Mark your calendars for THREE Disability Studies brown bag talks in Spring 2015, featuring recipients of Harlan Hahn DS grants!
The DS year-end recognition and graduation celebration will be held Friday, June 5, 1:30-3:30pm in the D Center (MGH 024). All are invited!
Accessibility:
We will have ASL interpretation and CART captioning for all of these events.
Please do not wear any scented products, for the health and safety of our community members with chemical sensitivity. The D Center is a fragrance-free space.
To request disability accommodation, contact the Disability Services Office, preferably at least 10 days in advance, at: 206.543.6450 (voice), 206.543.6452 (TTY), 206.685.7264 (fax), or email at dso@uw.edu.
Brown bag talks:
May 8, 12-1pm, MGH 024
Title: An Examination Of the Inclusive Instructional Practices and Accommodations Used for Students with Disabilities in Higher Education And Their Perceived Importance By Instructors
Presenters: Elizabeth A. West, Daniel A. Novak, and Carlyn Mueller, UW College of Education
May 29, 12:30-1:30pm, MGH 024 [note start time]
Title: Special Education Inclusion in Mexico: Implementation, Resistance, and Communal Benevolence
Presenter: Douglas Judge, graduate student in UW College of Education
June 5, 12-1pm, MGH 024
Title: Where We’ve Been and Where We’re Going: Exploring the History of Disability Activism and the Disability Studies Program on Campus
Presenters: Marisa Leigh, Monica Olsson, and Tash Hansen-Day
Full Information:
Friday, May 8, 12-1pm, MGH 024
Title: An Examination Of the Inclusive Instructional Practices And Accommodations Used For Students With Disabilities In Higher Education And Their Perceived Importance By Instructors
Presenters: Elizabeth A. West, Daniel A. Novak, and Carlyn Mueller, UW College of Education
Abstract: This research examines the inclusive instructional and accommodative strategies faculty in the College of Education use to assist students with disabilities in their classes, and what faculty perceive as most important for student success. The survey included demographic questions (gender, college and experience) and response items from the Inclusive Teaching Strategies Inventory (Lombardi, Murphy, & Gerdes, 2011). Responses were collected from 52 instructors in the College of Education. Findings from the analysis suggest differences between instructors’ attitudes and actions in two areas: 1) Scholastic Accommodations to assignment due dates and individual reading loads, and 2) Physical Accommodations, such as examining the classroom in advance to anticipate physical barriers for students with disabilities. Findings also suggest that instructors’ lack confidence in their knowledge of Universal Design for Learning, legal definitions of disability, the Americans with Disabilities Act, and Section 504 compliance. The implications of these findings for instructor professional development will be presented.
Elizabeth A. West is an Associate Professor of special education in the College of Education at the University of Washington. She received her Ph.D. from the University of Washington (2003). Dr. West has an active research agenda focusing on transforming communities to increase access and to improve outcomes for students with low incidence disabilities. She has published numerous journal articles and has presented nationally and internationally. She has had consistent research funding and serves on a number of editorial review boards. Dr. West has played a vital role in the college as a researcher specializing in severe disabilities with a focus on cultural and linguistic diversity, technology and teacher preparation. She currently holds leadership positions at the national and international level.
Carlyn Mueller is a first year doctoral student in the Special Education program in the College of Education. Her research interests are in the identity development processes of students with disabilities across special education instructional contexts. Currently at UW, she is involved with the Secondary Special Education Leadership Grant, a second Gates Foundation funded research grant on special education for Native American students, and developing a course engaging disability, art, and pedagogical issues. She is a graduate of Vanderbilt University’s M.Ed program in Learning, Diversity, and Urban Studies and is deeply committed to intersectional work that engages the lived experiences of those not often given voice in academia.
Daniel Novak is the Director of Design in the District Leadership Design Lab at the University of Washington. His graduate training includes a MA in Educational Technology from San Diego State University and a Ph.D. in Learning Sciences from the University of Washington. His research focuses on the role of technology in improving the learning experience and outcomes for adult and professional learners in online spaces. He has conducted international research on mobile learning technologies, instructional design for adult learning, and the support of professionals in the workplace with partners as diverse as the US Navy, the Bill and Melinda Gates Foundation, and the Boeing Corporation. His current research focuses on the development of online platforms and multi-media learning materials for educational leaders in school district central offices across the United States.
May 29, 12:30-1:30pm, MGH 024 [note start time]
Title: Special Education Inclusion in Mexico: Implementation, Resistance, and Communal Benevolence
Presenter: Douglas Judge, graduate student in UW College of Education
Abstract: This qualitative interview study examines the provision of special education services in three communities in Mexico’s Yucatan peninsula. Consisting of 20 interviews conducted in urban, suburban, and rural settings, this study examined the role of community, family, and school professionals in mediating special education evaluation, service provision, and mandates from the Mexican government to fully implement inclusive special education practices. Mexico comprises one case in a comparative examination, also including China, the US, and England, of expanding special and vocational education born from globalization and increased economic and social integration. Findings indicate strong federal mandates and rhetoric promoting inclusion and equality in Mexico, yet exceptionally low national rates of special education enrollment, scarce resource deployment in local schools, and an elevated role of families in decision making.
Doug Judge is a PhD student in the department of Special Education at the University of Washington. His research and publications include international inclusion, positive behavior supports, juvenile justice and mental health, and racial disproportionality in special education and correctional institutions. He previously worked as a juvenile probation officer, social worker, and special education teacher. In June he will complete the Danforth Program in Educational Leadership, also at the UW.
June 5, 12-1pm, MGH 024
Title: Where we’ve been and where we’re going: exploring the history of disability activism and the Disability Studies Program on campus
Presenters: Marisa Leigh, Monica Olsson, and Tash Hansen-Day
Abstract: The UW’s Disability Studies program and student Disability Justice Activism have been intertwined and have grown up together into what we experience on campus today. While we still have many places to go with the DS program and campus activism, it is important to connect with and understand where we have been. Through our research, we have developed a timeline of growth and will share what we have learned with you.
Tash is a white queer trans Deaf/Hard of Hearing and multiply disabled activist who works at the D Center as the Programming and Outreach Coordinator. They are a disability nerd who gets excited about creating access as a way of showing that we value each other’s presence and participation, as well as acknowledging that while society may meet some people’s access needs, we are all interdependent on each other in one way or another.
Marisa is a white, educated, middle-class queer femme with cisgender privilege who experience multiple disabilities including chronic illness. Her disability studies/ activism journey began with being involved with Disability Advocacy Student Alliance at UW as an undergrad student and she now works in Disability Services at a local community college. Her involvement in disability activism has helped her greatly in adjusting to life with a chronic illness, and the queer disability community in Seattle feels the most like home to her.
Monica is an educated white queer cisgender woman from a low income/working class background, experiencing multiple disabilities. She and her twin sister were both born with Cerebral Palsy (CP). These interactions were often paradoxically traumatic, painful, informative, and beneficial at the same time. This lived history informs her disability activism and fierce desire for empowered disability communities.
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