Dying with there rights own
by Burke, Mack
Here you go- dug it out- the person who used the term is Darold A. Treffert, M.D.
You all might better know his work from Rain Main- for which he was a consultant- did the original research on savants. He recently passed away- here is a nice set of papers for the popular audience by him in Scientific American.
https://www.scientificamerican.com/author/darold-a-treffert1/
MDB
From: Kathy Ewoldt <kathy.ewoldt(a)utsa.edu>
Date: Thursday, April 18, 2024 at 11:43 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>, project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: Re: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
In my first Intro to Special Ed class, we watched a VCR tape about a student with Down Syndrome who was forced into full inclusion. He was lonely, isolated, and didn't understand what was happening around him - except that he was not happy at school.
(I don't recall the name of it, but I'll try to find it.)
Full inclusion does not meet the needs of all students. They need the continuum of available placements.
Kathy B. Ewoldt, Ph.D.
Assistant Professor, Special Education
The University of Texas at San Antonio
Department of Interdisciplinary Learning & Teaching
1 UTSA Circle
San Antonio, TX 78249
Office: MB 2.240
Cell: 702-900-8864
ORCID: 0000-0002-4832-5379<https://orcid.org/0000-0002-4832-5379>
Book an appointment: https://calendly.com/kathy-ewoldt/meet-with-dr-ewoldt
[Frontcover image of the book Service Animals in Schools: Legal, Administrative, Educational, & Strategic Handling Aspects]<https://www.amazon.com/Service-Animals-Schools-Education-Practice/dp/1538...>
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Thursday, April 18, 2024 11:22
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>; project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
**EXTERNAL EMAIL**
This email originated outside of The University of Texas at San Antonio.
Please exercise caution when clicking on links or opening attachments.
Dr. Lopez from University of Minho in Portugal shared this one he just published- so thought to send along- in this case- Portugal terminated special education and replaced it with Full Inclusion- Over the last 40 or so years they have moved from enacting special education to partial inclusion to “full” inclusion- “all mean all”, “all the time,” for “all disability groups” phasing out most of the special education services or reallocating them- and so many of us are following the developments to see how it turns out- as that is the move here in the US as well- it is not the inclusion part- it is the “Full” part that has so many people worried- we are in an age of extremes, even in special education. MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
1 year
Re: [EXTERNAL] Inclusive Education in Portugal
by Burke, Mack
Yes- it is a thorny issue- as EBD person- I have followed the deinstitutionalization movement, first started in the Carter administration I believe- under the auspices of social justice- but is which is a cautionary tale of be careful for what you wish for…it began as a noble goal of inclusion- but- ”Dying with your rights on” is an old term from the original deinstitutionalization debate that continues to resurface.
https://www.huffpost.com/entry/mental-health-care_b_871274
https://www.psychologytoday.com/us/blog/from-freud-to-fluoxetine/202212/s...
And yes- many of the institutions needed to be shut down- or reformed in substantial ways- but the supports that were supposed to follow never materialized or were forgotten about as new administrations came in and new priorities emerged and the old ones forgotten about- and you see the impact all around us with people who are homeless- but are so because of some sort of mental illness and self-medicating with street drugs- would be the worst case scenario for special education- but still worth thinking about. MDB
From: Kathy Ewoldt <kathy.ewoldt(a)utsa.edu>
Date: Thursday, April 18, 2024 at 11:43 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>, project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: Re: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
In my first Intro to Special Ed class, we watched a VCR tape about a student with Down Syndrome who was forced into full inclusion. He was lonely, isolated, and didn't understand what was happening around him - except that he was not happy at school.
(I don't recall the name of it, but I'll try to find it.)
Full inclusion does not meet the needs of all students. They need the continuum of available placements.
Kathy B. Ewoldt, Ph.D.
Assistant Professor, Special Education
The University of Texas at San Antonio
Department of Interdisciplinary Learning & Teaching
1 UTSA Circle
San Antonio, TX 78249
Office: MB 2.240
Cell: 702-900-8864
ORCID: 0000-0002-4832-5379<https://orcid.org/0000-0002-4832-5379>
Book an appointment: https://calendly.com/kathy-ewoldt/meet-with-dr-ewoldt
[Frontcover image of the book Service Animals in Schools: Legal, Administrative, Educational, & Strategic Handling Aspects]<https://www.amazon.com/Service-Animals-Schools-Education-Practice/dp/1538...>
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Thursday, April 18, 2024 11:22
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>; project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
**EXTERNAL EMAIL**
This email originated outside of The University of Texas at San Antonio.
Please exercise caution when clicking on links or opening attachments.
Dr. Lopez from University of Minho in Portugal shared this one he just published- so thought to send along- in this case- Portugal terminated special education and replaced it with Full Inclusion- Over the last 40 or so years they have moved from enacting special education to partial inclusion to “full” inclusion- “all mean all”, “all the time,” for “all disability groups” phasing out most of the special education services or reallocating them- and so many of us are following the developments to see how it turns out- as that is the move here in the US as well- it is not the inclusion part- it is the “Full” part that has so many people worried- we are in an age of extremes, even in special education. MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
1 year
Re: [EXTERNAL] Inclusive Education in Portugal
by Kathy Ewoldt
In my first Intro to Special Ed class, we watched a VCR tape about a student with Down Syndrome who was forced into full inclusion. He was lonely, isolated, and didn't understand what was happening around him - except that he was not happy at school.
(I don't recall the name of it, but I'll try to find it.)
Full inclusion does not meet the needs of all students. They need the continuum of available placements.
Kathy B. Ewoldt, Ph.D.
Assistant Professor, Special Education
The University of Texas at San Antonio
Department of Interdisciplinary Learning & Teaching
1 UTSA Circle
San Antonio, TX 78249
Office: MB 2.240
Cell: 702-900-8864
ORCID: 0000-0002-4832-5379<https://orcid.org/0000-0002-4832-5379>
Book an appointment: https://calendly.com/kathy-ewoldt/meet-with-dr-ewoldt
[Frontcover image of the book Service Animals in Schools: Legal, Administrative, Educational, & Strategic Handling Aspects]<https://www.amazon.com/Service-Animals-Schools-Education-Practice/dp/1538...>
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Thursday, April 18, 2024 11:22
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>; project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
**EXTERNAL EMAIL**
This email originated outside of The University of Texas at San Antonio.
Please exercise caution when clicking on links or opening attachments.
Dr. Lopez from University of Minho in Portugal shared this one he just published- so thought to send along- in this case- Portugal terminated special education and replaced it with Full Inclusion- Over the last 40 or so years they have moved from enacting special education to partial inclusion to “full” inclusion- “all mean all”, “all the time,” for “all disability groups” phasing out most of the special education services or reallocating them- and so many of us are following the developments to see how it turns out- as that is the move here in the US as well- it is not the inclusion part- it is the “Full” part that has so many people worried- we are in an age of extremes, even in special education. MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
1 year
Inclusive Education in Portugal
by Burke, Mack
Dr. Lopez from University of Minho in Portugal shared this one he just published- so thought to send along- in this case- Portugal terminated special education and replaced it with Full Inclusion- Over the last 40 or so years they have moved from enacting special education to partial inclusion to “full” inclusion- “all mean all”, “all the time,” for “all disability groups” phasing out most of the special education services or reallocating them- and so many of us are following the developments to see how it turns out- as that is the move here in the US as well- it is not the inclusion part- it is the “Full” part that has so many people worried- we are in an age of extremes, even in special education. MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
1 year
State Reading legislation
by Burke, Mack
The Al Shaker Institute (Al Sharker used to head the American Federation of Teachers) has a report on state legislation regarding reading policy and law from last year. Neuman is a pretty solid person in the field. Given the bipartisan nature- it seems like something all of us should be rallying around- and figuring out how to strengthen them and make sure under the equity umbrella that they are being implemented with fidelity with marginalized populations and those with disabilities, teacher education programs are following them, and funding is adequate and marginalized populations are being targeted for intervention especially.
It seems like engaging number 3 would be a better use of our time than trying to figure out how to dismantle our field and debating whether, or not "a" says the /a/ sound is oppressive or not...or if 2+2=5- which many in the field are arguing about…there is a breakdown of the bills that have inclusion of English learners as well that is worth looking at…those will likely grow in time.
https://www.shankerinstitute.org/read2
Unequal attention to student groups. Dyslexia gets a lot of attention, with laws in 33 states thoroughly addressing students with dyslexia. However, English learners are less emphasized; laws in only 10 states discuss this population in-depth.
Reading Reform Across America<https://www.shankerinstitute.org/sites/default/files/2023-07/literacy-rep...>documents how state legislatures nationwide have responded to these challenges. Specifically, the report examines reading-related legislation enacted between 2019 and 2022. We analyzed a total of 223 bills enacted in 45 states and the District of Columbia, examining over 40 features, such as teacher preparation, professional development, and curriculum, to name a few.
Our objective is to provide a robust and granular description of states’ efforts to enhance reading instruction, with the following goals:
1. Foster constructive discussions that support states in developing effective roadmaps for advancing reading reform.
2. Encourage states to devise supplementary policies (e.g., guidance, additional legislation) to address the areas needing improvement identified in this review.
3. Appeal to the research community for assistance in filling legislative gaps, not only to align with current evidence-based principles and practices, but also to adapt to the evolving nature of scientific research.
Susan B. Neuman
[cid:image001.jpg@01DA90E6.9AF0A170]
Susan B. Neuman is a professor of Childhood and Early Literacy at the New York University Steinhardt School of Culture, Education and Human Development. She is a specialist in early literacy development; whose research and teaching interests include early childhood policy, curriculum, and early reading instruction for children who live in poverty.
In her role as the U.S. Assistant Secretary for Elementary and Secondary Education, Neuman established the Early Reading First program, developed the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Act.
She has written more than 100 articles, and authored and edited eleven books, including the three volume Handbook of Early Literacy Research (Guilford Press), Changing the Odds for Children at Risk (Teachers College Press, 2009), Educating the Other America (Brookes, 2008), Multimedia and Literacy Development (Taylor & Francis, 2008), and Giving Our Children a Fighting Chance: Poverty Literacy, and the Development of Information Capital. (Teachers College Press, 2012). Her most recent book is All About Words: Increasing Vocabulary in the Common Core Classroom, Pre-k Through Grade 2 (Teachers College Press, 2013). She received her doctorate from University of the Pacific, Stockton, California.
1 year
Re: Dark humor: picture of encouragement
by EBONI BAILEY BONAITI
Thank you, Dr. Burke...I needed this visual and reminder!
On Tue, Apr 16, 2024 at 1:51 PM Burke, Mack <Mack_Burke(a)baylor.edu> wrote:
> For those treading water this week- picture of encouragement- “be the
> alligator”- tread water and breath- just not need to go under 😊 MDB
>
>
>
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> For those treading water this week- picture of encouragement- “be the
> alligator”- tread water and breath- just not need to go under 😊 MDB
>
>
>
> [image: Alligators in frozen water! - Wiolo.com]
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1 year
Dark humor: picture of encouragement
by Burke, Mack
For those treading water this week- picture of encouragement- “be the alligator”- tread water and breath- just not need to go under 😊 MDB
[Alligators in frozen water! - Wiolo.com]
1 year
Race/Ethnicity by SES by Culture interactions
by Burke, Mack
I also have Finnish and German colleagues who do work in Africa- and depending on the cultural issues are- well- complex- take Rwanda for example- where discussion of ethnicity are outlawed:
https://www.nytimes.com/2004/04/09/world/a-decade-after-massacres-rwanda-...
https://apnews.com/article/rwanda-genocide-anniversary-explainer-hutu-tut...
https://www.economist.com/middle-east-and-africa/2019/03/28/rwanda-has-ba...
https://apnews.com/article/us-un-congo-rwanda-conflict-m23-rebels-232db27...
And as the US gets more diverse- I continue to think there will be more of a need to identify some universal principles of culture- my guess- some sort of return to old fashioned liberalism/conservativism- somewhere in there- unfortunately- the current multi-cultural framework in academia is anti-integrationist in nature (e.g., separate graduations by race for example is currently considered progressive in academia)- and the idea is more like European multi-culturalism- which resists universals also- where cultural groups self-segregate and maintain their own norms, language, believes, religion, neighborhoods etc. etc. except for perhaps work- if they are among the educated class- likely not otherwise. And even for the educated class- they have their own norms- so divisions then occur by SES-
Sociologists are also looking at dismantlement of “White America”- or “Americans of European Ancestry” is the current term- I was called a “Euro” once in a meeting- had to ask what they were talking about- “I have some Euros from my last trip to Germany- but they aren’t on me”…the libertarian sociologist Charles Murry who wrote the Bell Curve (we can have a different conversation about that one)- put together a “bubble quiz” you can take to illustrate the growing divide and shrinking middle class in white American-
https://www.pbs.org/newshour/economy/did-you-grow-up-in-a-bubble-these-zi...
The questions are interesting-
Have you ever held a job that caused something to hurt at the end of the day?
Do you now have a close friend with whom you have strong and wide-ranging political disagreements?
Have you ever had a close friend who could seldom get better than Cs in high school even if he or she tried hard?
Have you shopped at Walmart in the past year?
Have you ever walked a factory floor?
You can see how “bubbly” you are- more for you all to help us figure out- MDB
1 year
Re: Bioethics
by Burke, Mack
Forgot to attach…MDB
From: Eslami, Zohreh R. <zeslami(a)tamu.edu>
Date: Sunday, April 14, 2024 at 4:20 PM
To: Burke, Mack <Mack_Burke(a)baylor.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>, project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: RE: Bioethics
Thanks for sharing these thoughtful, debatable, socially and culturally loaded issues and then most important is the role of religion.
It gives us lots of research ideas as well.! Which societies would choose one vs the other option? Why? Which individuals? The level of religiosity and its relation to these decisions to be made. Individuality vs collectivism?....
Best
Zohreh
Dr. Eslami
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Saturday, April 13, 2024 5:41 PM
To: project.leer(a)lists.it.utsa.edu; project.diverse(a)lists.it.utsa.edu
Subject: [Project.diverse] Bioethics
Some of you might like- Just got back from judging a Bioethics competition that my dear friend and colleague Dr. Carter got me roped into…it was a great multi-cultural cross section of very smart philosophy students- some the most anti-fragile
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Some of you might like- Just got back from judging a Bioethics competition that my dear friend and colleague Dr. Carter got me roped into…it was a great multi-cultural cross section of very smart philosophy students- some the most anti-fragile undergrads I have seen in years- a couple prepping for med school- descend on Baylor from across the country to debate incredibly difficult questions there is no clear answer- like: is it morally ethical for someone with a disability to use germline genetic therapy/genetic editing to remove the genetic basis of their disability and eliminate future suffering for their offspring and for future generations- basically eradicating it. An extension of current logic in many areas. For example, there are no people with Down’s Syndrome for example in Iceland and many Nordic countries.
https://www.cbsnews.com/news/down-syndrome-iceland/<https://urldefense.com/v3/__https:/www.cbsnews.com/news/down-syndrome-ice...>
And is a recuring issue in the UK-
https://www.theguardian.com/world/2020/may/28/mps-bring-bill-to-ban-late-...<https://urldefense.com/v3/__https:/www.theguardian.com/world/2020/may/28/...>
And likely will see it as a robust issue in the US as there is a strong pro-life disability advocacy group- especially among traditional Catholics and the faith based community which will put the issue of disability and choice on the front burner- who in a related issue- just put out an encyclical letter critiquing gender theory. People forget- social justice is a deeply religious idea- the person who coined the term was Luigi Tapreli- a Jesuit priest in 1848 and serves as the bases of Catholic Social Teaching. In today’s language- it is a cultural appropriation in the way it is currently being used politically. So- expect more cultural conflicts on that front as those of faith reassert its original meanings.
https://www.ncronline.org/vatican/vatican-news/vatican-human-dignity-docu...<https://urldefense.com/v3/__https:/www.ncronline.org/vatican/vatican-news...>
Interestingly- the counter point used in the Bioethics competition was from Elizabeth Barnes- a disability studies professor who is in the Philosophy Department at University of Virginia and the mere difference view. I was looking at some of her views- which are interesting- I had to do my own homework.
https://www.jstor.org/stable/10.1086/677021?seq=16<https://urldefense.com/v3/__https:/www.jstor.org/stable/10.1086/677021?se...>
Reminds me of Jim Kaufman’s piece on Disability Chic- based on the fad going around in the fashion world of “Heroin Chic” at the time.
https://en.wikipedia.org/wiki/Heroin_chic<https://urldefense.com/v3/__https:/en.wikipedia.org/wiki/Heroin_chic__;!!...>
https://www.tandfonline.com/doi/full/10.1080/09362835.2017.1283632<https://urldefense.com/v3/__https:/www.tandfonline.com/doi/full/10.1080/0...>
and people giving themselves a disability- which is a mental illness.
https://en.wikipedia.org/wiki/Body_integrity_dysphoria<https://urldefense.com/v3/__https:/en.wikipedia.org/wiki/Body_integrity_d...>
I think this was circulating some time ago- but not sure about its- veracity-
https://www.huffpost.com/entry/why-woman-who-put-drain-cleaner-in-her-eye...<https://urldefense.com/v3/__https:/www.huffpost.com/entry/why-woman-who-p...>
https://www.snopes.com/news/2015/10/02/jewel-shuping-blind/<https://urldefense.com/v3/__https:/www.snopes.com/news/2015/10/02/jewel-s...>
Strange times/strange issues and debates…MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
1 year