67 posts categorized in



California Educator Preparation Innovation Collaborative (CalEPIC) on the Move Providing Individualized Support through Site Visits

February 17, 2023 by Charlotte Achieng Evensen evensen@chapman.edu and Kevin Nguyen-Stockbridge kstock@chapman.edu | Uncategorized

Cultivating reciprocal partnerships requires multiple touchpoints. As engaged partners, Dr. Charlotte Achieng Evensen, CalEPIC Senior Transformation Specialist, and Dr. Kevin Nguyen-Stockbridge, CalEPIC Project Manager, travel throughout California to visit their five partner Educator Preparation Programs (EPPs): University of San Francisco, University of Redlands, Loyola Marymount University, Claremont Graduate University, and Saint Mary’s College of California.

February 10, 2021 by Jennifer James | Uncategorized

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

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

May 20, 2019 by | Uncategorized

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 | Uncategorized

“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 | Uncategorized

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 | Uncategorized

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 | Uncategorized

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

October 29, 2018 by | Uncategorized

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

October 13, 2018 by | Uncategorized

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

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