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83 books match the query 'Inclusive Education' and 5 start with r

cover of Race and Place: School Desegregation in Prince George's County, Maryland

Race and Place

School Desegregation in Prince George's County, Maryland

Deirdre Mayer Dougherty

Rutgers University Press, 2025

Race and Place considers the everyday experiences of community members throughout the process of school desegregation and how race, place, and truth came to matter in this process in Prince George’s County, Maryland, from 1945 through 1973. The book is organized around several successive policies that emerged in this time: school equalization, school choice, neighborhood schools, school construction, school closure, busing for racial integration, and school discipline. Dougherty shows how these policies contained and reinforced assumptions about place and created new racial truths about people and schooling.
 
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cover of Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education

Reach Everyone, Teach Everyone

Universal Design for Learning in Higher Education

Thomas J. Tobin

West Virginia University Press, 2018

Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment “just part of what we do.” We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks.

This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus.

Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.

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cover of Reclaiming Indigenous Research in Higher Education

Reclaiming Indigenous Research in Higher Education

Minthorn, Robin Starr

Rutgers University Press, 2018

Indigenous students remain one of the least represented populations in higher education. They continue to account for only one percent of the total post-secondary student population, and this lack of representation is felt in multiple ways beyond enrollment. Less research money is spent studying Indigenous students, and their interests are often left out of projects that otherwise purport to address diversity in higher education. 

Recently, Native scholars have started to reclaim research through the development of their own research methodologies and paradigms that are based in tribal knowledge systems and values, and that allow inherent Indigenous knowledge and lived experiences to strengthen the research. Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. From understanding how Native American students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us.  
 
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cover of Redefining Geek: Bias and the Five Hidden Habits of Tech-Savvy Teens

Redefining Geek

Bias and the Five Hidden Habits of Tech-Savvy Teens

Cassidy Puckett

University of Chicago Press, 2022

A surprising and deeply researched look at how everyone can develop tech fluency by focusing on five easily developed learning habits.

Picture a typical computer geek. Likely white, male, and someone you’d say has a “natural instinct” for technology. Yet, after six years teaching technology classes to first-generation, low-income middle school students in Oakland, California, Cassidy Puckett has seen firsthand that being good with technology is not something people are born with—it’s something they learn. In Redefining Geek, she overturns the stereotypes around the digitally savvy and identifies the habits that can help everyone cultivate their inner geek.

Drawing on observations and interviews with a diverse group of students around the country, Puckett zeroes in on five technology learning habits that enable tech-savvy teens to learn new technologies: a willingness to try and fail, management of frustration and boredom, use of models, and the abilities to use design logic and identify efficiencies. In Redefining Geek, she shows how to measure and build these habits, and she demonstrates how many teens historically marginalized in STEM are already using these habits and would benefit from recognition for their talent, access to further learning opportunities, and support in career pathways. She argues that if we can develop, recognize, and reward these technological learning habits in all kids—especially girls and historically marginalized racial and ethnic groups—we can address many educational inequities and disparities in STEM.

Revealing how being good with technology is not about natural ability but habit and persistence, Redefining Geek speaks to the ongoing conversation on equity in technology education and argues for a more inclusive technology learning experience for all students.

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cover of Reformed American Dreams: Welfare Mothers, Higher Education, and Activism

Reformed American Dreams

Welfare Mothers, Higher Education, and Activism

Sheila M. Katz

Rutgers University Press, 2019

Reformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Half of the participants in Sheila M. Katz’s research were activists with the grassroots welfare rights organization, LIFETIME, trying to change welfare policy and to advocate for better access to higher education. Reformed American Dreams takes up their struggle to raise families, attend school, and become student activists, all while trying to escape poverty. Katz highlights mothers’ experiences as they pursued higher education on welfare and became grassroots activists during the Great Recession.
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