What Equity Requires of Special Education Research and Practice
Paul Luelmo Christopher Brum Lauren Collins
Articles
Research
EMBRACE-ing Cultural Diversity in Educational Service Delivery: A Framework for Building and Sustaining Equitable Learning Environments
Miguelina Zapata1, Devon Dee-Mbappe2, and Brandan Persaud3 1 Howard University 2 Xavier University of Louisiana 3 3American University
Abstract: This paper explores the importance of collaboration in educational service delivery by exploring culturally responsive classroom management practices for education professionals.
Educators must understand and critically reflect on their own biases that could impact their interactions with students, families, and colleagues.
This is essential not for providing inclusive learning opportunities that address the unique needs of each student. This could lead to misunderstandings and misinterpretations of student behaviors,
further complicating effective management and service delivery. Ultimately, the paper argues that through the use of the EMBRACE (Evaluate, Mentor, Build, Reflect, Adapt, Collaborate, and Empower)
framework smooth collaboration between and amongst educators and families can significantly enhance the academic, social, and emotional development of students. This framework provides a roadmap
to achieve cultural diversity in the educational setting.
Keywords: culturally responsive practices, service delivery, equity, administration, education
Transition Teacher Perspectives of Community-Based Vocational Education Programs for Students With Disabilities
Vincent Spevack , Janna L. Brendle , and Robin H. Lock
Texas Tech University
Abstract: The transition from school to work can be an especially challenging time for adolescents and young adults with disabilities, and their families, as they navigate the complex postsecondary transition process.
Community-based vocational education (CBVE) is a coordinated transition service that provides students with opportunities for the acquisition of career and life skills in real-world environments.
The goal of CBVE is to best prepare individuals with disabilities for employment and subsequentially important life skills necessary for the transition to a more independent life.
The study was designed to explore special education transition educators’ perceptions of the barriers to implementing CBVE programs for students with disabilities and how they could potentially be minimized.
The study investigated CBVE programs across four states where students with disabilities attended community worksites at least two days per week.
Twenty-one special education teachers who work in CBVE programs for students with disabilities responded to data through a participant data form, questionnaire, and rating scale.
The results indicated that a lack of the business community and employer interest and an absence of CBVE awareness and understanding were the greatest barriers to implementing and sustaining a CBVE program for students with disabilities.
The Use of Video Modeling to Teach Algebraic Equations to Secondary Students With and At-Risk for Disabilities
Maria McGrath, Emily Hornung, and Shannon Gormley Budin
SUNY Buffalo State University
Abstract: Identifying mathematics interventions that are efficient, effective, and increase independence are vital for students with or at-risk for mathematics disabilities.
Interventions used in general education or instructional support settings must also be feasible and allow teachers to meet both individual as well as whole-class needs. Digital technologies
such as video modeling can embody several high-leverage instructional practices at once to facilitate the learning of fundamental mathematics concepts, such as algebra.
A multiple baseline across participant design with an additional nonconcurrent replication in an applied setting was used to evaluate the effectiveness of video modeling on student ability
to solve two-step algebraic equations and word problems. This study used an interactive learning platform, EdPuzzle, to deliver the video modeling intervention to two students who were at-risk for math failure.
Findings indicate improvements in students’ ability to solve math problems with increases in accuracy that maintain after no video model was available. Results and implications for the field are discussed.
Keywords: video modeling, mathematics instruction, algebra, word problems, technology-based intervention, instructional technology, iPad, disability
Experience and Response to Disability Stigma in South Asian Communities
Sudha Krishnan
San Jose State University
Abstract: This qualitative study explored the experiences of stigma and responses to stigmatization among 13 South Asian parents of children with extensive support needs (ESN).
Existing research indicates that students with intellectual disabilities often experience negative emotions such as shame, powerlessness, and frustration due to their disability status.
Cultural beliefs significantly influence the experiences of disabled children and their families, with stigma perceived and felt differently across cultural groups.
Participants were interviewed about their family and cultural beliefs, perceptions of disability, and experiences with school collaborations and social stigma.
Thematic analysis revealed that South Asian families with children with ESN faced stigmatizing narratives about disability from their families and community.
Responses to stigma included social exclusion, forming supportive communities, resistance to stigmatizing narratives, and turning to spiritual practices.
This study indicated the need for culturally sensitive support and educational strategies for South Asian families with children with ESN.
Keywords: extensive support needs, stigma, families
