evidence Based Practices ◽  
Infectious Origin ◽  
Tract Infections ◽  
Susceptibility Patterns

Abstract Purpose To assess antibiotic selection, administration, and prescribing practices in emergency departments across a large hospital system using evidence-based practices and susceptibility patterns. Methods This retrospective data review was conducted using health system–level electronic data compiled from 145 emergency departments (EDs) across the United States. Data were examined for national generalizability, most common diagnoses of infectious origin seen in nonadmitted patients in the ED, most commonly administered antibiotics in the ED, and geographically defined areas’ unique patterns of antibiotic resistance and susceptibility. Results More than 627,000 unique patient encounters and 780,000 antibiotic administrations were assessed for trends in patient demographics, antibiotics administered for a diagnosis of infectious origin, and corresponding susceptibility patterns. Results indicated that practices in the EDs of this health system aligned with evidence-based practices for streptococcal pharyngitis, otitis media, cellulitis, and uncomplicated urinary tract infections. Conclusion These results provide a representative sample of the current state of practices within many EDs across the United States for nonadmitted patients. A similar data reconstruction can be completed by other health systems to assess their prescribing practices in the ED to improve and elevate care for patients visiting the emergency room and treated as outpatients.

Evidence-Based Practices and Implementation Science in Special Education

2013 ◽  
Vol 79 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Bryan G. Cook ◽  
Samuel L. Odom
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Implementation Science ◽  
State Level ◽  
Significant Advance ◽  
Evidence Based ◽  
Positive Outcomes ◽  
Evidence Based Practices ◽  
Disciplinary Field ◽  
Outcomes For Children

Establishing a process for identifying evidence-based practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the quality, reach, and maintenance of implementation. The cross-disciplinary field of implementation science has great relevance for translating the promise of EBPs into positive outcomes for children and youth with disabilities. This article examines the history, extent, and limitations of EBPs and describes the emergence and current state of implementation science as applied in special education. Subsequent articles in this special issue of Exceptional Children address a range of issues related to implementation science in special education: the research-to-practice gap, dissemination and diffusion, adherence and sustainability, scaling up, a model for state-level implementation, and fostering implementation through professional development.

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