Dian Mawene (mawene @ wisc.edu) and Halil Cakir (cakir @ wisc.edu) are doctoral students in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin at Madison.
Abstract. Mawene and Cakir re-envision school literacy programs that draw on non-dominant literacy practices of culturally and linguistically diverse (CLD) families as strengths, in particular oral-based literacy.
Mary L. Johnson, graduate student in Educational Policy Studies and program coordinator UW-Madison’s College Access Program, mjohnson49 @ wisc.edu
Larry Love, doctoral student in the Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison, llove @ wisc.edu
Abstract. By using Black American Sign Language (ASL) as a vessel, Johnson and Love seek to reimagine inclusive literacy practices that recognize multiple literacies and dismantle power relations by asking whose cultural literacies have been deemed more and less valuable through literacy practices.
A.J. Dahl, cross-categorical special education teacher currently residing in Madison, received his general masters in special education from the University of Wisconsin-Madison and eagerly returned to the field to teach where he is striving to make a difference on the daily.
Abstract. Dahl argues that instructors can authentically immerse themselves in hip-hop pedagogies and improve the educational outcomes for students who have been previously marginalized.
Jessica McQueston, doctoral student in Special Education, University of Wisconsin-Madison, mcqueston @ wisc.edu
Abstract. McQueston illustrates how peer-mediated strategies were used with the Special Olympics “Young Athletes” program. These modifications allowed teachers to implement this program more readily, thereby promoting the inclusion of students with disabilities. Using pillars of collaborative strategic reading, all group members can contribute to the success of the group, thus disrupting the idea that students with disabilities can receive only help.
Katie McCabe, doctoral candidate in Special Education, University of Wisconsin-Madison, kmccabe4 @ wisc.edu
Abstract. McCabe advises educators to provide rural school students with a reading and writing curriculum highlighting rural diversity and dissolving rural stereotypes in order to increase inclusivity in their communities.
Taucia Gonzalez, Assistant Professor, School of Education, Rehabilitation Psychology & Special Education, Taucia.Gonzalez @ wisc.edu
Abstract. This work is the result of a group of University of Wisconsin-Madison graduate students fiercely committed to creating more inclusive schools for historically marginalized youth by advancing understandings of the intersection of ability and cultural differences through the Wisconsin Idea.
Dolores Greenawalt, Bryant & Stratton College, dogreenie @ hotmail.com
Abstract. For instructors who work with minority students, it can be difficult to find a connection if they have had little to no experience working with these populations. By changing pedagogy styles and encouraging active learning (discussions, pair-share thinking, debates, etc.), teachers can begin to solidify the positive relationships they will have with the student, relationships fundamental to student support systems.
Holly Fait, Silverbrook Intermediate School, West Bend, hfait @ wbsd-schools.org
Abstract. Fait reviews research on what it means to have a bilingual identity and how factors such as family, the community, and individual motivation shape how students come to value their bilingualism. She also includes several practical ways to build a positive attitude toward bilingualism into classroom instruction by addressing individual motivation, family, and community values. By involving students, families, and members of the school community, the bilingual students have become excited to share their talents as bilingual learners.
Shawn Anthony Robinson, doctoral candidate at Cardinal Stritch University, addresses how having dyslexia has affected the author’s personal academic journey and encourages students to pursue their highest scholarly aspirations. Continue reading
James Hollar, Assistant Professor of Educational Foundations and Curriculum at Central Washington University, proposes a means of using science fiction to investigate race in the high school language arts class. Continue reading
