Sheltered Workshops

April 20, 2018 by | Uncategorized

Over the course of the last 100 years, sheltered workshops have developed and changed based on the social attitudes and cultural values of the time periods.  These attitudes and values were then reflected in the legislation of the different time periods.  With the creation of the first sheltered workshop in 1840, the primary disability that


TPI Graduate Research Assistant (GRA) Feature

April 11, 2018 by | Uncategorized

Please share what has lead you to this position with the Thompson Policy Institute (TPI)? I was the first GRA hired to be part of TPI. I had written my Master’s Thesis for my M.S. in Special Education at Chapman with the title: A Narrative and Poetic Exploration into Self-Defining Asperger’s: Ceasing to be X-.


3rd Annual DisAbility Summit

March 26, 2018 by | Education

For the 3rd Annual DisAbility Summit, we have a very exciting lineup of research presentations that will focus on our two main initiatives at the Thompson Policy Institute, inclusion of students with disabilities and transition services. We will also be presenting our Excellence in Disability Award to a recipient that has shown dedication to increase


Transforming Family: Foster Youth with Disabilities

March 22, 2018 by Anne Steketee | Uncategorized

After tutoring a high school student for six months, an emergency need developed and our home was identified as one of safety for her temporary placement. Three traumatic days turned into three tumultuous years and two babies while we transformed the idea of family together. As Marie (not her real name) coped with her new role


Graduate Research Assistant (GRA) Feature

March 7, 2018 by | Uncategorized

We asked Shayne a few questions about her position at TPI, and about her research interests. Please share what has lead you to this position with the Thompson Policy Institute (TPI)? After completing the my Master’s and credential I chose to return to Chapman because of the knowledge and support that the faculty have to offer.


Perceptions of Disability in the Vietnamese American Community

February 22, 2018 by | Uncategorized

Oftentimes, there is an assumption that Vietnamese Americans perceive disability as a condition that is a “debt” from sins committed in a previous life (Jegatheesan, Miller, & Fowler, 2010, p. 124; Wang & West, 2016, p. 5). While that assumption may be accurate for some Vietnamese Americans, it does not thoroughly capture the attitudes of


TPI Graduate Research Assistant (GRA) Feature

February 12, 2018 by | Uncategorized

We asked Sneha a few questions about her position at TPI, and about her research interests. Please share what has lead you to this position with the Thompson Policy Institute (TPI)? I attended the first DisAbility Summit, and the very next day I applied to join Chapmans Ph.D. in Education program. While I was starting


Person-First Language and What it Means to Me

January 22, 2018 by | Uncategorized

The discussion of person-first language versus identity-first language continues. This popular discussion has been occurring via various avenues for quite a while. The education field has deemed person-first language such as, “an individual with autism” as acceptable, and many disabled individuals have argued for identity-first language such as, “Autistic,” stating it better suits how disabled individuals feel/identify. As the debate


Labels and Identity

January 16, 2018 by | Uncategorized

Neurodiversity, Autism Spectrum Disorder, Autism Spectrum, Asperger’s. All these terms are labels. Which one fits the complexities of the self-called I? What happens when I add in; writer, poet, researcher, Graduate Research Assistant (GRA), and 3rd year Ph.D. student? What becomes of the other labels I may identify with? What if I write the word


Mathematizing: Striving for Inclusion Through Quality and Creative Math Instruction

November 22, 2017 by | Uncategorized

Dr. Rachel Lambert is an Assistant Professor in the College of Educational Studies at Chapman University. Her scholarly work investigates the intersections between disability studies in education and mathematics education. She has conducted longitudinal studies of how learners with and without disabilities construct identities as mathematics learners, and how mathematical pedagogy shapes disability. Dr. Lambert

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