Perspectives
Commentary from the field
Amanda L. Miller, PhD
College of Education, Wayne State University
I examine how youth with IDD are positioned – as knowledge holders and generators, passive recipients, good, smart – through how adults talk about, to, and with them, and how they are treated as learners and doers. For example, students with IDD are situated through how school districts provide (or do not) meaningful augmentative and accessible communication systems, supports, and tools to them and their families. Ideological underpinnings in schools are amplified through how such youth are thought about, talked about, and decisions are made for and about them by adults.
In a recent study, I focused on how six middle- and high school girls of color labeled with significant cognitive disabilities used talk and actions (e.g., eye gazes, facial expressions, gestures) to navigate classroom interactions. I was interested in how they were positioned – and how they navigated, resisted, and repositioned themselves with few visible supports in a setting that prioritized oral/aural communication. School districts and staff should consider how they position multiply marginalized youth with their interactions and how such positions result in learning opportunities being afforded and withheld. We need to learn about and honor the experiences these girls are having to truly transform educational policy, practice, and research.
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Notables
Recent awards, accolades, appointments, and other honors
Elizabeth A. Perkins, PhD, RNLD, FAAIDD, FGSA has been awarded the 2022 George S. Jesien Distinguished Achievement Award at the 2022 AUCD Conference.
Kathryn M. Burke, PhD has been awarded the 2022 Young Professional Award at the 2022 AUCD Conference.
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Linkages
Opportunities to participate in research, projects, policy development, and other collaborations
Call for Papers: Special Issue of Inclusion on DSPs
Inclusion co-Editors, Colleen Thoma, PhD, FAAIDD, and LaRon Scott, EdD, are seeking submissions for a special issue of Inclusion, to be published in September 2023, regarding Direct Support Professionals (DSPs). To be considered for the special issue, a brief abstract (no more than 250 words) should be submitted no later than December 15, 2022. Full manuscripts must be submitted by March 1, 2023. Tentative publication date is September 1, 2023. Please email questions and abstracts to Dr. Lauren Bruno.
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AAIDD is looking to feature notables and perspective pieces from our members in the field! Send us your commentary to be featured in a future Leadership in IDD Newsletter.
Produced by AAIDD, this monthly digest features the recent (first made available within last 3 months) and emergent (will be available within the next 4-6 weeks) work of AAIDD members only. Journal articles, while important, are not featured in this publication.
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