Focus Areas

Disability Policy and Law – Knowledge of legal aspects of disability policy (e.g., IDEA, NCLB, ADA) and traditional barriers to full implementation.  Future leaders must understand how policies enhance the educational opportunities of people with disabilities.

Cultural and Linguistic Diversity (CLD) – Knowledge of a) cultural differences in how disability is viewed, b) literacy and the impact of CLD on its acquisition, c) specific linguistic variations associated with dialect differences, and d) approaches to differentiating language difference versus disability.  Knowledge in CLD must be used in teaching, supervision, and research activities.

Collaborative Practices Between General and Special Educators in Inclusive Environments – Expertise in a) methods for effectively collaborating with general educators, parents, and other key personnel, b) effective teamwork practices, c) differentiated instruction, and d) approaches that maximize the success of inclusive education.  Participants use this expertise to conduct meaningful research that cuts across traditional boundaries of general and special education.

Universal Design for Learning (UDL) Strategies to Enhance Student Outcomes – Based on the premise that when instructional settings are designed from the outset to meet the needs of all students, adaptations of the curriculum are less frequently necessary for specific students.  Participants learn how to universally design inclusive classrooms to increase access, participation, and achievement of all students.

Service Learning – Service learning involves applying what one learns in the classroom to solve a real need in the community.  Participants learn methods for incorporating service learning in inclusive settings, embedding service learning within teacher preparation, and evaluating the impact of these efforts.