Dr. Cathery Yeh of Chapman University and Dr. Daniel Reinholtz of San Diego State University, in collaboration with Drs. Meghan Cosier and Audri Gomez of TPI, have been awarded $14,676 to develop the Anti-Bias Developing and Researching STEM Education (ARISE) Project. The Office of Research, the Provost, and the Vice Provost for Academic Administration selected
Setting our Students up for Long-Term Success
By: Rachel Wiegand, Amy Jane Griffiths Introduction Imagine a former student with a disability arriving at her newly earned place of employment. As a member of her Transition-Focused IEP Team, you, your student, and all stakeholders collaborated extensively to ensure that her transition plan met her needs, suited her interests, and aligned to her long
Navigating the Special Education System with a Disability Studies Lens, Part 1
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
“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!
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
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
Becoming a Researcher
A Pilot Study not connect to The Thompson Policy Institute on Disability and Autism: Out from the halls of theacademy, a researcher is born, handed down knowledge from mentors and those who came before them, this is what is called the academictree. Now, I can trace my academic lineage from branches of a tree, that
Assessing Students Progress in the Extracurricular Realm of School. Why a new qualitative approach method is needed.
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
California Alliance for Inclusive Schooling
The California Alliance for Inclusive Schooling (CAIS) had its first meeting on October 18, 2018 at the California Council on Teacher Education conference. CAIS emerged from recent statewide conversations regarding how best to support inclusive teacher preparation programs to ensure good schools for all students. The mission of the Alliance is to support, unify, and
Is it Time for the Current Life After High School Transition Model for Teens and Young Adults with Disabilities to Finally Face the Wrecking Ball?
This is the question many, including myself in the disability field, are starting to ask. Historically, transition programs of most school districts have been geared toward students with disabilities staying on the high school campus, not graduating with a high school diploma and instead getting a certificate of attendance. Such a certificate is practically worthless