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).

In this episode of "Remixing Education," we are thrilled to feature Dr. Jonte' C. Taylor. Dr. Taylor is an associate professor of special education at Penn State University and a former special education teacher. His research focuses on effective strategies for inclusive STEAM education for students with disabilities and improving school and classroom climates for students, families, and teachers. Dr. Taylor's expertise spans inquiry-based science instruction, the use of arts in research, and evidence-based interventions. He is passionate about fostering student motivation, enhancing student-teacher relationships, and integrating hip-hop in the classroom. Dr. Taylor's diverse experiences, from juvenile justice and preK–12 grade schools to group homes, provide a rich perspective on special education.

Dr. Jonte' C. Taylor shares his background and journey into special education, discusses the challenges new teachers face, and explores key themes from "Disability, Intersectionality, and Belonging in Special Education," emphasizing the importance of historical disability rights movements. He also delves into his book, "The Mixtape Volume 1: Culturally Sustaining Practices Within MTSS Featuring the Everlasting Mission of Student Engagement," highlighting strategies for inclusion and supporting teachers and administrators with culturally sustaining instruction and strategies.

Reference Links:

- Disability, Intersectionality, and Belonging in Special Education

- The Mixtape Volume 1: Culturally Sustaining Practices Within MTSS Featuring the Everlasting Mission of Student Engagement

In this episode of "Remixing Education," we have an interview with Dr. Colin Rose, founder and CEO of Perennial Education Consulting, to explore his transformative journey in education. Starting out as a special education teacher, Dr. Rose shares his experiences and innovative work as an assistant superintendent in Boston Public Schools. He discusses how he created equitable and effective school policies, offering practical insights and inspiring stories on leading with purpose and fostering excellence in education.

Dr. Colin Rose is also a co-author of the new book, "Disability, Intersectionality, and Belonging in Special Education." In his chapter, Dr. Rose and other contributors discuss the importance of culturally and linguistically sustaining pedagogy, empowering families, and integrating these practices within educational frameworks that support equity. This episode is part of a series highlighting the book and hearing voices from it's authors/contributors.

Amazon - Disability, Intersectionality, and Belonging in Special Education https://amzn.to/4cQSJLE

Publisher website

⁠https://rowman.com/ISBN/9781538175828/Disability-Intersectionality-and-Belonging-in-Special-Education-Socioculturally-Sustaining-Practices⁠

Colin's LinkedIn Profile

⁠linkedin.com/in/colin-c-rose⁠

Perennial Education Consulting Website

https://www.perennialed.com/

In this episode of "Remixing Education," we are thrilled to feature the lead authors and editors of the book "Disability, Intersectionality, and Belonging in Special Education." This essential resource equips educators with socioculturally sustaining practices and culturally relevant curricula to address the diverse needs of students with disabilities. The book, including contributions from over 50 individuals with disabilities, empowers practitioners to create inclusive, equitable learning environments by understanding and implementing intersectional approaches. Our esteemed guests include Dr. Elizabeth A. Harkins (Monaco), an assistant professor at William Paterson University who specializes in social justice in special education; Dr. L. Lynn Stansberry Brusnahan, a professor at the University of St. Thomas in Minnesota with a focus on autism spectrum and developmental cognitive disabilities; Dr. Marcus Charles Fuller, an assistant professor at The University of Maryland Eastern Shore with expertise in culturally and linguistically sustaining pedagogies; and the host of REmixing Education, and co-editor, Martin Odima Jr., a Special Education Teacher Coach in the Saint Paul Public School District and PhD student at the University of Minnesota. These scholars bring a wealth of experience and dedication to advancing special education, and their insights will provide invaluable perspectives on the themes and goals of their groundbreaking book. Throughout the discussion, we explored key themes such as the evolving nature of sociocultural practices, the critical theories that underpin the book, and the practical strategies provided for educators. The authors highlighted their commitment to centering the voices of individuals with disabilities and the discoveries made during the writing process, including the need to challenge biases and misconceptions. They also discussed the importance of safe spaces, trust, and building relationships with cultural informants. This episode offers a comprehensive overview of the book's insights and serves as a guide for educators seeking to implement equitable practices.

Amazon: https://amzn.to/4cQSJLE Publisher website: https://rowman.com/ISBN/9781538175828/Disability-Intersectionality-and-Belonging-in-Special-Education-Socioculturally-Sustaining-Practices Contact information of lead authors: Dr. Marcus Charles Fuller

fuller.marcusc@gmail.com Dr. Elizabeth A. Harkins (Monaco) harkinse@wpunj.edu Dr. L. Lynn Stansberry Brusnahan llstansberry@stthomas.edu Martin Odima Jr. odim0003@umn.edu

Ryan Fell is currently an interim principal at Four Seasons A+ Elementary School in Saint Paul Public Schools in Minnesota. He is also a former special and general education teacher, dean of instruction, and program administrator. In addition, Fell is pursuing a Ph.D. in the Education Policy and Leadership—Executive Cohort Program at the University of Minnesota.

During this episode, Principal Fell talked about his experience as a student who received special education services and his journey as a special education teacher and general education teacher. In addition, Fell discussed his experience as an educator and educator leader. He emphasized the importance of understanding others' experiences, creating connections with students, and collaborating with families and school team members.

During of my very first podcast episodes, I shared a presentation called, "How to Develop and Maintain Culturally Sustaining Relationships in School Communities." Now, that podcast is one of Remixing Education’s most popular episodes. Today, you'll hear me deliver that presentation at the 2022 San Diego Equity Conference with an audience. At the conference, I discuss the systemic issues in special education, the impact of implicit bias on minoritized students, and strategies to develop culturally sustaining relationships.