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AbstractThe Future of Disability in Alaska Summit was held in Anchorage in the summer of 2013, May 9-10. The purpose was to gather perspectives from a diverse group of stakeholders to inform a vision of the future for people with disabilities in Alaska in five broad topical areas: 1) Housing Arrangements, 2) Advocacy, 3) Relationships, 4) Economic Wellbeing, and 5) Health. About 76 stakeholders participated in the summit including people with disabilities, family members, advocates, service providers, policymakers, and others. A follow-up online survey was conducted to gather information from a broader range of stakeholders and to get a sense of the highest priorities in each area. The purpose of the report and other products coming out of this effort is to inspire stakeholders to periodically reflect, individually and in groups, on how they are working toward the vision in a relevant area and taking action in the context of advocacy, policy/regulation, funding, and services/resources. The report states a vision for each of the five topical areas and includes many suggested strategies to accomplish it.
Table of ContentsList of Tables / Executive Summary / Introduction / Method / Participants / Results
PublisherCenter for Human Development, University of Alaska Anchorage
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc/4.0/
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Multimodal meaning making with culturally responsive images: designing tasks for 6th - 8th grade special education studentsSurman, Audra Ruth Panigacungaq; Siekmann, Sabine; Martelle, Wendy; Patterson, Leslie; Moses, Catherine (2019-05)The following study describes the patterns that emerged from collaborative tasks among middle school students within a special education intervention class in rural Alaska. The study integrated the multiliteracies pedagogy, as well as multimodalities and task-based language teaching. The tasks utilized culturally appropriate illustrations to promote collaborative discussion throughout a structured set of five tasks. The research aims to answer the following question: How do sixth through eighth grade students co-construct meaning when doing tasks that incorporate culturally appropriate images? Three students native to the community participated in this study over a two-month period. The tasks were designed around culturally relevant illustrations allowing students to use their funds of knowledge as they collaborated to complete the tasks. The data collection included field notes, class artifacts, video and audio recordings, and student interviews. The data presented multimodal events where students utilized their semiotic resources and funds of knowledge to make meaning during each task. The analysis revealed telling incidents of multimodal meaning making moments where culturally relevant resources support the application of funds of knowledge. The analysis also uncovered critical insights for the task design variables which can impact the ending outcome and final product of a task. As a result, I encourage the use of open-ended tasks addressing multimodal teaching to encourage culturally relevant meaning making moments, particularly within special education settings.
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