Invisible Disability: Students with Invisible Disabilities in Higher Education Lisa Boskovich, 4th year Doctoral Student, Graduate Research Assistant for TPI
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 By Lisa Boskovich, Ph.D. Student, TPI Graduate Research Assistant
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. By Stephen Hinkle, Self-Advocate, Chapman Ph.D. Student
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 Organizational Meeting
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? By Stephen Hinkle, Self-Advocate, Chapman Ph.D. Student
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
Curb-cuts on Fashion’s Runway By, Anne Steketee, M.Ed
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
Collaborating for Mental WELLth in the Schools
In a time where people across the globe more virtually connected than ever before, there seems to be an increased sense of disconnection, isolation, and loneliness for many. At the same time, the rates of people struggling with mental health disorders is high. Millions of Americans are affected by mental health conditions every year. According
Is There Too Much Support for Special Education Students in High School? by, Shayne Brophy, M.A.
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
Combatting Disability Stereotypes, from TV to Books by, Sneha Kohli Mathur, M.A. BCBA
Television has begun to combat stigmatism and stereotypes related to people with disabilities. In the new comedy Speechless, the writers use humor to educate the general public about the experiences of people with disabilities as well as their families’ experiences. Interestingly, television is likely one of the primary sources of education on topics that one
Chapman GRA Lisa Boskovich shares her experiences on the spectrum with her Alma Mater, California State University, Fullerton
I returned to California State University, Fullerton (CSUF) this April and spoke on, “Autism, Advocacy, and Neurodiversity: Successful Strategies to Navigate Higher Education.” I hold a Bachelor’s in Human Services from CSUF, class of 2012. I never thought I would return as a guest speaker to discuss my journey along the autism spectrum and in