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Sneha Mathur

Posts by Sneha Mathur

Invisible Disability: Students with Invisible Disabilities in Higher Education Lisa Boskovich, 4th year Doctoral Student, Graduate Research Assistant for TPI

December 18, 2018 by | Thompson Policy Institute

University students with hidden disabilities often confront challenges in the perceptions of their disabilities and in obtaining their education (Mullins & Preyde 2013; Olney & Brockelman, 2003). According to Olney & Brockelman, (2003) some students express feelings of disconnect with having a disability and having to confront others only enhances this feeling. Students with invisible

Assessing Students Progress in the Extracurricular Realm of School. Why a new qualitative approach method is needed. By Stephen Hinkle, Self-Advocate, Chapman Ph.D. Student

November 15, 2018 by | Thompson Policy Institute

In most schools, our school system does a lot to assess student progress in academics such as reading, writing, and mathematics. However, little assessment is done to build an accurate picture of a child’s knowledge in the various extracurricular realms to evaluateif a student is making adequate social progress. To understand why a new method of

Curb-cuts on Fashion’s Runway By, Anne Steketee, M.Ed

September 7, 2018 by | Thompson Policy Institute

I have an unusual reading schedule: various online news sources of a wide diversity politically; several educational newsletters; a fairly outrageous dis/ability blog; and daily email digests featuring issues of race, ethnicity, orientation, and mental health. I find that this sort of cross-pollination of sources adds to my growth. Reading about the continuum of political

Is There Too Much Support for Special Education Students in High School? by, Shayne Brophy, M.A.

August 12, 2018 by | Thompson Policy Institute

Having had the opportunity to work in two high schools, I have seen how special education can differ vastly in the classes and supports offered to students. Each special education teacher has a caseload of students for whom they are responsible. They meet minimally once a year, with parents, general educators, and administrators, in order

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