From Exclusion to Belonging: Confronting Stigma Through Disability Education in Schools

• By: Tali Cohen Carrus, M.S.Ed Gateways: Access to Jewish Education
• July 11th, 2025
• autism acceptance, disability stigma, education, inclusive classrooms, neurodiversity, social model of disability, student empowerment, Summer 2025 Issue, teacher training
• 4414    0

Today’s classrooms are more neurodiverse than ever before. In the U.S., over 15% of public school students receive special education services (National Center for Education Statistics, 2024), and many more have diverse learning profiles that go unrecognized. Schools have made strides in...

The Role of Sensory-Focused Education in Inclusive Classrooms

• By: Marissa Hunter, MEd, MOT, OTR/L The Kellar School of Inova Kellar Center Alysha Skuthan, PhD, OTR/L, ASDCS Shenandoah University
• January 10th, 2024
• advocacy, children, education, inclusive classrooms, self-regulation strategies, sensory issues, sensory system regulation, sensory-focused education, Winter 2024 Issue
• 9440    0

In inclusive classrooms, all student learners have strategies, techniques, support, respect, and a welcoming environment to promote academic success (Webster, 2014). Inclusive classrooms require the integration of differentiated instruction tailored to the unique academic, mental, and physical...

Using Typical Peers as Role Models to Help Improve Social Skills for Children with Autism Spectrum Disorders

• By: Jill Krata, PhD YAI
• July 1st, 2011
• early intervention, evidence-based interventions, inclusive classrooms, peer models, peer relationships, social interaction, social skills
• 7579    2

Children diagnosed with autism spectrum disorders (ASD) typically display great difficulties in social communication and social interaction skills. These skills are core deficits which quite often impede their interactions with peers and adults. Children on the spectrum often fail to interpret...