Supporting Student Storytelling as a Form of Advocacy for Inclusive Postsecondary Education. Insight: A Think College Brief on Policy, Research, & Practice. Issue No. 48

Autor/inn/en	Hanson, Ty; Paiewonsky, Maria
Institution	University of Massachusetts Boston, Institute for Community Inclusion; University of Massachusetts Boston, Think College
Titel	Supporting Student Storytelling as a Form of Advocacy for Inclusive Postsecondary Education. Insight: A Think College Brief on Policy, Research, & Practice. Issue No. 48
Quelle	(2020), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Students with Disabilities; Intellectual Disability; Developmental Disabilities; Inclusion; Postsecondary Education; Access to Education; Self Advocacy; Story Telling; Personal Narratives; Public Speaking; Drills (Practice); Massachusetts + Suchen Sie Ihr Suchwort? Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Inklusion; Post-secondary education; Tertiäre Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Selbstbehauptung; Erlebniserzählung; Vortrag; Master-Studiengang
Abstract	Since 2007, when the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) was launched, college students with intellectual and developmental disabilities (IDD) have been involved in advocacy efforts to promote inclusive postsecondary education. These efforts include informing legislators, higher education personnel, school administrators, and school individual education program (IEP) team members, as well as parents and prospective students, that inclusive postsecondary education is not only possible but an effective transition services model. By sharing their personal accounts of college, students supported through MAICEI partnerships have broadened awareness of this opportunity in their schools and local communities, advocated for funding at local school committee meetings, and promoted expansion of MAICEI programs throughout the Commonwealth to state legislators. In this brief, the authors outline recommendations to increase opportunities for students with IDD to engage in advocacy efforts for inclusive postsecondary education. These include: (1) Recognizing advocacy opportunities; (2) Supporting presenters' preparations; (3) Choosing a presentation format; (4) Rehearsing effectively; (5) Getting started with storytelling; and (6) Developing student-directed stories. (ERIC).
Anmerkungen	Institute for Community Inclusion. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125. Tel: 617-287-4300; Fax: 617-287-4352; e-mail: ici@umb.edu; Web site: http://www.communityinclusion.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01