Re: [Project.leer] Re: Lessons from a 3rd Grade Dropout
by Diana Infante-De Leon
LOL, Dr. Burke! Monster drinks are not good for you!
Diane
*Diana "Diane" Infante-De Leon, M.A.*
Early Childhood Special Education Teacher, NISD
diana.infante-deleon(a)nisd.net
P: 210-632-1418
On Fri, Aug 23, 2024 at 7:34 PM Burke, Mack <Mack_Burke(a)baylor.edu> wrote:
> That’s cool…he has lost a lot of weight- hope it is on purpose and is not
> ill.
>
>
>
> I need to do something like he does every before beginning meeting- maybe
> instead of a swig of coffee and saying “How ya livin”…instead…I’ll take a
> swig of a Monster drink and say “How is research comin?”
>
> Mack
>
>
>
> *From: *EBONI BAILEY BONAITI <ebaileybonaiti(a)tamu.edu>
> *Date: *Friday, August 23, 2024 at 7:03 PM
> *To: *Burke, Mack <Mack_Burke(a)baylor.edu>
> *Cc: *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: *[Project.leer] Re: [Project.diverse] Lessons from a 3rd Grade
> Dropout
>
> I used to attend church with the Rigsby family when I was teen before he
> became a widower and prior to his second marriage. He has embodied a true
> testament of how unforeseen trials make us stronger and can serve as
> portals that project us into our destiny!
>
>
>
>
>
> On Fri, Aug 23, 2024 at 6:43 PM Burke, Mack <Mack_Burke(a)baylor.edu> wrote:
>
> If you need a little motivational “pickmeup”- I ran back across this old
> piece by Dr. Rick Rigsby that was circulating a few years back on his talk
> at the marintine marine commencement- he was the Aggie Character coach (we
> call it PBIS) and
>
> ZjQcmQRYFpfptBannerStart
>
> This Message Is From an External Sender
>
> This message came from outside your organization.
>
>
>
> ZjQcmQRYFpfptBannerEnd
>
> If you need a little motivational “pickmeup”- I ran back across this old
> piece by Dr. Rick Rigsby that was circulating a few years back on his talk
> at the marintine marine commencement- he was the Aggie Character coach (we
> call it PBIS) and Chaplin for the football team at TAMU (and we both share
> the distinction of graduating from University of Oregon! Go Ducks!). I
> think he still lives in Dallas…still a great speech even after hearing it
> multiple times.
>
>
>
> https://youtu.be/lw-5f4QN1zs
> <https://urldefense.com/v3/__https://youtu.be/lw-5f4QN1zs__;!!KwNVnqRv!CnO...>
>
>
>
> PS: I started watching his Sunday talks during COVID also when we couldn’t
> get out and everything was shut down and started them on facebook...started
> every podcast with a swig of his coffee mug…and I think that is a picture
> of him and Gene Stallings behind him on the wall (for those that follow A&M
> football…😊 ).
>
>
>
> https://fb.watch/u8RseXQt4L/
> <https://urldefense.com/v3/__https://fb.watch/u8RseXQt4L/__;!!KwNVnqRv!CnO...>
>
>
>
>
>
>
>
>
>
> _______________________________________________
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> To unsubscribe send an email to project.diverse-leave(a)lists.it.utsa.edu
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>
8 months, 1 week
Re: Lessons from a 3rd Grade Dropout
by EBONI BAILEY BONAITI
I used to attend church with the Rigsby family when I was teen before he
became a widower and prior to his second marriage. He has embodied a true
testament of how unforeseen trials make us stronger and can serve as
portals that project us into our destiny!
On Fri, Aug 23, 2024 at 6:43 PM Burke, Mack <Mack_Burke(a)baylor.edu> wrote:
> If you need a little motivational “pickmeup”- I ran back across this old
> piece by Dr. Rick Rigsby that was circulating a few years back on his talk
> at the marintine marine commencement- he was the Aggie Character coach (we
> call it PBIS) and
> ZjQcmQRYFpfptBannerStart
> This Message Is From an External Sender
> This message came from outside your organization.
>
> ZjQcmQRYFpfptBannerEnd
>
> If you need a little motivational “pickmeup”- I ran back across this old
> piece by Dr. Rick Rigsby that was circulating a few years back on his talk
> at the marintine marine commencement- he was the Aggie Character coach (we
> call it PBIS) and Chaplin for the football team at TAMU (and we both share
> the distinction of graduating from University of Oregon! Go Ducks!). I
> think he still lives in Dallas…still a great speech even after hearing it
> multiple times.
>
>
>
> https://youtu.be/lw-5f4QN1zs
> <https://urldefense.com/v3/__https://youtu.be/lw-5f4QN1zs__;!!KwNVnqRv!CnO...>
>
>
>
> PS: I started watching his Sunday talks during COVID also when we couldn’t
> get out and everything was shut down and started them on facebook...started
> every podcast with a swig of his coffee mug…and I think that is a picture
> of him and Gene Stallings behind him on the wall (for those that follow A&M
> football…😊 ).
>
>
>
> https://fb.watch/u8RseXQt4L/
> <https://urldefense.com/v3/__https://fb.watch/u8RseXQt4L/__;!!KwNVnqRv!CnO...>
>
>
>
>
>
>
>
>
> _______________________________________________
> Project DIVERSE mailing list -- project.diverse(a)lists.it.utsa.edu
> To unsubscribe send an email to project.diverse-leave(a)lists.it.utsa.edu
>
8 months, 1 week
Lessons from a 3rd Grade Dropout
by Burke, Mack
If you need a little motivational “pickmeup”- I ran back across this old piece by Dr. Rick Rigsby that was circulating a few years back on his talk at the marintine marine commencement- he was the Aggie Character coach (we call it PBIS) and Chaplin for the football team at TAMU (and we both share the distinction of graduating from University of Oregon! Go Ducks!). I think he still lives in Dallas…still a great speech even after hearing it multiple times.
https://youtu.be/lw-5f4QN1zs
PS: I started watching his Sunday talks during COVID also when we couldn’t get out and everything was shut down and started them on facebook...started every podcast with a swig of his coffee mug…and I think that is a picture of him and Gene Stallings behind him on the wall (for those that follow A&M football…😊 ).
https://fb.watch/u8RseXQt4L/
8 months, 1 week
FW: OSERS Bulletin | August 23, 2024 | News from OSERS, Events, New on the OSERS Blog, and OSERS Newsletters
by Burke, Mack
See joint newsletter for those interested in deaf and hard of hearing and early childhood. I think there are actually very few deaf and hard of hearing programs left for teacher ed….but has been picked up by speech and communication therapists…Gaullant university I think is one of the few places that treats as a form of bilingualism- it is on my “to do” list to schedule a tour.
This was playing last year during football season about the football helmet for the Gallant Bison.
https://www.youtube.com/watch?v=knGJ0T477UM
MDB
From: U.S. Department of Education <ed.gov(a)info.ed.gov>
Date: Friday, August 23, 2024 at 1:31 PM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: OSERS Bulletin | August 23, 2024 | News from OSERS, Events, New on the OSERS Blog, and OSERS Newsletters
[Image removed by sender. OSERS Bulletin | Office of Special Education and Rehabilitative Services (OSERS)]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9812>
News, Events and Updates from the OSERS Office of the Assistant Secretary
New from OSERS
ED, HHS Release Joint Letter on EDHI and IDEA Part C Programs
The Departments of Education and Health and Human Services released a joint letter to address critical gaps in service for deaf or hard of hearing infants and toddlers<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9813>. The letter encourages collaboration between state Early Hearing Detection and Intervention (EHDI) programs and Individuals with Disabilities Education Act (IDEA) Part C early intervention programs.
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RSA Publishes Policy Guidance related to Randolph-Sheppard Vending Facility Program
The Rehabilitation Services Administration (RSA) issued a technical assistance circular: Allowable Costs for Vending Facilities and Equipment for Vendors Under the Randolph-Sheppard Vending Facility Program<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9814>. RSA provided this guidance in response to inquiries received from state licensing agencies, Randolph-Sheppard Vending Facility Program (RSVFP) vendors, and professional associations on behalf of RSVFP vendors regarding the use of vocational rehabilitation program funds and RSVFP set-aside funds to support the RSVFP.
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New on the OSERS Blog
Postsecondary Education Options
With the start of the new school year, high school seniors are looking toward their next big milestone: graduation.
Graduation signifies the transition from youth to adulthood, and the successful transition from high school to postsecondary education for all students requires early planning and collaborative efforts between educators, students and families.
In the seventh Expect, Engage, and Empower: Successful Transitions for All!<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9815> blog post in the 3E series<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9816>, the Office of Special Education and Rehabilitative Services (OSERS) addresses postsecondary education options for students with disabilities.
[Image removed by sender. Successful Transitions for All]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9817>
RSA Success Story: Gaining Independence through the IL-OIB Program
Nisha Falcigno, a 60-year-old resident of New York City, is a survivor of cancer and vision loss. Prior to experiencing significant vision impairment, resulting in a legal blindness diagnosis, Falcigno worked as a lawyer and in IT sales. Meet Falcigno and learn about the training and services she received<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9818> to help her adapt to vision loss.
[Image removed by sender. Nisha Falcigno]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9819>
OSEP Director Visits Two HBCU Grant Recipients
Earlier this year, Office of Special Education Programs (OSEP) Director Valerie C. Williams visited Coppin State University and Delaware State University. Both Historically Black Colleges and Universities (HBCUs) are recipients of personnel preparation grants administered by OSEP. Williams shares the importance of developing and supporting a diverse educator workforce to improve student success<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981a>.
[Image removed by sender. OSEP Director Valerie C. Williams]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981b>
Events
OSEP Smart Beginnings 2024
Join OSEP for Smart Beginnings 2024<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981c>, Aug. 27-29, from 2–3:30 p.m. ET each day. Sessions will focus on specific audiences and resources for those participants.
Each session day has a different registration link:
* Aug. 27 – Educators, Administrators<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981d>
* Aug. 28 – Parents, Families<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981e>
* Aug. 29 – Early Childhood<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981f>
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Save the Date: Collaboration to Improve Outcomes
OSERS will host the third virtual session for the 2023-2024 OSERS Symposium Series, Expect, Engage, Empower Symposium: Collaboration to Improve Outcomes<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9821> on Sept. 12, 1 – 2:30 p.m. ET.
[Image removed by sender. Successful Transitions for All]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9822>
Latest OSERS Newsletter
NCRTM Newsletter
August 2024 | In this issue<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9823>: RSA Success Story, National Clearinghouse of Rehabilitation Training Materials resource spotlight, podcasts, resources, webinars and more!
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8 months, 1 week
Re: Dyslexia handbook
by Burke, Mack
Ps- also take a look at page 50 which is quite good. I think brain training and working memory training is all the rage in some quarters now- not that memory can’t be improved with cognitive strategies but working memory itself is pretty stable over time and resistant to change and relates also to cognitive load and task complexity.
Unfortunately, we are in a field dominated by fads and BS practices that often don’t stand up when scrutinized- and sometimes unforgivably, differentially impacts those who need support the most.
MDB
Ineffective Treatment for Dyslexia Interventions that claim to treat dyslexia in the absence of print are generally ineffective. Claims of ineffective treatments for dyslexia may use terms or techniques described as “brain training,” “crossing the midline,” “balance therapy,” and others. While some treatments may ameliorate conditions other than dyslexia, their use for students with dyslexia has not been proven effective. Figure 4.2 addresses some commonly advertised interventions that may be purported to treat dyslexia, but scientific, peer-reviewed research has demonstrated ineffective results for students with dyslexia.
Figure 4.2. Treatments Ineffective for Dyslexia Examples
What Research Has Found Citation Colored Overlays and Colored Lenses “Consistent with previous reviews and advice from several professional bodies, we conclude that the use of colored overlays to ameliorate reading difficulties cannot be endorsed and that any benefits reported in clinical settings are likely to be the result of placebo, practice, or Hawthorne effects.”
Griffiths, P.G., Taylor, R.H., Henderson, L.M., & Barrett, B.T. (2016). The effect of colored overlays and lenses on reading: a systematic review of the literature. Ophthalmic & Physiological Optics, 36, 519–544. https://doi. org/ 10.1111/opo.12316
Specialized fonts designed for people with dyslexia “Dyslexie font did not lead to improved reading compared to normal ‘Arial’ font, nor was it preferred by most students.” Kuster, S. M., van Weerdenburg, M., Gompel, M., & Bosman, A. M. (2018). Dyslexie font does not benefit reading in children with or without dyslexia. Annals of Dyslexia, 68, 25-42. https://doi. org/10.1007/s11881-017-0154- 6
Vision Therapy “Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/ perceptual vision therapy, ‘training’ glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.” Handler, S.M., Fierson, W.M., et al. (2011). Joint technical report - learning disabilities, dyslexia, and vision. Pediatrics, 127, e81856. https://doi.org/10.1542/ peds.20103670
Specific Working Memory Training Programs “The authors conclude that working memory training programs appear to produce short-term, specific training effects that do not generalize to measures of ‘real-world’ cognitive skills. These results seriously question the practical and theoretical importance of current computerized working memory programs as methods of training working memory skills.” Melby-Lervåg, M., Redick, T. & Hulme, C. (2016).
Working memory training does not improve performance on measures of intelligence or other measures of “far transfer”: Evidence from a metaanalytic review. Perspectives on Psychological Science, 11, 512-534. https://DOI: 10.1177/1745691616635612
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Date: Wednesday, August 21, 2024 at 11:27 AM
To: project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: [Project.leer] Dyslexia handbook
See link on dyslexia handbook from TEA. It is quite good and data based and am familiar with most the people they cite…although it is an on ongoing discussion how the conception of dyslexia and “garden variety” learners with reading problems are different- which has dyslexia and which has a “curriculum disability”- ideally the non-responders to a decent curriculum would be those you would take a look at in RTI at least until 3rd grade when things shift a bit and might become more complicated (from “learning to read” to “reading to learn”). And given the disparities in reading with minoritized learners…it is worth thinking about…here is the section on language and emergent bilinguals from it.
Language Proficiency
Much diversity exists among EB students. A student’s language proficiency may be impacted by any of the following: native language, English exposure, parent education, socioeconomic status of the family, amount of time in the United States, experience with formal schooling, immigration status, community demographics, and ethnic heritage (Bailey, Heritage, Butler, & Walqui, 2000). EB students may be students served in bilingual and English as a second language (ESL) programs as well as students designated as EB whose parents have denied services. In addition to the information discussed in the previous section of this chapter, the Language Proficiency Assessment Committee (LPAC) maintains documentation (19 TAC §89.1220(g)-(m)) that is necessary to consider when identifying EB students with dyslexia. The LPAC is required to meet annually to review student placement and progress and consider instructional accommodations and interventions to address the student’s linguistic needs. Since the identification and service delivery process for dyslexia must be aligned to the student’s linguistic environment and educational background, involvement of the LPAC is required.
Additional data sources for EB students are provided below in Figure 3.3. Figure 3.3. Additional Data Sources for Emergent Bilingual Students • Home Language Survey • Designation of the student's level of language proficiency • Texas English Language Proficiency Assessment System (TELPAS) information for four language domains (listening, speaking, reading, and writing) • Instructional interventions provided to address language needs • Information regarding previous schooling inside and/or outside the United States • Type of language program model provided and language of instruction
MDB
From: SPEDTex <inquire(a)spedtex.ccsend.com>
Date: Wednesday, August 21, 2024 at 10:13 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: Stay Connected!
Special Education Information, Updates, and Resources
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August 2024
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RESOURCES
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New Updates: The Dyslexia Handbook
The Dyslexia Handbook contains procedures concerning dyslexia and related disorders. The State Board of Education recently approved and adopted changes to this document. Read the updated handbook here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
What is an Individualized Education Program (IEP)?
SPEDTex has a resource that provides a brief overview of the major sections of an IEP and can serve as a checklist for families as they participate in their child’s Admission, Review, and Dismissal committee meeting. <https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...> Read it here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
Back-to-School Anxiety in Kids: What to Watch Out For
Some kids get anxious over the start of school every year. That’s especially true for kids who struggle with learning or with making friends, and those with anxiety. Here are some things kids are likely to be anxious about as school starts this year:
* Being behind and not being able to catch up
* Not knowing their teacher
* Not fitting in with kids in their new class
* Not being prepared for changes or not knowing what to expect
* School safety
Kids may need extra support as they head back to school. Families and educators can ease the transition and help kids manage anxiety. Learn more about what to watch out for and how to help in this article from understood.org. Click here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...> to read.
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UPCOMING EVENT
Special Education Updates with Kristin McGuire
Join us for a free statewide webinar on September 18, 2024, at 12:15 p.m. (CT). Kristin McGuire, Deputy Associate Commissioner of Special Populations Policy, Integration, and Technical Assistance at the Texas Education Agency will be joining us to discuss recent special education updates and to address various questions often asked by parents of students with disabilities attending public schools. Register here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
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8 months, 1 week
Dyslexia handbook
by Burke, Mack
See link on dyslexia handbook from TEA. It is quite good and data based and am familiar with most the people they cite…although it is an on ongoing discussion how the conception of dyslexia and “garden variety” learners with reading problems are different- which has dyslexia and which has a “curriculum disability”- ideally the non-responders to a decent curriculum would be those you would take a look at in RTI at least until 3rd grade when things shift a bit and might become more complicated (from “learning to read” to “reading to learn”). And given the disparities in reading with minoritized learners…it is worth thinking about…here is the section on language and emergent bilinguals from it.
Language Proficiency
Much diversity exists among EB students. A student’s language proficiency may be impacted by any of the following: native language, English exposure, parent education, socioeconomic status of the family, amount of time in the United States, experience with formal schooling, immigration status, community demographics, and ethnic heritage (Bailey, Heritage, Butler, & Walqui, 2000). EB students may be students served in bilingual and English as a second language (ESL) programs as well as students designated as EB whose parents have denied services. In addition to the information discussed in the previous section of this chapter, the Language Proficiency Assessment Committee (LPAC) maintains documentation (19 TAC §89.1220(g)-(m)) that is necessary to consider when identifying EB students with dyslexia. The LPAC is required to meet annually to review student placement and progress and consider instructional accommodations and interventions to address the student’s linguistic needs. Since the identification and service delivery process for dyslexia must be aligned to the student’s linguistic environment and educational background, involvement of the LPAC is required.
Additional data sources for EB students are provided below in Figure 3.3. Figure 3.3. Additional Data Sources for Emergent Bilingual Students • Home Language Survey • Designation of the student's level of language proficiency • Texas English Language Proficiency Assessment System (TELPAS) information for four language domains (listening, speaking, reading, and writing) • Instructional interventions provided to address language needs • Information regarding previous schooling inside and/or outside the United States • Type of language program model provided and language of instruction
MDB
From: SPEDTex <inquire(a)spedtex.ccsend.com>
Date: Wednesday, August 21, 2024 at 10:13 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: Stay Connected!
Special Education Information, Updates, and Resources
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August 2024
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New Updates: The Dyslexia Handbook
The Dyslexia Handbook contains procedures concerning dyslexia and related disorders. The State Board of Education recently approved and adopted changes to this document. Read the updated handbook here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
What is an Individualized Education Program (IEP)?
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Back-to-School Anxiety in Kids: What to Watch Out For
Some kids get anxious over the start of school every year. That’s especially true for kids who struggle with learning or with making friends, and those with anxiety. Here are some things kids are likely to be anxious about as school starts this year:
* Being behind and not being able to catch up
* Not knowing their teacher
* Not fitting in with kids in their new class
* Not being prepared for changes or not knowing what to expect
* School safety
Kids may need extra support as they head back to school. Families and educators can ease the transition and help kids manage anxiety. Learn more about what to watch out for and how to help in this article from understood.org. Click here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...> to read.
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UPCOMING EVENT
Special Education Updates with Kristin McGuire
Join us for a free statewide webinar on September 18, 2024, at 12:15 p.m. (CT). Kristin McGuire, Deputy Associate Commissioner of Special Populations Policy, Integration, and Technical Assistance at the Texas Education Agency will be joining us to discuss recent special education updates and to address various questions often asked by parents of students with disabilities attending public schools. Register here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
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8 months, 1 week
FW: Gratitude
by Burke, Mack
From the Havard-Baylor human flourishing project- MDB
From: VanderWeele, Tyler J. <tvanderw(a)hsph.harvard.edu>
Date: Tuesday, August 20, 2024 at 10:25 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: Gratitude
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This research update discusses how gratitude not only affects well-being (as has been shown before) but also seems to extend life expectancy.
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Research Update: August 2024
Dear Friends,
This research update from the Human Flourishing Program<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> discusses our new research on how gratitude not only affects well-being (as has been shown before) but in fact also seems to extend life expectancy. We also announce an open search for our new Executive Director position<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> at the Program and welcome applications.
Gratitude
In spite of much around us that is difficult, undesirable, or challenging, there is also a great deal in our lives that is good, that we can appreciate, and celebrate. The practice of gratitude involves seeing the good in things around us. When we fix our attention on these positive aspects of life, acknowledge that they are good, and realize that, in many cases, we are not their source, we can experience gratitude. We may be grateful to someone who has helped us, or who has given us something, or who has somehow brought about what is good. We may be grateful for the opportunities we have been given, that allow us to act to bring about something good. We may be grateful for the intrinsic goodness of nature, or of what surrounds us. We may be grateful to God for the goodness of creation. All of these various forms of gratitude involve a recognition of what is good.
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Gratitude and Well-Being
Past research has indicated important effects of gratitude on enhancing well-being<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>. And simple easy-to-use interventions<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> have been developed to increase gratitude in life, and thereby well-being. One might, for instance, try writing down three things one is grateful for three times a week over the course of a month or two, or even longer. Evidence from numerous randomized trials (summarized in this meta-analysis<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>) suggests that such simple activities of focusing the mind on what is good in one’s past or present can help increase happiness<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>, relieve symptoms of depression<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>, and perhaps even improve sleep. There are of course numerous other variations on this exercise of expressing gratitude, but study after study has suggested positive effects of gratitude on enhancing well-being, and it is for this reason that we’ve promoted such gratitude exercises previously among helpful activities for flourishing<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> and have included them among the activities in our flourishing app<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>. While studies have indicated beneficial effects of gratitude on numerous outcomes, no one has previously examined the effects of gratitude on longevity… but that is effectively what we did in our most recent study…
Gratitude and Mortality
In a paper just recently published in JAMA Psychiatry<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>, we used data on over 49,000 women in the Nurses’ Health Study and followed them up over four years after the initial gratitude assessment to examine mortality risk of those with high versus low levels of gratitude. Certainly objective circumstances, like baseline health, might affect both gratitude and subsequent mortality risk and so we controlled for a host of baseline health measures. And we controlled also for numerous other social, demographic, economic, health behavior, and psychological variables as well, including other aspects of psychological well-being such as depressive symptoms and optimism. Such rigorous control, with longitudinal data over time, is needed if we want to have any hope of making causal inferences<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>. In spite of such rigorous control, we found that those with high levels of gratitude were 9% less likely to die over the four years of follow-up than those with low-levels of gratitude… and more specifically the high gratitude group was 15% less likely to die from cardiovascular disease. While the mortality reduction is not huge, it is meaningful; and while the effect of gratitude may be somewhat smaller than what one finds with optimism<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> say, these effects of gratitude are present above and beyond the potential protective effects of optimism (for which control was made).
Implications
The effects on mortality risk, and also on well-being, are also important because anyone can practice gratitude. It can be hard to change optimism in any straightforward manner, and indeed some of the interventions that have tried to bring about such changes have failed. However, once again, anyone can practice gratitude. Anyone can recognize what is good around them. And, as noted above, there are interventions that we know work to increase gratitude, and to increase well-being… and our study suggests that such practices could help reduce mortality risk as well. Given the effects of gratitude interventions on well-being and on health, this information and these gratitude exercises could be widely disseminated in schools, in workplaces, in neighborhoods and communities. In each of these settings, it may be possible to run mini-gratitude campaigns, discussing the results of such research, providing examples of gratitude exercises, and perhaps even taking some time out of the day -in a school, or at a workplace- to practice gratitude together. In my family, we take time during family dinners to express what we are grateful and find it very helpful. In day-to-day life, such gratitude practices recognize the good around us, help us to be grateful for one another, contribute to our well-being, and bring life.
Gratitude for Those at the Human Flourishing Program
On a more personal note, I would like to express gratitude and appreciation for several people on the Human Flourishing Program<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> research staff who have recently made the decision to move on to a new position. I would in fact like to express gratitude for the whole of the Program staff<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> (and to the Institute for Quantitative Social Science<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> staff who host us). It is an amazing group of people, and I am very blessed to be working with them, and I continually learn from their insights, and from all that they contribute to our knowledge of flourishing from their research (certainly including Ying Chen, who led the gratitude study). I do further want to express gratitude specifically to a few members of that staff who have had longer-term roles within the Program and have recently accepted what are, admittedly, wonderful faculty positions elsewhere. Dr. Jeffrey Hanson, our Senior Philosopher, who has been with us since the founding of the Human Flourishing Program in 2016, and has written on the philosophy of work<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>, on meaning in life<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>, on love<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>, and on many other topics has accepted a faculty position in philosophy at New College in Florida; he will continue to collaborate with the Program on many of these topics but his presence with us will much missed. Dr. Xavier Symons, who served wonderfully as Coordinator for our Initiative on Health, Spirituality and Religion<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> and also worked on numerous projects on bioethics<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>, on flourishing at the end of life<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>, and on the nature of well-being<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>, left us in April to move to Australia Catholic University as associate professor and Director of the Plunkett Center for Ethics. And finally, our Associate Director, Dr. Flynn Cratty, after four years with us, has accepted a professor of practice and leadership position at UNC Chapel Hill’s new School of Civic Life and Leadership. Dr. Cratty helped oversee the expansion of Program over these past years; started our undergraduate Flourishing Fellows Program and Oxford Vivarium<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>; and further helped found, and served as the Executive Director of, Harvard’s Council on Academic Freedom<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>. The contribution of each of these three departing staff has been very considerable indeed, and I am very grateful for them; and so much of what they did will continue to benefit us at the Program, and Harvard more generally, and I believe also the world, and so I do wish to express sincere thanks for all of their many contributions and to wish them well in their new endeavors. Thankfully, with various continuing projects and ongoing collaborations, these are, in many ways, just transitions rather than formal farewells…
The departure of our Associate Director also means we have a very important opening in the Human Flourishing Program at Harvard. We have just launched a search for an Executive Director<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> for the Program to help oversee and lead all aspects of the Program’s life and staff and public presence. While previously our Associate Director role was part academic and part leadership-administrative, we have grown to a sufficient size, with sufficient reach, that we need someone to devote full-time effort to help lead, manage, guide, and oversee all of the Program’s various activities. If you, or someone you know, might be interested in the position, we are encouraging applications, as the position is essential to help the Program in its work of studying and promoting human flourishing. Applications at this relatively high position grade at Harvard do require eight years of prior management experience; a cover letter can explain how this qualification is met if it is not immediately clear from the CV. We are also grateful to all of you -our readers, collaborators, and partners- for all that you do as well, to help us, and to help promote human flourishing.
Tyler J. VanderWeele<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>,
John L. Loeb and Frances Lehman Loeb Professor of Epidemiology, Harvard T. H. Chan School of Public Health
Director, Human Flourishing Program, Harvard University
A permanent link to this research note is available here:
https://www.psychologytoday.com/intl/blog/human-flourishing/202408/gratit...<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>
You are welcome to distribute or re-post the link to this research update elsewhere.
The Human Flourishing Program grants reporters and journalists permission to re-use and quote any of the above material, provided proper attribution is given.
Key References and Related Articles
* Chen, Y., Okereke, O. I., Kim, E. S., Tiemeier, H., Kubzansky, L. D., & VanderWeele, T. J. (2024). Gratitude and Mortality Among Older US Female Nurses<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>. JAMA Psychiatry, July 3, 2024. doi:10.1001/jamapsychiatry.2024.1687.
* Simple Activities to Enhance Flourishing<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>. Psychology Today. Human Flourishing Blog. November 2020.
* VanderWeele, T.J. (2020). Activities for flourishing: an evidence-based guide<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>. Journal of Positive Psychology and Wellbeing, 4:79-91.
* VanderWeele, T.J. (2017). On the promotion of human flourishing<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>. Proceedings of the National Academy of Sciences of the United States of America, 31:8148-8156.
Program Updates
Apply for Executive Director position of
The Human Flourishing Program
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As mentioned above, we just began our search for an Executive Director for the Program to help oversee and lead all aspects of the Program’s life and staff and public presence. If you, or someone you know, might be interested in the position, we encourage you to apply. This position is essential to help the Program in its work of studying and promoting human flourishing. Apply here!<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>
Our Mission
The Human Flourishing Program<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> at Harvard’s Institute for Quantitative Social Science aims to study and promote human flourishing, and to develop systematic approaches to the synthesis of knowledge across disciplines. You can sign up here<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> for a monthly research e-mail from the Human Flourishing Program, or click here<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...> to follow us on Twitter. For past postings please see our Psychology Today Human Flourishing Blog<https://harvard.us12.list-manage.com/track/click?u=c6412613756a3f960a5d92...>.
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The Human Flourishing Program at Harvard University · 12 Arrow Street · Cambridge, MA 02138 · USA
8 months, 1 week
FW: Multiple countries' perspectives on inclusion
by Burke, Mack
FYI- John Lloyd also did a summary and commentary on his blog on the international issue in inclusive education as well…my guess there is going to a lot of competition between various theoretical and conceptual camps in defining what inclusion means…or at least that has been the history of it in the US. MDB
---------- Forwarded message ---------
From: John Wills Lloyd from Special Education Today <specialeducationtoday(a)substack.com<mailto:specialeducationtoday@substack.com>>
Date: Tue, Aug 20, 2024 at 4:00 AM
Subject: Multiple countries' perspectives on inclusion
To: <mburke.bear(a)gmail.com<mailto:mburke.bear@gmail.com>>
How is "inclusive education" viewed in different countries?
͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏
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Multiple countries' perspectives on inclusion<https://substack.com/app-link/post?publication_id=388687&post_id=14785801...>
How is "inclusive education" viewed in different countries?
John Wills Lloyd<https://substack.com/@specialeducationtoday>
Aug 20
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The US journal Remedial and Special Education published eight articles about international perspectives on special education. These papers are each an entry in a special issue that is forthcoming. After an editors’ introduction, the authors of five of the papers discussed special education in specific countries— India, Japan, Norway, Saudi Arabia, and South Korea. The other three articles from the front and back of the series.
At the time I am writing this post, they have not yet been assigned full publication information (i.e., volume, issue, pagination), so I cannot provide complete citations for them. They are available on line, so I have provided links (digital object identifiers or DOIs) to the sources as I found them on the Internet. I encourage readers to find and read the original articles.¹
In this post for Special Education Today I provide previews of the papers in the form of their citations and abstracts. First, though, here’s a little eye candy. As I was working on this post I remembered this image of a plaque embedded in the ground surfaced of the famous Plaza Mayor in the center of Salamanca where one can see Escuelas Mayores, La Casa de las Conchas, San Esteban’s convent, and more. It is UNESCO World Heritage site #381<https://substack.com/redirect/5a3d2878-6375-4b37-876c-a72b04cfbbbc?j=eyJ1...>, as the plaque indicated.²
I mention it here not simply because we’ve been there and had a great time, but also because “The Salamanca Statement and Framework for Action on Special Needs Education<https://substack.com/redirect/17db4dbe-8f0f-4bee-96e7-354e8440f11a?j=eyJ1...>”³ is relevant in discussions of international special education.
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Introduction
The guest editors—Chris Lemons, Sharon Vaughn, and Abdulaziz Alsolami—wrote an introduction to the special series. In their introduction, Lemons et al. provide context by referring to the nearly 50-year history of special education in the US and then pose three pertinent questions⁴ about special education for the future or children and youths with disabilities in the diverse countries of Earth:
What do we mean by “inclusive special education?”
What makes special education special?
How do we prioritize the “individuals” in IDEA?
Here is the citation and abstract for the Lemons et al. introductory paper:
Lemons, C. J., Vaughn, S., & Alsolami, A. (2024). Inclusive special education: What do we mean and what do we want? Remedial and Special Education. https://doi.org/10.1177/07419325241268856<https://substack.com/redirect/1779477b-034a-418f-bd14-eced8bbf851e?j=eyJ1...>
The United States will soon recognize the 50th anniversary of the signing of the Education for All Handicapped Children Act of 1975. Considering the past 50 years in special education, we organized this special issue of Remedial and Special Education focused on inclusive education of students with disabilities in international contexts. Just as a broad array of educators in the US have grappled with improving how the education system might most effectively include students with disabilities, educational leaders in various countries across the globe have been addressing the same question: How can we design inclusive education for students with disabilities that effectively meets their needs? The manuscripts included in this special issue represent five countries—India, Japan, Norway, Saudi Arabia, and South Korea. Each paper presents background on the inclusion of students with disabilities within the focus country and highlights recent advances in and proposes next steps for policy, practice, and research. Collectively, we hope the issue expands readers’ thinking about what special education could be, encourages our community to set specific goals for our next ‘milestone anniversary,’ and ignites conversations about the specific steps we need to accomplish our goals.
The papers
Here are the citations and abstracts for the articles in the series. I have ordered them alphabetically; because the issue of the journal is not yet available, they may appear in print in a different order.
Alsolami, A. (2024). The educational journey of students with disabilities in Saudi Arabia: From isolation to inclusive education. Remedial and Special Education. https://doi.org/10.1177/07419325241240058<https://substack.com/redirect/e8a0d370-5364-49fe-82b9-cd379f1e26dd?j=eyJ1...>
In recent years, the Kingdom of Saudi Arabia has put considerable effort toward improving justice and equity for people with disabilities in education. One of the three main dimensions of Saudi Arabia’s Vision 2030 program is to support all citizens, especially those with disabilities. However, more efforts are still needed to achieve meaningful inclusive education. This analysis sheds light on the challenges, successes, and important factors that have affected the educational landscape for individuals with disabilities in Saudi Arabia and offers recommendations for improving and sustaining inclusive educational practice. In particular, technology solutions need to be implemented to provide effective training for special education professionals, and the current curriculum should be reevaluated to suit special education standards. Preparing special education teachers and other personnel to adapt the curriculum to suit students with disabilities is an important step toward full inclusion in Saudi Arabia.
Balasubramanian, L., & Banerjee, I. (2024). Invoking the divine on the path to inclusive education: India’s contextual realities. Remedial and Special Education, https://doi.org/10.1177/07419325241260751<https://substack.com/redirect/60eccce5-4009-444f-aea4-be21db0e8a9e?j=eyJ1...>.
Understanding inclusive education challenges in India involves acknowledging the complex linguistic, cultural, religious, and caste-based diversity affecting marginalized groups. Ambiguity surrounds implementing the inclusion concept, necessitating critical evaluation and adaptation to align with India’s unique dynamics. Despite increased enrollment (61%), concerns persist about omitting some children from inclusive education benefits, suggesting exclusivity. The 2020 National Education Policy aims for equitable opportunities, but challenges remain in implementation and access. Interchangeable terms (e.g., inclusion vs. integration) and a lack of differentiation hinder progress. Robust research on classroom practices is vital to establish effective strategies, support families, and address diverse student needs. This multifaceted issue requires consideration of India-specific contexts. India’s interpretation of inclusive education varies based on disability severity, and solutions should account for political, historical, and cultural contexts and the beliefs and experiences of disabled individuals.
Kaizu, A., & Tamaki, M. (2024). Current issues and future directions of inclusive education in Japan. Remedial and Special Education. https://doi.org/10.1177/07419325241240061<https://substack.com/redirect/5e7a5173-bd1a-4eb9-b8c5-ed93a5fbfbf2?j=eyJ1...>
Inclusive education in Japan was developed on the foundation of special needs education (SNE), which began in the early 2000s. There are various arguments as to whether the current multi-track system of SNE extending from segregated special needs schools to general education classrooms will lead to inclusive education, which is the goal of the Convention on the Rights of Persons with Disabilities. This study focuses on the movement for system reform of the SNE and examines its current status and challenges. It also discusses recent policy trends in general education classrooms that have affected the promotion of inclusive education. Furthermore, while making a global comparison using Organisation for Economic Co-operation and Development (OECD) data, this paper highlights Japan’s advantages and challenges in achieving inclusive education. Finally, it examines the conditions for realizing a new Japanese-style inclusive education.
Kim, U., Kim, A., Kim, B., & Baek, J. (2024). Inclusive education in South Korea. Remedial and Special Education. https://doi.org/10.1177/07419325241240060<https://substack.com/redirect/a158d162-4b9e-49ca-bdfb-cfd13cdf14f1?j=eyJ1...>
Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according to the 2022 Special Education Annual Report provided by the Ministry of Education, approximately 73% of students eligible for special education received either part-time (56% of students) or full-time (17% of students) inclusive education. Second, it was found that there were significant outcomes in the five elements of support (i.e., human support, social climate support, physical environment support, curriculum support, and financial and operational support), which are quality indicators of inclusive education. Based on these findings, we discuss issues of inclusive education, future directions, and suggestions for the further development of inclusive education in South Korea.
Næss, K. A. B., Hokstad, S., Furnes, B. R., Hesjedal, E., & Østvik, J. (2024). Inclusive education for students with special education needs in Norway. Remedial and Special Education. https://doi.org/10.1177/07419325241260750<https://substack.com/redirect/f06a7c4f-5c3b-4b0c-bf93-3177814b4b20?j=eyJ1...>
This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segregated settings and by staff lacking educational competence. Hence, future policy actions should prioritize the development of a common terminology and a report system that includes students with SEN. As SEN resources in Norway are allocated based on a lack of satisfactory learning outcomes from mainstream education and often result in segregated actions, an increased focus on school society, learning environments, educational practices, and individual learning outcomes is required. Additional research is needed to identify practices that can promote high-quality inclusion of students in Norwegian schools.
Commentaries
As in customary in special series, the guest editors invited scholars of substantial renown to review the papers and offer comments about them. Two eminent colleagues contributed commentaries for this series: Douglas Fuchs and Michael Wehmeyer.
Fuchs, D. (2024). The Elusive Meaning of Inclusive Education in Five Countries—and the United States. Remedial and Special Education. https://doi.org/10.1177/07419325241268867<https://substack.com/redirect/5b8f8323-bc31-4144-bf55-2fc3a966077e?j=eyJ1...>
In this commentary, I reflect on the papers in this special issue that describe inclusion in five countries. More specifically, I highlight several themes among the authors’ descriptions of both progress and challenges as their respective countries try to provide students with disabilities a stronger, more inclusive educational experience. I compare and contrast this effort to efforts in the United States to properly understand and implement an inclusive education that benefits all children and youth with disabilities.
Wehmeyer, M. L. (20224). A fourth generation of inclusive education: A commentary. Remedial and Special Education. https://doi.org/10.1177/07419325241260753<https://substack.com/redirect/6ec5634c-7acf-4c24-b3d2-565ffcee268f?j=eyJ1...>
Special education as an organized, legislatively mandated entity is roughly 50 years old in many parts of the world. Most schools around the world continue to struggle to provide inclusive education for students with disabilities, sharing common barriers and experiencing their own unique barriers. This commentary discusses international initiatives that have focused on inclusive education and proposes a fourth generation of inclusive practices that align with worldwide changes in the education system.
Summary
So, there you have it. I suspect that this series of papers will be discussed widely among scholars. I also suspect that some readers will come away from reading these papers with a sense that the papers vindicate their own ideas. Others may come away irritated that the authors didn’t seem to mention (let alone validate) their particular biases about international issues in special education.
Even if it seems to be a new issue, inclusion has a long history. Michael Wehmeyer argues that the current emphasis on inclusive education is actually a fourth wave in a larger movement. Indeed, the matter of access to education has a much longer history in the US than just since the 1990s or even since the authorization of IDEA (as PL 94-142). Although she was not writing about international special education, Zedlar (1953; reread that year, please) argued that
The right of the exceptional child who is mentally or physically handicapped to equal opportunity for education with other children, regardless of deviation has evolved from a gradual but decided change in public opinion during the last three quarters of a century. [emphasis added]
This special series is the most recent example of examinations of international special education. As Potts (1995) argued, it is often difficulty to separate the reporting of history of special education and advocacy for a particular view of the endeavor. Still, interested readers may way to review papers by Armstrong (2002), Banks et al. (2015), Jahnukainen (2011), Keller and Martin (2024a, 2024b), Kim et al. (2019), Lloyd et al. (2007), Marches (1998), Wehmeyer and Patton (2017), Wood and Bates (2020), and others. It is also likely instructive to keep up with the Division of International Special Education and Services<https://substack.com/redirect/a436cab4-8930-4d33-ae82-bc51b0a88ac4?j=eyJ1...> (DISES) of the Council for Exceptional Children and the DISES journal,
It will be fascinating to watch for progeny of the articles in this special series. What will future scholars make of them? How will they be interpreted by other international scholars? To what extent will these articles prove to advance special education in in any one or many countries?
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References
Armstrong, F. (2002). The historical development of special education: humanitarian rationality or 'wild profusion of entangled events'? History of Education, 31(5), 437-456. https://doi.org/10.1080/004676002101533627<https://substack.com/redirect/0acbe619-89e0-4586-bdf2-b9725b09416f?j=eyJ1...>
Banks, J., Frawley, d., & McCoy, S. (2015). Achieving inclusion? Effective resourcing of students with special educational needs. International Journal of Inclusive Education 19(9), 926–943. https://doi.org/10.1080/13603116.2015.1018344<https://substack.com/redirect/38a107bb-ea55-44b0-9f45-815f4a415298?j=eyJ1...>
Jahnukainen, M. (2011). Different strategies, different outcomes? The history and trends of the inclusive and special education in Alberta (Canada) and in Finland. Scandinavian Journal of Educational Research, 55(5), 489-502.
Keller C., & Martin, S. (2024a). A History of International Engagement in the Council for Exceptional Children Since 1980. Part 1: Organizational Components. Journal of International Special Needs Education. https://doi.org/10.9782/JISNE-D-23-00005R2<https://substack.com/redirect/51b94692-a7e6-4440-9066-e3ea8c9e7342?j=eyJ1...>
Keller C., & Martin, S. (2024b). A History of International Engagement in the Council for Exceptional Children Since 1980. Part 2: Functions of a professional organization. Journal of International Special Needs Education. https://doi.org/10.9782/JISNE-D-23-00004<https://substack.com/redirect/6b138d63-8370-476c-a81b-670d59350eb0?j=eyJ1...>
Kim, E., Zhang, J., & Sun, X. (2019). Comparison of special education in the United States, Korea, and China. International Journal of Special Education, 33(4), 796-814. https://eric.ed.gov/?id=EJ1219486<https://substack.com/redirect/cbaf0a2d-6d12-4f90-9a86-fd133666fd7d?j=eyJ1...>
Lloyd, J. W., Keller, C., & Hung, L. Y. (2007). International understanding of learning disabilities. Learning Disabilities Research & Practice, 22(3), 159-160. https://doi.org/10.1111/j.1540-5826.2007.00240.x<https://substack.com/redirect/d248cd67-57f3-4ef4-9f4a-bb1e44cc927a?j=eyJ1...>
Marchesi, A. (1998). International perspectives on special education reform. European Journal of Special Needs Education, 13(1), 116-122.
Potts, P. (1995). What’s the use of history? Understanding educational provision for disabled students and those who experience difficulties in learning. British Journal of Educational Studies, 43(4), 398-411. http://www.jstor.com/stable/3121808<https://substack.com/redirect/f6c7b6ad-9625-46be-a386-4d5cb85655d9?j=eyJ1...>
Wehmeyer, M. L., & Patton, J. R. (Eds.). (2017). The Praeger International Handbook of Special Education (vol 1-3). Bloomsbury.
Wood, P., & Bates, S. (2020). National and international approaches to special education needs and disability provision. Education, 48(3), 255–257. https://doi.org/10.1080/03004279.2019.1664395<https://substack.com/redirect/9fb8fe26-544f-4ea6-aa3f-729698bf2932?j=eyJ1...>
Zedler, E. Y. (1953). Public opinion and public education for the exceptional child: Court decisions 1873-1950, Exceptional Children, 19(5), 187-198.
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Footnotes
1
I recognize that the full papers are likely behind the publisher’s paywall for some readers. Of course, academics among the readers will likely have access via their universities or organizations. If you don’t have direct access, you may be able to secure copies by going to a local institution of higher education and seeking help there.
2
I hope I have those spellings and landmarks right. Salamanca peeps, please correct me!
3
This document is sometimes known as “The Salamanca Declaration.” It is discussed by Balasubramania and Banerjee; Fuchs; Naess et al.; and Wehmeyer in their papers.
4
To my reading, it appears that there is a question of substantial importance included in the body of their paper that is not expressly highlighted in the headings of their manuscript (from whence I snagged the enumerated questions): How can we design inclusive education for students with disabilities that effectively meets their needs?
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8 months, 1 week
Special issue RASE
by Burke, Mack
Here is the complete RASE issue on the CRPD and special education. The commentary by Doug Fuchs from Vandy and Chris/Sharon V. from Texas are the more balanced pushback pieces that cite some of the issues we have brought up in the past as issues of disability and incluson are debated internationally- the dividing lines are inclusion v. full inclusion and individual v. group curricular programming/focus/instructional emphasis.
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
8 months, 1 week