In this episode, the panel of experts discuss creating inclusive and equitable learning environments for students with disabilities. They share their personal journeys into special education and highlight key themes from the book 'Disability, Intersectionality, and Belonging in Special Education'. The experts emphasize the importance of recognizing and valuing the multidimensional identities of students, incorporating family voice in the special education process, and implementing strength-based approaches in education. The principal themes of the conversation revolve around the importance of culturally sustaining teaching in special education. The conversation also highlights the need for government policies that support inclusive practices, investment in research and development, enhanced teacher preparation and professional development, and increased funding for special education. Some more details about our guests: Kenyon Andrews: Kenyon Andrews, MS, is an African American doctoral candidate, husband, father, and mental health champion. With extensive experience in K–12 education, he advocates for teacher leadership and addresses cultural bias and stigmas in the classroom. He is dedicated to promoting equity and belonging within the educational culture and serves in various roles within the National Council for Mental Wellbeing, 100 Black Men of America, Kappa Delta Phi, and the Council for Exceptional Children. Meaghan M. McCollow (she/they): Meaghan McCollow, PhD, BCBA-D, is a white, queer, cisgender woman with anxiety and depression, an associate professor of special education at California State University East Bay, and a contracted BCBA at Empowered: A Center for Sexuality. Dr. McCollow's research focuses on professional development for education specialists, diversity in research practices, and sexuality access and education for individuals with intellectual and developmental disabilities. Dr. McCollow has extensive experience as an educator across the United States and has served on the board and committees of the Division on Autism and Developmental Disabilities, a division of the Council for Exceptional Children. https://implicit.harvard.edu/implicit/takeatest.html Harvard Implicit Association Test Gilliam, W. S., Maupin, A. N., Reyes, C. R., Accavitti, M., & Shic, F. (2016). Do early educators’ implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions. Yale University Child Study Center, 9(28), 1-16. Elizabeth G. (Liz) Finnegan: Elizabeth Finnegan, PhD, is a heteronormative, cisgender woman with a facial difference, and a professor of special education at St. Thomas Aquinas College in New York. A former special education teacher, her research interests focus on literacy for individuals with autism. Dr. Finnegan has served on various committees and boards, including the Council for Exceptional Children and the American Educational Research Association. Lindsay M. Griendling: Lindsay Griendling, PhD, is a white, cisgender female with ADHD and an assistant professor of special education at Appalachian State University. Her research addresses educational policy inequities and centers on student and family voices to improve classroom practices for marginalized youth. Before academia, Dr. Griendling was a middle school special educator for seven years in diverse public school systems. For more information and to purchase the book, visit https://rowman.com/ISBN/9781538175828/Disability-Intersectionality-and-Belonging-in-Special-Education-Socioculturally-Sustaining-Practices).
