Preparing to Engage in Culturally Sustaining Practices in Urban Education Environments

2021 ◽  
pp. 105345122110510
Author(s):  
Kamilah Akilah Bywaters ◽  
Acie T. Russell ◽  
Joseph Simmons ◽  
Joseph John Morgan ◽  
Tracy Griffin Spies
Keyword(s):  
Urban Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
Deep Understanding ◽  
Urban School ◽  
School Community ◽  
Urban Environments ◽  
Knowledge Generation ◽  
Diverse Students ◽  
Beliefs And Practices

It is important for special educators in urban environments to have a deep understanding of the values, beliefs, and practices of diverse students with disabilities and their families. Research indicates, however, that educators are often underprepared to understand the perspectives of members of their school community and often center their own perspectives in curricular decisions in urban environments. Therefore, it is important for special educators to engage in knowledge generation that both provides them information about the assets and beliefs of their urban school community while also challenging their mindsets so that they can better center the perspectives of their students when making decisions. This column provides recommendations for special educators to prepare themselves by developing a deep understanding of their school community that they can use to subsequently link to the implementation of culturally-sustaining practices.

Educational Programming for Students With Disabilities in Urban Schools

2021 ◽  
pp. 105345122110510
Author(s):  
Joseph John Morgan
Keyword(s):  
Urban Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Urban Environments ◽  
Diverse Students ◽  
Educational Programming ◽  
Community Stakeholders ◽  
Educational Professionals ◽  
Large Populations ◽  
Education Design

Urban education is often defined as education provided to diverse students in communities with large populations, both in raw number of residents and in population density. Educational professionals often associate deficit-oriented perspectives about urban education. These perspectives are often developed due to systemic inequities that exist within urban environments and a narrative around the underachievement and lack of resources found within schools. However, schools in urban environments often have access to a wide variety of supports and opportunities that can expand and enhance the education provided to diverse students. A reframing of this deficit perspective can support special education teachers in identifying assets that exist within their community that can be integrated in culturally sustaining ways. This special issue features articles that focus on reconceptualizing urban education for students with disabilities in an assets-oriented way through teacher education, design of culturally sustaining intervention and instruction, and engagement of community stakeholders.

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.

Challenges of Urban Educators in Implementing State Standards for Students with Disabilities

2021 ◽  
pp. 001312452110045
Author(s):  
Elizabeth D. Cramer ◽  
Rosalia F. Gallo ◽  
Catherine Salum ◽  
Lorena R. Munoz ◽  
Cynthia Pellegrini Lafont ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
State Standards ◽  
Learning Needs ◽  
Struggling Learners ◽  
Effective Implementation ◽  
Lack Of Information ◽  
Diverse Backgrounds ◽  
Information Research ◽  
Urban Educators

A lack of information, research, and teacher training exists on the effective implementation of Common Core State Standards (CCSS) or other state standards for struggling learners. The pace and standardization of the curriculum are often at odds with the unique learning needs of students from diverse backgrounds. Researchers in one large urban school district conducted a series of focus groups with special educators to identify their perceptions of these standards and the training needs associated with effective implementation of the standards. The results revealed a pressing need for professional development to facilitate effective implementation of the standards for struggling learners in urban settings. Implications for teacher preparation and urban education are discussed.

From Caring to Cared For

2019 ◽  
pp. 102-117
Author(s):  
Lindsey A. Chapman ◽  
Chelsea T. Morris
Keyword(s):  
Special Education ◽  
Teacher Retention ◽  
Students With Disabilities ◽  
School Leadership ◽  
Working Conditions ◽  
Special Education Teachers ◽  
Special Educators ◽  
Positive Outcomes ◽  
Marginalized Populations ◽  
Practical Application

Special educators dedicate their careers to caring for one of the most vulnerable and historically marginalized populations of students despite often working in environments that do little to reciprocate this care. Amidst an ever-changing education landscape, special education teachers are becoming increasingly stressed, experiencing burnout at alarming rates, and far too frequently leaving the field altogether. In this chapter, caring school leadership is examined in the context of special education. The authors seek to bridge a theoretical stance with practical application to the field. Three necessary conditions for caring are discussed and specific “transactions of care” are recommended. The chapter concludes by upholding the idea that ensuring special educators feel cared for by school leaders has the potential to mitigate issues of poor working conditions, teacher retention, and consequently, promote positive outcomes for students with disabilities.

Online Courses Accessible to College Students With Disabilities

2021 ◽  
pp. 937-948
Author(s):  
Dorea D. Bonneau ◽  
Margaret M. Cramer
Keyword(s):  
Students With Disabilities ◽  
Course Design ◽  
Special Educators ◽  
Online Courses ◽  
Limited Attention ◽  
Traditional Role ◽  
Technological Advances ◽  
University Professor ◽  
College Students With Disabilities ◽  
The University

More students can attend colleges and universities from a distance due to broader access and technological advances. Therefore, facilitators are facing the challenge of providing more accommodations and modifications to nontraditional students. The provision of these special services, which have traditionally been provided by special educators, are receiving limited attention. Special educators are educated to make these adjustments on an individual basis in the elementary and secondary levels. However, this has not been the traditional role of the university professor. With today's mass enrollments in online courses, procedures for providing accommodations to all students have become a significant challenge. This chapter will review research on online course design and implementation to address the needs of students with disabilities.

scholarly journals Transformative Leadership Approaches to Inclusion, Equity, and Social Justice

2019 ◽  
Vol 30 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Carolyn M. Shields ◽  
Kristina A. Hesbol
Keyword(s):  
Social Justice ◽  
School District ◽  
School Leaders ◽  
Rocky Mountain ◽  
Urban School ◽  
Transformative Leadership ◽  
Education For All ◽  
Urban School District ◽  
Beliefs And Practices ◽  
Mountain West

The purpose of this article is to examine the leadership beliefs and practices of three school leaders in a large urban school district in the Rocky Mountain West to determine whether any are consistent with transformative leadership. We sought to (a) describe the challenges faced by these school leaders in addressing the needs of changing populations, (b) understand the ways in which these educators conceptualize an equitable education for all, and (c) identify the inclusive practices that they implement to ensure a socially-just education for all. This study used a transformative, multiple case study to understand the beliefs and practices of three school leaders. Data were collected for this study at one elementary, one middle, and one high school in the same urban school district. We used transformative leadership theory as a conceptual framework to guide the data collection and analysis, focusing explicitly on inclusion, equity, excellence, and social justice. The findings demonstrate how leaders exercise equitable, socially just leadership to create welcoming, inclusive schools where all students, including those who are minoritized or economically disadvantaged, feel affirmed, respected, and academically challenged. An important major challenge that emerged was the need for alignment of district goals and practices with those of school leaders. We conclude with a call to school leaders to disrupt inequitable school cultures and work in transformative ways.

scholarly journals Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment

2005 ◽  
Vol 29 (2) ◽  
pp. 155-171 ◽  
Author(s):  
Suzanne Carrington ◽  
Kris Holm
Keyword(s):  
School Culture ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
School Community ◽  
School Principal ◽  
School Development ◽  
Student Empowerment ◽  
Policy And Practice ◽  
Inclusive School ◽  
Secondary State

This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, parents and the students illustrate a growing understanding of what inclusive education means for members of this school community. The research extends understandings of inclusive education in schools, from a focus on students with disabilities to a much broader philosophy that influences school culture, policy and practice for the diversity of students at the school. Discussion about feeling part of a ‘family’ in the school community and the description of the procedures linked to actions for change, provide evidence of a developing inclusive school culture that will inform educators interested in inclusive school development.

What Do Employers Ask for in Advertisements for Special Education Positions?

2014 ◽  
Vol 38 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Common Criteria ◽  
Special Education Needs ◽  
Job Advertisements ◽  
Education Needs ◽  
Formal Recognition

Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the sample does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.

A Statewide Exploration of the Nature and Use of Curriculum in Special Education

1995 ◽  
Vol 62 (1) ◽  
pp. 68-83 ◽  
Author(s):  
Deanna J. Sands ◽  
Lois Adams ◽  
Donna M. Stout
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Grade Level ◽  
Life Skill ◽  
Beliefs And Practices ◽  
Service Delivery Models ◽  
Grade Levels ◽  
Compensatory Skills ◽  
Delivery Models

This study reports the results of a statewide survey of the beliefs and practices, regarding curriculum, of 341 elementary and secondary special education teachers serving students with a variety of disabilities. Findings indicate that (a) teacher training in curriculum development occurs mostly on the job; (b) teachers want training in teaching compensatory skills and life skills; (c) teachers believe that the IEP constitutes the curriculum for students with disabilities; (d) teacher judgment primarily guides the content of classroom instruction; (e) teachers focus principally on academic remediation versus life-skill or other instruction; (f) curriculum focus varies little across service-delivery models, but does vary by grade level; and (g) minimal articulation of curriculum exists across grade levels.

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