This self-reflective article describes my experience as a disabled-Latino faculty member in a teacher preparation program at a minority-serving urban university. This personal narrative of the physical, emotional, attitudinal, and resource aspects of the author's experience highlights barriers and challenges experienced in the educational and…

In this commentary, the authors present disability studies in education (DSE) as an alternative way to reframe, understand, and teach students who are positioned as struggling in literacy classrooms. As the authors detail, a DSE perspective changes the relationship between teachers and students to a more reciprocal one, and in doing so, it…

In this letter to the editor of "Strategies: A Journal for Physical and Sport Educators", the authors write that they recently read the "Strategies" article by Antony Parish, "Using Immersion as a Teaching Method to Develop an Understanding, Appreciation and Empathy for Special Needs Populations," in the May/June 2016…

In this article, I argue for pedagogies that explicitly center the embodied perspectives of students and their audiences. Using Stephanie Kerschbaum's concept of "anecdotal relations," or orientations towards disability that inform rhetorical transactions, I analyze my academic experiences as a Chicana with "invisible"…

This article is the result of an interview with Judith Nelson conducted by Madeline Cantor. Madeline is the Associate Director of the Dance Program at Bryn Mawr College and a colleague and friend of Judith Nelson. In this article, Judith offers her perspective as a dance educator who teaches students with disabilities, and as a parent of a child…

In the fall of 2016, the "Harvard Educational Review" ("HER") published "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/Ability" by Federico R. Waitoller, assistant professor in the Department of Special Education at the University…

In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply…

In this webinar, long-time educator and developer of education technology Michael Jay discussed the importance of using technology to support learning and gave examples of how teachers can integrate technology into their instruction based on the Common Core State Standards and the Next Generation Science Standards. The PowerPoint presentation and…

Twenty-first century teachers working with diverse readers are often faced with the question of how to integrate technology in reading instruction that meets the needs of the techno-generation. Are today's teachers equipped with the knowledge of how to effectively use Assistive Technologies (AT) for reading? This position paper discusses AT for…

Since 1966 when we began our careers in special education, we and others in our cohort have seen substantial changes in our discipline. In our personal experience, we had the opportunity to work together in situations that led us to focus on practices and procedures that produced better outcomes for our students, and better outcomes for students…

In their reply to my recent article in this journal, "The Long Good-bye: Why B. F. Skinner's "Verbal Behavior" Is Alive and Well on the 50th Anniversary of Its Publication" (Schlinger, 2008a), Dymond and Alonso-Alvarez (2010) assert that I neglected to mention a controversial debate within behavior analysis about the consistency of Skinner's…

The author begins by stating that Mark Wolery has probably done more than anyone else to remind the field that teaching children is the most important thing practioners do in classrooms and that there is research on what good instruction looks like. However, the author asserts that he has a different take on the new (although it began "a…

This article focuses on early childhood classrooms in which young children with disabilities are enrolled, ideally inclusive classrooms. A foundational assumption about which most early intervention professionals would agree is that young children with disabilities learn from: (1) their experiences (interactions) with their physical environments…

In this webinar, Dr. Joyce Epstein, Director of the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools, discussed what the research says about effective family engagement. The webinar and PowerPoint presentation are also available. A brief list of resources is included.

The purpose of this commentary is to respond to the article written by Voltz and Collins (2010) that considered the preparation of special education administrators for inclusion in diverse, standards-based contexts by highlighting the Administrator of Special Education Standards that were adopted in 2009 by the Council for Exceptional Children.…