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Guest Blog Post: Defining Civic Equity for Students with Disabilities

Published on Fri, 03/04/2022

Two students, a girl and a boy, each work at a table.

Updated 07-15-2022

By Leah Bueso

Civic Engagement Research Group, University of California, Riverside

 

“Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society.”

- Individuals with Disabilities Education Act of 2004 

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Closing the Gap in Civics for Students with Disabilities in Classrooms from K-12

Published on Wed, 09/08/2021

Smiling young student in wheelchair with teen by school bus.

Mind the Gap

Students gain knowledge and skills in civics and history when schools provide effective instruction and when students have opportunities to express their voice and to engage in activities like service-learning. Yet American education is falling far short–in elementary grades in particular–and especially for students with disabilities. 

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Disability, Protest, and the 504

“I Can’t Even Get To The Back of the Bus” – Disability, 504 and the Power of Protest

This lesson investigates why and how people take action to make a difference. Building from an inquiry-based RAN chart, the lesson explores the context of the 1977 protests calling on the Federal Government to actually implement 504 access legislation. Featuring a variety of primary sources, including testimony of activist Ed Roberts.   

What is our value? A look at undervalued people

What is our value? The principle that people are paid for their work does not always work as it should; many people who have been historically undervalued have contributed to American society, including many people of color, people with a disability, women, and children. Students view images and text of people whose lives may not have been adequately valued by their contemporaries. Students examine those documents, do further research, and come to their own conclusions about how those individuals should have been and should be valued, and possibly assisted.

Winter Course on Using Inquiry and Primary Sources to Increase Access for ALL

Published on Fri, 01/15/2021

Activist LydiaXZBrown, with short hair and glasses, smiles, hands to hips, words on purple t-shirt showing under her plaid shirt say "Disabled and Proud"

Amazing and student-empowering teacher-created lesson plans have been the result each time we offer this course! 

Our online graduate-level one-credit course, Accessing Inquiry for Students with Disabilities through Primary Sources, offered from January 16 to March 18, provides an opportunity to expand your comfort with finding and using primary sources to engage students of all abilities. Discuss strategies and tools with seasoned educators and creative colleagues around the country through the online discussions throughout the month. 

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Putting Primary Sources in Order - Text Set and Flow Map

Organizing a rich text set of primary sources requires that students analyze and make sense of several sources on a topic. In this case, they seek to answer a focused guiding question. Students sort through about a dozen images, letters, forms, and political cartoon. In practice, a teacher could offer fewer sources, though it is a valuable sometimes to require students to choose among sources. The primary sources are also give context by a secondary source narrative from the Veterans Administration. 

Wendy Harris guest post: What exactly is a disability?

Published on Tue, 09/22/2020

1916 film frame of older man with both hands signing. He wears a high collar, necktie, and coat-jacket, his hair is short and parted in the middle.
In celebration of our new course on teaching disability history in the K-12 classroom, we invited Wendy Harris, a teacher at a school for the Deaf with expertise in teaching DeafBlind students, to share her thoughts about disability with us. The topic of Deafness as a disability gives the opportunity to begin with an exploration of the conception of DISABILITY itself, and the question of what abilities and attributes should be regarded as a disadvantage or an equally valid and valuable difference in experience of the world. This is where Wendy Harris's reflections begin. 
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