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Because they are receiving unnecessary services and may not have access to the general education curriculum and classroom. conceptually-based, rigorous, and equitable); and (c) create an inclusive classroom setting where all students can experience success, eliminating restrictive and segregated special education placements.
Mays Endowed Chair and Professor of Educational Policy Studies, led the association from 2014-2015. Throughout the association’s existence, Black AERA presidents have steadily pushed for more inclusivity and to urge panel sessions that focused on racial inequities and racism within the field. Dr. Joyce E. King, the Benjamin E.
Moving beyond the classroom, the report of the 2015-2016 working group on low-income and first-generation students at Carleton provides a broader perspective on the experience of these students at the College.
This past summer Carol Trosset completed a study tracking the class that entered Carleton in Fall 2015 and their use of the Writing Center , their performance in writing-rich courses, and their performance on the sophomore writing portfolio. The results were striking.
2011; Meyer, 2015) Human rights protections and equitable legal recognition / protections for identity representation and full inclusion; and, Cultural identity, connection to language & land within Indigenous communities (Kirmayer et al., These community resilience factors include: Community connection and support (Wexler et al.,
Over the past decade, some historically Black institutions have developed women’s and gender studies programs and embedded courses within general education curriculum. At Delaware State, students pursuing women's and gender studies are examining the intersection of race, class, gender, ethnicity, and sexuality. “At
Hines According to Singh, Appling, & Trepal (2020): “The Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015) ask counselors to “apply knowledge of multicultural and social justice theories” (p.
In my own journey as a higher education practitioner whose research and practice has always focused on remedying issues of inclusion and diversity, I have long been at odds with how the academy relinquishes its accountability for effecting and imparting social change.
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