In this episode of Remixing Education, we feature Dr. Dana Page, founder of Turn the Page Education Consulting. Dana shared her extensive experience and insights into the academic achievement of students with emotional/behavioral disorders (E/BD), her journey from paraeducator to Ph.D., and methods and strategies that are critical to establishing anti-racist and culturally responsive practices in education.

Bio Dr. Dana Page is a seasoned educator and researcher with a PhD in Curriculum & Instruction in Special Education from the University of Louisville. With a strong focus on anti-racist, culturally relevant, and culturally sustaining practices, she is dedicated to addressing academic, behavioral, and disciplinary disparities among marginalized students in special education, particularly Black students. Her extensive experience includes roles such as Special Education Teacher, School Readiness Coach, and Interagency Coordination Specialist, where she provided critical training and technical assistance to students and educators, and an OSEP Research to Practice Intern in the U.S. Department of Education, where she contributed to education policy and research initiatives. Currently, as the founder of Turn the Page Education, Dana continues to drive systemic change, advocating for equitable educational opportunities for all students.

Dr. Dana Page's Linkedin Page

https://www.linkedin.com/in/dana-elaine-page/

Contact

turnthepageconsultant@gmail.com

In this episode of Remixing Education, we delve into the rich history and evolving landscape of special education with our expert panelists, David Bateman, Rebecca Wade, and Kendra Saunders. The conversation explores the themes of the evolution of disability rights, the impact of legislation on special education, and the importance of creating inclusive learning environments.

Panelists

David F. Bateman, PhD, is a principal researcher at AIR (American Institutes for Research) and the project director for the Massachusetts IEP project. He is a former professor at Shippensburg University of Pennsylvania in the Department of Educational Leadership and Special Education. He has taught students with learning disabilities, behavior disorders, intellectual disabilities, and hearing impairments. Dr. Bateman has coauthored several books on special education and serves in various professional roles related to special education law and policy.

David Bateman's Blog: https://spedlawblog.com/https://spedlawblog.com/

Kendra V. Saunders, PhD, NCSP, is an assistant professor of school psychology at Texas A&M University–Commerce. Her teaching experience spans prekindergarten to graduate school, and she has provided psychological services in both school and clinical settings. Her research interests include school-based mental health services and the impact of mental health attitudes on service access. She is passionate about disability rights and the dismantling of ableism, influenced by her personal experience as the sister of a disabled woman. Kendra's contact information: kendrasaunders342@gmail.com

Rebecca Wade, EdS, MA, is an elementary school principal and former special education teacher in the Roseville Area Schools in Minnesota. She is also an adjunct faculty at the University of St. Thomas. Rebecca is committed to interrupting practices and policies that perpetuate white supremacist ideologies and lead to disproportionate outcomes for historically marginalized learners. Rebecca's contact information: cede5101@stthomas.edu

For more information and to purchase the book, visit Amazon the following website.

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).