• No Teacher Left Behind: The Influence of Teachers with Disabilities in the K-8 Classrooms. A Review of the Literature

      Hauk, Amanda (University of Alaska Southeast, 2009-07-14)
      This review of the literature examines the profound influence teachers with disabilities can have in our classrooms. Teachers with disabilities act as valuable and realistic role models for all students and bring unique qualities to the classroom, including a passion for inclusive education and creative methods of instruction. However, prejudicial barriers to success often restrict these exceptional teachers from access to our classrooms, undermining the inclusion movement present in most special education programs and schools today. When these teachers are denied employment, students with disabilities suffer in and out of the classroom from a lack of identity construction, reduced self-esteem, and nonexistent advocacy skills.
    • Trauma-Informed Practices

      Hercha, Anna (University of Alaska Southeast, 2019)
      This meta-synthesis of the literature on K-8 teachers with disabilities examines the profound influence that teachers can have on students dealing with trauma in their lives. Teachers can add to the students’ frustration and pain or, with understanding and specific techniques, teachers can help students to process the traumatic situations in their lives and advocate for the student in a way that will help retain trust in other people. In this meta-synthesis, these techniques will be examined and discussed through the lens of preparing to work with traumatized students who fall under differing special education categories.