This case demonstrates how school administrators' development of intersectional competence can disrupt racial inequity in special education. Intersectional competence refers to educators' preparedness to recognize how schooling is implicated in multiple, intersecting systems of oppression, collaborate with relevant stakeholders who themselves…

Requesting accommodations in postsecondary settings requires students to understand their disabilities and needs and describe those needs to higher education faculty and staff. Young adults often have limited accurate knowledge and understanding of their abilities and disabilities. This qualitative study used in-depth semi-structured interviews to…

Situated in the context of U.S. educational outcomes, education policy in California, and UNESCO's definition of inclusive education, we examine how schools have addressed student diversity. Methods of identifying students with disabilities are not adequately designed to identify English learners with disabilities. In part to address that problem,…

Stuttering places students at-risk for being stereotyped and experiencing identity difficulties in school. This study hoped to fill a lacuna in the literature on the educational experiences of African American male stutterers. Six African American adult males who stuttered and lived in Washington, DC; Maryland; and/or Virginia participated in this…

For the inclusive education indicated in the Individuals with Disabilities Education Act (IDEA) to occur at the high school level, teachers must be prepared to teach students with multiple ability levels and learning profiles in one classroom. Since the passage of IDEA, large numbers of students with mild to severe learning needs have been placed…

The purpose of this study was to present the academic experiences and perspectives of undergraduate African American male students labeled with disabilities. This study was intended to investigate an underexplored area that crosses the boundaries of ethnicity, disability, and postsecondary education. The students' reflections offer three key…

Individual interviews with 21 high-functioning adolescents diagnosed with an autism spectrum disorder and their parents were used to assess postsecondary educational aspirations and thoughts concerning obstacles and resources that shape educational achievement of this group. The results from these semistructured interviews revealed that both the…

Traditionally, students with disabilities have been denied a voice in where or how they should receive their education. Much of the literature about education for adolescents focused on both non-disabled students' and teachers' perceptions of working with students with disabilities. Although there is limited research that examines the perceptions…

Discusses some of the ethical concerns that early childhood professionals should consider when identifying or adapting assistive technologies for young children with such disabilities as cerebral palsy, spina bifida, visual impairments, and hearing impairments. (BB)