CALL FOR OUTSTANDING DISSERTATION AWARD NOMINATIONS
The Disability Studies in Education (DSE) Special Interest Group is pleased to invite nominations from junior faculty and graduate students of dissertations that represent outstanding/innovative theoretical and/or empirical work in the field of Disability Studies in Education. Recipients will receive recognition by the SIG in the form of an award and will be invited to present their research at the Business Meeting of the DSE SIG during the Annual Meeting of the American Educational Research Association, to be held in Chicago, Illinois on Thursday, April 16 – Monday, April 20, 2015.
The junior faculty/graduate students who self-nominate or are nominated for this award by university faculty or SIG member must submit academic scholarship that was a dissertation and was defended, but not published, before April 2014. The nominated work should represent an original, scholarly contribution to knowledge related to theory, policy, and pedagogical practice in the area of Disability Studies in Education. The winner must be willing and able to travel to the AERA conference in Chicago to present her or his work and receive the award.
To be considered, adherence to the following criteria is necessary:
The author must submit a chapter or publishable paper that derives from the dissertation;
The application should include:
Nomination packages should be sent via email to BOTH AERA DSE/SIG Co-Chairs: Amy Petersen ([email protected]) and Alicia Broderick ([email protected]) by January 10, 2016. If you have any questions, please contact us.
Gabel, S. J., & Connor, D. J. (2014). Disability and teaching. New York: Routledge.
Phyllis Jones, (Ed., 2014). Bringing Insider Perspectives into Inclusive Teacher Learning: Potentials and challenges for educational professionals. London: Routledge College Press. http://www.routledge.com/books/details/9780415658317/
Arlene Kanter & Beth Ferri (Eds., 2013), Righting Educational Wrongs: Disability Studies in Law & Education. Syracuse, NY: Syracuse University Press. http://syracuseuniversitypress.syr.edu/fall-2013/righting-educational-wrongs.html
Keith J. & Filler, John W., Jr. (2013). Writing educationally relevant & legally compliant Individualized Education Programs (IEPs) for preschool & elementary age students with disabilities: A guide for general and special educators. Dubuque IA: Kendall Hunt Publishing Company.
Lawrence-Brown, D. & Sapon Shevin, M. (Eds., 2013), Condition Critical: Key Principles for Equitable and Inclusive Education. New York: Teachers College Press. http://store.tcpress.com/0807754765.shtml
Kozleski, E. B. & King-Thorius, K. (Eds., 2013), Ability, Equity, and Culture: Sustaining Inclusive Urban Education Reform. New York: Teachers College Press. http://store.tcpress.com/0807754927.shtml
Lissi, M. R., Zuzulich, M. S., Hojas, A. M., Achiardi, C., Salinas, M. & Vásquez, A. (2013). En el camino hacia la educación superior inclusiva en Chile. Santiago: Pontificia Universidad Católica de Chile/SENADIS.
[Lissi, M. R., Zuzulich, M. S., Hojas, A. M., Achiardi, C., Salinas, M. & Vásquez, A. (2013). On the road to an inclusive higher education in Chile. Santiago: Pontificia Universidad Católica de Chile/SENADIS.]
Julie Allan & Ralph Catts (2012), Social Capital, Children, and Young People: Implications for Practice, Policy, and Research. The Policy Press. http://www.policypress.co.uk/display.asp?K=9781847429278
Lissi, M. R. & Salinas, M. (2012). Educación de niños y jóvenes con discapacidad: Más allá de la inclusión. En I. Mena, M. R. Lissi, L. Alcalay, y N. Milicic (Eds.), Educación y diversidad. Aportes desde la psicología educacional (pp. 197-237). Santiago: Ediciones UC.
[Lissi, M. R. & Salinas, M. (2012). Educating children and youth with disabilities: Beyond inclusión. In I. Mena, M. R. Lissi, L. Alcalay, y N. Milicic (Eds.), Education and diversity. Contributions from educational psychology (pp. 197-237). Santiago: Ediciones UC.]
Mere Berryman (University of Waikato, NZ), Suzanne SooHoo (Chapman University), and Ann Nevin (Arizona State University), 2013, Culturally Responsive Methodologies, Emerald Group. http://books.emeraldinsight.com/display.asp?K=9781780528144
Erin McCloskey (2012), Taking on a Learning Disability: At the Crossroads of Special Education and Adolescent Literacy Learning, Information Age Press. http://www.infoagepub.com/products/Taking-on-a-Learning-Disability
Janet Sauer (2013), Negotiating the Social Borderlands: Portraits of Young People with Disabilities and Their Struggles for Positive Relationships. Washington DC: American Association on Intellectual and Developmental Disabilities (AAIDD). http://aaidd.org/publications/bookstore-home/product-listing/2013/08/01/negotiating-the-social-borderlands-portraits-of-young-people-with-disabilities-and-their-struggles-for-positive-relationships-(e-pub)#.UsrcKTV3u70
Julia M. White, Pitfalls and Bias: Entry testing and the overrepresentation of Romani children in special education. Budapest, Hungary: Roma Education Fund. http://www.romaeducationfund.hu/publications/studies-and-researches
(book chapter) Julia M. White, Worth, burden, and control: The rejection of personhood and the most dangerous assumption. In L. Burrello, W. Sailor, and J. Kleinhammer-Tramill (Eds.). Unifying educational systems: Leadership and policy perspectives (pp. 173-200). Routledge.
FORTHCOMING BOOKS
Susan Gabel & David Connor, Disability & Education, Lawrence Erlbaum.
(chapter) Eileen Radigan & Julia M. White, From teacher prep to teacher limbo: The experiences of secondary inclusive educators navigating their ways into the field. In P. Jones (Ed.). Pushing the boundaries: Developing inclusive practices through integration of insider perspectives. Routledge.
Trammell, Jack (in press). With Justice for All: A History of Disability in America. (New York: Lynn Reiner).
Alfredo Artiles and Elizabeth Kozleski's TCP book series Disability, Culture, & Equity:
Baines, A. M., (Un)Learning Disability: Recognizing and Changing Disabling Educational Practices.
Collins, K., Teaching for Promise: Reconsidering Literacy, Diversity, Dis/Ability and “Struggling” Students.
Brown, K., Contesting and Reorienting Risk in Education Practice.
RECENT PUBLICATIONS
Allan, J. (2012). Diffrence in policy and politics: Dialogues in confidence. Review of Disability
Studies: An International Journal, 8(3), 14-24.
Annamma, S., Connor, D.J., & Ferri, B.A. (2013). Dis/ability critical race studies (DisCrit):
Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1-31.
Arndt, K., & van Beuren, M. (2013). The Speed of Dark and This Alien Shore: Representations
of cognitive difference. Journal of Literary & Cultural Disability Studies, 7(1), 89-104.
Artiles, A., Bal, A., Trent, S., & Thorius, K. (2012). Placement of culturally and linguistically diverse students in programs for students with emotional and behavioral disorders: Contemporary trends and research needs. Advances in Special Education, 22, 107-127.
Ashby, C. (2012). Disability studies and inclusive teacher preparation: A socially just path.
Research & Practice for Persons with Severe Disabilities, 37(2), 89-99.
Ashby, C., & Causton-Theoharis, J. (2012). “Moving quietly through the door of opportunity”:
Perspectives of college students who type to communicate. Equity & Excellence in Education, 45(2), 261–282.
Bacon, J. & Ferri, B.A. (2013, Dec). The impact of Standards-Based Reform on special education: Applying Brantlinger’s critique of “hierarchical” ideologies. International Journal of Inclusive Education.
Chen, S. J. (2013). The voice and ultimate goal for successful English language learning. Idiom, 42(4), 4-5.
Chen, S. J. (2012, December 30). [Review of the book The evolution of human language: Biolinguistic perspectives, by R. K. Larson, V. Déprez, & H. Yamakido]. Critical Inquiry in Language Studies, 1-6. Retrieved from http://www.isls.co/media/Accepted_Reviews_files/Chen.pdf
Connor, D., & Gabel, S. (2013). “Cripping” the curriculum through academic activism: Working
toward increasing global exchange to reframe (dis)ability and education. Equity & Excellence in Education, 46(1), 100–118.
Cowley, D., & Bacon, J. (2013). Self-determination in schools: reconstructing the concept
through a Disability Studies framework. Power Play: A Journal of Educational Justice, 5(1), 463-487.
Erevelles, N. (2012). "What...[thought] cannot bear to know": Crippin’ the limits of
“Thinkability” Review of Disability Studies: An International Journal, 8(3), 35-44.
Ferri, B.A. (2012). Undermining inclusion? A Critical reading of Response to Intervention (RTI).
International Journal of Inclusive Education, 16(8), 863-880.
Foley, A. & Ferri, B.A. (2012). Technology for people, not disabilities: ensuring access &
inclusion. Journal for Research in Special Education Needs, 12(4), 192-200.
Jones, P., Forlin, C. & Gillies, A. (2013). The Contribution of Facilitative Leadership to Systems development for Greater Inclusive Practices, International Journal of Whole Schooling. Vol. 9, Issue 1, http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSIndex.html
Lalvani, P. & Broderick, A. (2013). Institutionalized ableism and the misguided "disability awareness day": Transformative pedagogies for teacher education. Equity and Excellence in Education, 46 (4), 468-483.
Lalvani, P. (2013). "Eye on the prize": Parents, privilege, and the politics of inclusive education. PowerPlay,(2)http://www.emich.edu/coe/powerplay/documents/vol_05/no_02/ppj_vol_05_no_02_lalvani.pdf
Lalvani, P. & Polvere, L. (2013). Historical perspectives on studying families of children with disabilities: A case for critical research. Disability Studies Quarterly, 33 (3). http://dsq-sds.org/article/view/3209/3291
Morton, M. (2012). Using DSE to “Notice, Recognize and Respond” to tools of exclusion and opportunities for inclusion in New Zealand. Review of Disability Studies: An International Journal, 8(3), 25-34.
Rostetter, D., & Arndt, K. (2013). Class action lawsuits and consent decrees in special education: Recommendations for practice. Journal of Disability Policy Studies, 23(4), 195-206.
Strasser, K., Larraín, A. y Lissi, M. R. (2013). Effects of storybook reading style on comprehension: The role of word elaboration and coherence questions. Early Education and Development, 24(5), 616-639.
Trammell, J. (2013). Re-conceptualizing the economic impact of the Richmond slave trade: Why did Southern slave traders use Northern banks? Paper given at the 8th Annual Virginia Forum, “Writing Virginia,” March 21-23, Randolph-Macon College, Ashland, VA.
Trammell, J. (2013). Modeling positive behaviors for postsecondary students with Autism/Asperger’s: The use of television coaching. Journal of Postsecondary Education and Disability, 26(2), pp. 183-187.
Van Hove, G., De Schauwer, E., Mortier, K., Claes, L., De Munck, K. (2012). Supporting graduate students toward “A Pedagogy of Hope”: Resisting and redefining traditional notions of disability. Review of Disability Studies: An International Journal, 8(3), 45-54.
The International Journal of Inclusive Education published the special issue: When Definitions Falter and Words Fail, Ideology Matters: A Special Issue in Honor of the Research, Scholarship, and Activism of Ellen A. Brantlinger. Guest Editor: Linda Ware. Volume 17 Number 12 December 2013. http://www.tandfonline.com/loi/tied20#.UssXaDV3u70
The Review of Disability Studies published the forum "Writing the Global Family: International Perspectives on Disability Studies and Family Narratives" guest edited by Janet Sauer and Philip Ferguson. The two issues feature an exciting range of articles, from a conversation between a Korean daughter and her mother about visual representations of disability, to narratives of family among wheelchair basketball players in Ecuador. Issues 2 & 3, 2013 are available online at http://www.rds.hawaii.edu/downloads/
RECENT DOCTORAL DISSERTATIONS DEFENDED:
Yee, Michelle J. White, Alisha M., (2012). "Lived Experiences of Women with Hidden Disabilities: A Phenomenologically Based Study."
"Artistic Frames: An Arts-Based Study of Teachers’ Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities" (2012). Middle-Secondary Education and Instructional Technology Dissertations. Paper 98. http://digitalarchive.gsu.edu/msit_diss/98
Jessica Bacon (2012). The Impact of standards-based reform on special education: An exploration of Westvale Elementary School. Syracuse University. [Chair: Beth A. Ferri] Nicole M. DeClouette (2012). Whole-school inclusive reform: “It’s what’s best for kids.” Syracuse University. [Chair: Doug Biklen]
Sue Ann E. Mankiw (2012). Using Children's Literature to Explore the Disability Discourses of Early Childhood Pre-service Teachers: A Case Study. Rutgers University [Chair: Nora Hyland].
New Book: Inclusion in the Early Childhood Classroom: What Makes a Difference? By Susan L. Recchia and Yoon-Joo Lee (Teachers College Press). Meet the authors at TC Press Booth #413, April 30, 11:30 am-noon.
The New Community College (NYC) seeks Assistant, Associate or Full Professor – Open Discipline with Expertise in Differentiated Instruction and Special Populations (please click on the linked text for more information) The New Community College at CUNY (NCC) seeks an accomplished and dedicated educator to serve on the faculty and support the culture of teaching and learning across the institution. The successful candidate will understand the effects of disabilities on social, behavioral, physical, and cognitive functioning, and will be experienced with and knowledgeable about addressing these concerns in the context of reasonable accommodations, and educational issues in higher education. S/he will share the College’s vision to serve a linguistically and culturally diverse student body and will be committed to preparing urban community college students - who typically enter underprepared to do college work – for academic success and completion. The candidate must be comfortable crossing disciplinary boundaries, as s/he will be expected to develop and teach interdisciplinary courses. Experience in the scholarship of teaching and learning, and the high impact practices central to NCC’s educational model will enhance the candidate’s qualifications. This tenured or tenure-track appointment will begin in fall 2013.
Clinical Faculty Position - Special Education LMU/TFA (click on linked text for more information)
The School of Education at Loyola Marymount University is accepting applications in the Department of Educational Support Services for a clinical faculty position in Special Education. The candidate will serve as Clinical Faculty to oversee the LMU-Teach for America, Special Education Program in Los Angeles, CA beginning Fall 2013. LMU’s School of Education is one of the top 75 graduate schools of education in the nation according to the most recent U.S. News and World Report rankings.