ERIC Number: ED657273
Record Type: Non-Journal
Publication Date: 2023
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Staying Intentional: Advancing Integration Strategies for Students with Dis/abilities at the Intersection of Race, Sex, National Origin, and Religion. MAP Center State Education Agency Self-Assessment and Preplanning Tool
Great Lakes Equity Center
The MAP Center State Education Agency Self-Assessment and Preplanning Tool was created as a joint venture between national and regional TA Centers, educational thought leaders, and an extensive convening of stakeholders from the Midwest and Plains Equity Assistance Center (MAP) 13 state region. The purpose of the tool is to advance integration strategies for students with disabilities at the intersection of race, sex, national origin, and religion. This tool is specifically designed for use by State Education Agencies (SEAs), though it may also be utilized by Local Education Agencies (LEAs), building level staff, and community stakeholders. This tool provides a quantitative assist to understand the extent of civil rights protections in educational organizations and provides space for beginning or furthering the redressing of exclusionary discipline practices for students with disabilities at the intersections. The MAP Center State Education Agency Self-Assessment and Preplanning Tool consists of two parts, a recording of the MAP Center's 2023 Technical Assistance Center Equity Advisory and Service Networks Convening, and the SEA Self-Assessment and Preplanning Worksheet.
Descriptors: Intention, Mainstreaming, Students with Disabilities, Intersectionality, Race, Sex, Ethnicity, Religious Factors, Self Evaluation (Individuals), State Departments of Education, Alignment (Education), Public Schools, Minority Group Students
Great Lakes Equity Center. 902 West New York Street. Indianapolis, IN 46202. Tel: 317-278-3493; Web site: https://greatlakesequity.org/
Publication Type: Tests/Questionnaires; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: Indiana University-Purdue University Indianapolis (IUPUI), Great Lakes Equity Center
Grant or Contract Numbers: S004D220003
Author Affiliations: N/A