When we started June, those of us who agreed to publish in July, we connected out to some self-advocates. We got a lot of resounding agreement that this was necessary. Certainly many self-advocates have their own platforms, and there are ways other than a blog to get the information across. However, after our questions, some […]Read More A U-turn
“Come get me when you don’t know what to do,” I tell the students who have known me longer who I know are able to move from their desk to find me. Except for the fact that line I have said time and time again to my students with disabilities (and sometimes to their peers […]Read More How to Teach Self-Advocacy Skills in Schools
When the project “Inclusion From Square One” was first created, I’ll be pretty honest, I was thinking a “one and done” sort of thing. I was pretty certain that all the research that was current and historical was already easily found between the four of us all we would do would be have to cite […]Read More Where Do We Head Next?
Nicole Eredics and Renay Marquez Renay: As soon as a student moves into the age where teachers pass out a syllabus, grades become a ‘thing’. Concretely, grades are broken out usually by percentages. An example of grading might look something like this: Classwork————————-15% Homework———————– 10% Quizzes —————————-20% Tests ——————————–20% Projects —————————-30% Participation/Citizenship —-5% This probably […]Read More Making Grades–Secondary