Turning Advocacy into Action: Inclusive Makerspaces

Special Populations ◽

Collection Development ◽

Special Population ◽

Leadership Roles ◽

Advocacy in the school library typically includes securing funding, collection development that is representative of special populations, and campus leadership roles. The librarian can, and should, create services and programs that are inclusive and supportive of special populations. One special population of students that are often overlookded in the secondary school library are special education (SPED) students. Special education students can have a variety of cognitive or physical disabilities that make the act of learning more difficult without the proper support.

Focusing the library on the reader

IASL Annual Conference Proceedings ◽

10.29173/iasl7759 ◽

2021 ◽

Author(s):

Elizabeth A. Lee

Keyword(s):

Special Education ◽

Secondary School ◽

Education Students ◽

Teacher Interviews ◽

Social Community ◽

Student Behaviour ◽

Library Programming

This study examined the effect of orientating library programming around the reading of manga by special education students in a secondary school. Data was collected through observation, student and teacher interviews, and videotaping student discussions of two novels. A social community of readers was established that altered student behaviour and views of reading.

Psychotropic Medication Use in Secondary School Special Education Students

Child and Adolescent Psychopharmacology News ◽

10.1521/capn.2014.19.4.1 ◽

2014 ◽

Vol 19 (4) ◽

pp. 1-5

Author(s):

Victoria Rundberg-Rivera ◽

Richard E. Mattison ◽

Gabrielle A. Carlson ◽

Chenel Michel

Keyword(s):

Special Education ◽

Secondary School ◽

Psychotropic Medication ◽

Medication Use ◽

In St. Tammany Parish, La.: "Intensified... Efforts with Special Education Students" Make a "Tremendous Difference"

PsycEXTRA Dataset ◽

10.1037/e488892006-001 ◽

2004 ◽

Cited By ~ 2

Keyword(s):

Special Education ◽

Experiences of Social Studies Pre-Service Teachers Designing Materials for Special Education Students: From the Exhibition “Nothing Can Stop Education

International Online Journal of Educational Sciences ◽

10.15345/iojes.2018.05.013 ◽

2018 ◽

Vol 10 (5) ◽

Author(s):

Fatma Torun

Keyword(s):

Special Education ◽

Social Studies ◽

Planning for mainstreamed special education students: Perceptions of general classroom teachers

Exceptionality ◽

10.1080/09362839209524799 ◽

1992 ◽

Vol 3 (2) ◽

pp. 81-98 ◽

Cited By ~ 55

Author(s):

Jeanne Shay Schumm ◽

Sharon Vaughn

Keyword(s):

Special Education ◽

Classroom Teachers ◽

Education Students ◽

General Classroom

Elementary Age Special Education Students Using Self-Directed or Tutor-Assisted Computer-Aided Instruction to Develop Keyboarding Skills

Journal of Educational Computing Research ◽

10.2190/9rwe-u3mm-l4xn-wlkb ◽

1990 ◽

Vol 6 (2) ◽

pp. 215-229 ◽

Cited By ~ 3

Author(s):

Roy Allen Tenney ◽

Russell T. Osguthorpe

Keyword(s):

Special Education ◽

Education Students ◽

Computer Aided Instruction ◽

Computer Aided

General and Special Education Students' Perceptions of Co-Teaching: Implications for Secondary-Level Literacy Instruction

Reading & Writing Quarterly ◽

10.1080/10573560500455695 ◽

2006 ◽

Vol 22 (3) ◽

pp. 205-225 ◽

Cited By ~ 22

Author(s):

Gloria Lodato Wilson ◽

Craig A. Michaels

Keyword(s):

Special Education ◽

Literacy Instruction ◽

Secondary Level ◽

Education Students ◽

Teaching Implications

Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess1-2021oa11818 ◽

2021 ◽

pp. 114-136

Author(s):

Sofia Tancredi ◽

Rachel Chen ◽

Christina Krause ◽

Dor Abrahamson ◽

Filippo Gomez

Keyword(s):

Special Education ◽

Inclusive Education ◽

Autism Spectrum ◽

Learning Opportunities ◽

Whole Body ◽

Education Students ◽

Design Based Research ◽

Novel Approach ◽

Design Speed

We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners' existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.