Representation, Community, and Disability Identity: A Call to Action
April 27, 2022
Mueller illuminates key gaps in the present educational system that inhibits disability identity development.
The MARIO Framework® pedagogy is founded on what science has revealed about learning – including
disciplines concerning the whole person and the ways we gain mastery.
These academic researchers support our mission to help bridge the gap between educational researchers and practitioners. Together with MARIO, they are committed to empowering and inspiring more educators to become teacher-researchers.
Ball State University
Penn State University
Growing Minds Consulting, LLC
Practical Psychological Services
University of Colorado, Colorado Springs
University of Houston-Clear Lake
Penn State University
University of Winchester
Practical Psychological Services
Kristianstad University, Faculty of Education
University of Houston-Clear Lake
Malmö University
University of Winchester
Linneaus University
Kristianstad University, Faculty of Education
Point Loma Nazarene University
Malmö University
Monash University
The results of this study suggest that brief and targeted one-to-one conversations occurring every class period result in statistically significant gains in student academic outcomes as measured by GPA. Specifically, students who were in the Intensive Studies course that included the brief, one-to-one conversations, called the MARIO intervention, showed higher GPA in core courses than students in the control Intensive Studies course.
Director of Scientific Affairs at Boston Strategic Partners
Author & Founder of Novak Education
Co-Founder & CEO of MARIO Education
We understand that educators are pressed for time. To help, our team reviews recently published studies on a monthly basis and posts key findings and potenti
Mueller illuminates key gaps in the present educational system that inhibits disability identity development.
It is imperative that transitions and plans for learners who are diagnosed with autism and needing additional services are put in place in order for them to experience success and independence in their adult years.
The authors identify that child characteristics, including gender, the ability to self-regulate, and language competence, impact teacher-child relationships.
Effective PD should be sustained over time, involve coaching or collaborative communities, and include specialized and role-specific content.
Social, emotional, and behavioural skills must be explicitly taught, just like academic skills, to create effective learning environments where all students can thrive both academically and socially.
Research has indicated that parental training and coaching programmes can be effectively translated into the student’s natural environment.
Prevailing research on the experiences and learning outcomes of typically developing peers in inclusive settings present more questions than answers.
Moving towards learner-centered instruction, well-designed online teaching should encourage students to remain motivated and engaged by providing diverse, collaborative learning activities and creating a space where students are empowered to take control over their own learning.
School climate is a critical component for successful school outcomes. The type of engagement occurring between students, faculty, and the community, the level of safety, and environmental factors all affect school climate.
Bringing clarity to how we ascertain veracity can support our ability to identify high-quality interventions.
Mueller illuminates key gaps in the present educational system that inhibits disability identity development.
It is imperative that transitions and plans for learners who are diagnosed with autism and needing additional services are put in place in order for them to experience success and independence in their adult years.
The authors identify that child characteristics, including gender, the ability to self-regulate, and language competence, impact teacher-child relationships.
Effective PD should be sustained over time, involve coaching or collaborative communities, and include specialized and role-specific content.
Social, emotional, and behavioural skills must be explicitly taught, just like academic skills, to create effective learning environments where all students can thrive both academically and socially.
Research has indicated that parental training and coaching programmes can be effectively translated into the student’s natural environment.
Prevailing research on the experiences and learning outcomes of typically developing peers in inclusive settings present more questions than answers.
Moving towards learner-centered instruction, well-designed online teaching should encourage students to remain motivated and engaged by providing diverse, collaborative learning activities and creating a space where students are empowered to take control over their own learning.
School climate is a critical component for successful school outcomes. The type of engagement occurring between students, faculty, and the community, the level of safety, and environmental factors all affect school climate.
Bringing clarity to how we ascertain veracity can support our ability to identify high-quality interventions.
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