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 The Disability Studies in Education Annual Conference: Explorations of Working Within, and Against, Special Education

2014 ◽  
Vol 34 (2) ◽  
Author(s):  
David Connor
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Disability Studies ◽  
Doctoral Programs ◽  
Special Educators ◽  
Annual Conference ◽  
Alternative Discipline ◽  
Existing Structures ◽  
Disability Studies In Education ◽  
History Of

<p>This article focuses on the Disability Studies in Education (DSE) conference as an example of expanding disability studies (DS). First, the origins, purpose, and history of the DSE conference are described as a valid alternative discipline to special education. Second, the following three questions are posed in relation to DSE scholars: (1) To what degree can we transgress within existing structures of teacher education and doctoral programs without being provided lip-service, coopted, or dismissed as ideological versus practical? (2) To what degree can we engage (and critique) the field of special education within its journals and conferences&mdash;and provide a greater plurality of perspectives within them? And, (3) how can we strategize to widely circulate ideas within DSE throughout education and its related fields? Presentations from the 2012 DSE conference are analyzed, described, and used as a collective response to help answer these questions. Fourth, DSE scholars share post-conference thoughts on the future of DSE. Finally, the deep debt of DSE to DS is acknowledged, along with speculation about possible ways in which DSE may help inform the growth of DS.&nbsp;</p><p><strong>Keywords: </strong>disability studies<strong> </strong>in education, critical special educators,<strong> </strong>teacher education<strong>, r</strong>esearch in education, ideology</p>

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.

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.

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.

Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction

2016 ◽  
Vol 41 (1) ◽  
pp. 7-23 ◽  
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl Poch ◽  
Mary M. Murray
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Research Design ◽  
Special Education Teachers ◽  
Online Survey ◽  
Special Educators ◽  
Visual Representations ◽  
K 12

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators’ instruction.

scholarly journals On the Pulse of Change: The New Beat of Special Education in Higher Education

2010 ◽  
Vol 34 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Mary Keeffe ◽  
Linda De George-Walker
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
Teaching Staff ◽  
Roles And Responsibilities ◽  
Regular School ◽  
Lead Teachers ◽  
School Teaching ◽  
Changing Roles ◽  
Low Incidence

AbstractThe roles and responsibilities of special educators in both special and regular school settings are changing rapidly. More than two decades ago the move towards more inclusive practices disrupted the traditional, niche separatism of special educators to the extent that they are now an integral part of the regular school teaching staff. Today the broad agenda to facilitate access and participation for all students in education, not just students with disabilities, influences the roles and responsibilities of special educators. This article briefly identifies some of the generic pulses that are moving the special education profession from a focus on low incidence disabilities towards a more comprehensive approach to inclusion, school responsiveness and individualised learning pathways. From the foundation of inclusive practice, this article will describe how a qualitative study was used to understand the changing roles and responsibilities of special educators. A case-study analysis of 17 schools formed the basis of the investigation. Principals, lead teachers in special education and special education teachers were asked to identify trends and priorities in special education and also to identify rewards and challenges in their jobs. Further cross-referencing with teacher and special educator standards, a focus group, a stakeholder group and research in the field increased the opportunity for academics and special educators to critically reflect on the emerging demands placed on special educators and the attributes that are needed to be professionally effective.

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.

Preparing Critical, Secondary Special Educators

2017 ◽  
pp. 100-119
Author(s):  
Danielle M. Cowley
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Architectural Design ◽  
Special Educators ◽  
Universal Design For Learning ◽  
Critical Thought ◽  
Disability Studies In Education ◽  
Design For Learning ◽  
University Course

In this chapter the author explores teacher preparation as the logical site for cultivating praxis for secondary inclusive education. The author describes a university course on inclusive education for preparing critical special education teachers. The author offers disability studies in education (DSE) as a theoretical framework for supporting critical thought and creating just and inclusive educational practices for students with disabilities in P-21 settings. The author then outlines two themes that ground the architectural design of the course: re/thinking students (person-first narratives of disability) and re/designing pedagogy (Universal Design for Learning). According to Smith (2009), DSE “sees oppression and prejudice in sociocultural contexts and seeks to address those concerns” (p. 215). In preparing critical special educators it is our job to help students not only “see” the oppression of exclusion, but to provide them with concrete ways to create change and remain resilient.

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