Sneha Mathur

Posts by Sneha Mathur

Navigating the Special Education System with a Disability Studies Lens, Part 1 Stephen Hinkle

May 20, 2019 by | Thompson Policy Institute

This blog post is the first of a three part series on navigating the special education system with a disability studies lens, written by Stephen Hinkle. Stephen is a Chapman Ph.D. student, self-advocate, international speaker, and a person on the autism spectrum. ____________________________________________________________________________ Since its beginning, the American special education system has been based on

Inclusion in Test Preparation Anne Steketee, M. Ed.

March 29, 2019 by | Thompson Policy Institute

“Operation Varsity Blues” exposed a national cheat-your-way-to-college scam which continues to reverberate in the areas of privilege, race, ability, and equity in test preparation (Jaschick, 2019). As a professional who worked extensively in the field of college access for diverse learners, I am following these conversations with interest. Students with disabilities who need accommodations for

Just Keep Breathing! Sneha Kohli Mathur, M.A. BCBA

February 8, 2019 by | Thompson Policy Institute

Book Review: Growing Up Mindful: essential practices to help children, teens, and families find balance, calm, and resilience, by Christopher Willard   Introduction According to the American Psychological Association’s 2014 study of stress in American life, the most stressed group in America are teenagers (Willard, 2016).  Could this be due to more homework or expectations

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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