Browsing by Subject "inclusion"

Now showing 1 - 12 of 12
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    Antiracist study group policies and practices
    (2022) Arendale, David R
    My talk had six sections: (a) the influence of campus culture on student persistence, (b) antiracism resources for peer study group programs, (c) selected definitions related to antiracism, (d) highlights from the guide for Course-based Learning Assistance, (e) sample of antiracism policies and practices, and (f) additional resources for peer study group programs. I shared this talk at one of the monthly professional development seminars for the peer study group leaders at the University of Texas at San Marcos.
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    Being Neighborly: How One Museum Looks Beyond its Walls to Build Community
    (2020-06) Butler, Brenda F
    It is common for museums to be geographically located in urban neighborhoods with neighbors who do not visit. Museums make efforts to engage with their communities through programming to establish relationships with neighbors; this study highlights one museum, The American Swedish Institute (ASI), located in Minneapolis, Minnesota. This case study seeks to discover whether ASI is building cross-cultural relationships in their neighborhood; and finding what impacts are made on the neighborhood. This study may be useful to arts or cultural organizations seeking to build on their relevance to their neighbor communities and wanting to better engage with neighbors.
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    Best practices to strengthen academic relationships with college students and a sense of belonging.
    (2022) Arendale, David R
    My talk had six sections: (a) the influence of campus culture on student persistence, (b) antiracism resources for peer study group programs, (c) selected definitions related to antiracism, (d) highlights from the guide for Course-based Learning Assistance, (e) sample of antiracism policies and practices, and (f) additional resources for peer study group programs. I shared this talk at the annual conference for the Heartland Region for College Reading and Learning Association.
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    Damned if They Go, Demand if They Stay: The Compounding Effect of Selective Misidentification, Marginalization, and Nation-State Politics on the "Intractability" of Romani Statelessness
    (2023) Hulmequist, Rumyana
    Romani statelessness is an intentional product of Western historical political processes, especially in the European context. It is therefore not intractable, as it may seem to be based on the decades of unsuccessful attempts at “integrating” Roma into the European Union’s society. Broadly, this paper illustrates distinct, Romani-specific social and cultural conditions that contextualize the complexities of Romani statelessness via a comparative analysis that demonstrates the negative impacts of selective misidentification, marginalization and nation-state politics both individually and jointly. Selective misidentification conceptually refers to an iterative historical process in which inconsistent labeling or perception of Roma, whether or not it is true, perpetuates and/or exacerbates disparate treatment and harms for Roma while benefiting or aligning with the desired social and political outcomes of others, especially the state. I consider selective misidentification broadly, referring to its various manifestations in both concrete and discrete forms. Concrete forms of selective misidentification such as in legal documentation of citizenship or property ownership, or discrete forms such as the politics of ethnic/racial identity and assimilation, are products of social, political, and cultural norms expressed and preserved through policy-making and implementation.
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    Elementary School Teachers’ Attitudes Toward the Inclusion of Deaf and Hard of Hearing Students in Two Midwestern Urban Schools
    (2018-12) Bozkurt, Ezgi
    This qualitative study aimed to investigate teachers’ perceptions and attitudes toward the inclusion of deaf and hard of hearing (DHH) students and possible factors influencing their attitudes, and to provide recommendations to promote positive attitudes. Eight elementary general education teachers teaching DHH students in inclusive settings were interviewed individually and observed during instruction. Relevant themes were identified from the collected data. Findings showed that although teachers held favorable attitudes toward including DHH students in their classrooms, they held more positive attitudes toward including students with low-level hearing loss than profoundly deaf or deaf students. Main factors influencing participants’ attitudes and the success of inclusive education programs were perceived as teacher training and support. To change teachers’ attitudes positively and enable successful inclusion, stakeholders should consider factors affecting teachers’ attitudes. Timely and consistent support for both teachers and students should be an integral part of these education programs.
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    Examining the Inclusive Summer Camp Environment as an Opportunity for Developing Social and Self-Determination Skills of Youth with Disabilities
    (2018) Dostal, Kurtis, M
    Important developmental aspects in adolescence include the ability to acquire and cultivate friendships, proficiencies, healthy lifestyle habits, and an overall purpose and meaning in life. Inclusion provides each child an equal opportunity to develop in a normal and integrated environment. Participation in stimulating and intrinsically motivating recreation and leisure activities offers a central means for the growth of this development in children with and without disabilities. The social and self-determination skills of youth with disabilities were hypothesized to develop and improve as the youth became more actively involved and engaged with other children, daily activities, and the experiences of an inclusive summer day camp program. The sample was composed of 29 youth participants with various disabilities, aged 6-14. The frequency of participation and level of engagement for the above measures was recorded weekly over the participants’ involvement in inclusive summer camp programs. The average length of enrollment in the summer camp programs was 4.31 ± 1.47 weeks. The frequency of participation and level of engagement for each study measure of the Youth Participation and Engagement Scale was positively correlated with the involvement of youth with disabilities in an inclusive summer camp program. While the correlations did not showed significant regression values, each measure indicated a positive growth of each skill. The results of this study show the benefits of the inclusive and recreational setting for the development of all youth, but especially for those with disabilities.
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    Exploring the Academic and Social Integration of Students who are Blind and Visually Impaired Attending a Saudi Arabian University
    (2022-08) Ajaj, Roqayah
    There is a dearth of evaluation and research on academic and social integration for college students who are blind and visually impaired (BVI), not only in Saudi Arabia, but around the globe. Failure to integrate students academically and socially at the university could affect the student's self-esteem, self-determination, and sense of belonging, which may ultimately lead to attrition. This exploratory study sought to understand the academic and social experiences of college students who are BVI in a public university in Saudi Arabia, from their perspective. A qualitative method was used to collect the data for this study. 18 semi-structured interviews were conducted. 14 students who were BVI and four administrators were interviewed. The interviews were conducted in Arabic and translated to English for the analysis. The results of the study revealed that the university, through the male and female disability centers, provided a number of academic and social services to support students who are BVI. The male and female students reported different experiences at the university, with the male students experiencing greater barriers than female students. Both male and female students reported academic and social barriers that prevented them from being fully included at the university. Some of these barriers included inaccessible course materials, inaccessible lectures, inaccessible physical environment, and inaccessible social events/activities. The administrators were aware of these barriers and were working towards remedying them. The findings revealed a need to 1) raise more awareness about blindness and how it affects the individual at the university through trainings and workshops for both students and faculty, and 2) conduct more research and evaluation about blindness and how blindness affects students academically and socially. The results can be used to develop disability awareness and assessment tools for the services and accommodations provided to students who are BVI.
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    Intersections Connect: Wearable Arts Working Collectively at the Local Level
    (2018-07) Gramann II, D J
    This project focuses in the commonalities in the need for skill building, knowledge expansion, and access to resources related to garment making disciplines including, but not limited to home and industrial sewing, fashion, costuming, upcycling and Cos-play. These disciplines are brought together under the umbrella term wearable art. To gain access to members and data, a partnership was established with Textile Center, a national nonprofit fiber arts organization. The themes of art versus craft, educating the audience, self-expression, aura, and the conceptual framework of dress from the literature review are all echoed in the findings and bring insight to the challenges experienced at the practitioner level.
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    Leading with Privilege: Personal Journeys of White Male Leaders in Higher Education to Become Advocates for Diversity, Equity and Social Justice
    (2017-05) Johnson, Craig
    With the growing participation of under-represented groups in American higher education, it is more important than ever that college presidents position diversity issues as a high priority on their leadership agenda. Given the continuing dominance of white males in college presidencies, it is especially important that white male leaders develop a greater awareness and understanding of diversity issues and the varying life experiences of different populations while also acknowledging and assessing the impact of their own personal identity and life experience on their leadership actions, practices and behavior. This study examines twenty white male presidents and chancellors who have established a reputation as effective advocates for diversity, equity and social justice. Findings from interviews with each president are compared with existing research to explore three key aspects: life experiences that inspired them to become involved in diversity issues; strategies and activities to develop greater awareness and understanding of diversity; and actions and strategies to develop successful diversity initiatives in their institution and community. In the end, this study documents ways that a white male leader can use his personal status as an asset in diversity work while at the same time actively working to acknowledge and address potential challenges of personal identity that may hinder efforts to ensure his institution provides access, equity and inclusion for all.
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    Lessons Learned and Moving Forward: Antiracist policies and practices for peer learning programs
    (2022) Arendale, David R
    My talk had six sections: (a) the influence of campus culture on student persistence, (b) antiracism resources for peer study group programs, (c) selected definitions related to antiracism, (d) highlights from the guide for Course-based Learning Assistance, (e) sample of antiracism policies and practices, and (f) additional resources for peer study group programs. I shared this talk at a regional conference for Supplemental Instruction hosted by Texas A&M University.
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    Moving forward with diversity, equity, and inclusion: Changing the culture of postsecondary education
    (2022) Arendale, David R
    My talk had six sections: (a) definitions of diversity, equity, and inclusion; (b) sample DEI statements; (c) what we know about campus culture; (d) definitions of key antiracism terms; (e) antiracist behaviors and policies for learning assistance; and (f) additional resources for DEI, peer learning programs, and other learning assistance activities. I shared this talk at the annual conference of the New York College Learning Skills Association. NYCLSA is focused on best practices for developmental-level courses, peer study programs, tutoring, and learning centers. This profession has already been making significant changes to implement antiracist practices.
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    Separate School Placement for Students with Extensive Support Needs: Potential Impact of School Locale and Charter School Enrollment
    (2022) Bowman, Jessica B; Wu, Yi-Chen; Ghere, Gail; Wakeman, Shawnee; Johnson, Holly
    Separate school placements persist for students with extensive support needs (ESN) despite longstanding federal mandates for all students with disabilities to be educated in the least restrictive environment and research that has demonstrated the positive impact of inclusive education. In this study, we extend research on separate school placement for students with ESN to explore the potential impact of locale and charter school policy. To do this, we describe (1) the percentage of separate schools for states with separate school placement rates for students with ESN higher, at, and below the national average by locale and (2) the number of separate special education charter schools by state and locale. Data in this study offer a more detailed glimpse into numbers of separate school in states and indicate varying proportions among each locale in states with high, average, and low separate school placement rates. A very limited number of self-identified separate special education charter schools nationwide seems to indicate minimal impact on separate school placement rates for students with ESN.