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Disrupting Marginalization and Advancing Equity in Special Education
Thu, April 9, 2:15 to 3:45pm PDT (2:15 to 3:45pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 2Session Type: Roundtable Session
Abstract
This session examines how stigma, teacher perspectives, and systemic inequities shape inclusion and belonging for students with disabilities and social-emotional differences in schools. Presenters analyze the persistence of segregation, anti-racist methodologies, and the role of teacher social-emotional learning and empathy in fostering equitable classroom climates. These studies highlight the interconnections between public perception, educator practice, and structural reform in creating truly inclusive and justice-oriented educational environments.
Sub Unit
Chair
Papers
“Us Versus Them:” Public Perception, Structural Stigma, and the Persistence of Special Education Segregation in Urban Schools - Faith D. Northern, New York University
Centering Teacher Views: General Educators’ Perspectives of Effective Strategies for Student Behavior Support in Inclusive Classrooms - Meaghan Kristina Chaplin, University of Miami; Wendy Morrison-Cavendish, University of Miami
"All Behavior is Communication": How Teacher SEL and Lived Experience Shape Inclusive Classroom Practice - Kristen Smigielski, University at Buffalo - SUNY / CELaRAI
Evidence-Informed Practice in Autistic Education: Lessons from Research-Practice Partnerships - Mati Zakai-Mashiach, Beit Berl College; Linor Lea Hadar, University of Haifa