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Advancing Equity for Women and Girls with Disabilities: A Small Wins Approach for Inclusive and Rights-Based Education
No full textDr. Gabriela Walker is a Full Professor at National University in California specializing in special education and disability studies. Her work is informed by a transnational perspective shaped by early experiences in Eastern Europe and subsequent academic and professional development in the United States. This background informs her commitment to equity, inclusion, and disability rights.
Dr. Walker’s professional experience includes working with underserved populations with disabilities in urban contexts, including members of the Rroma community. She holds academic degrees from several institutions: the University of Illinois at Urbana–Champaign in Global Policy Studies, the University of Georgia in Special Education, National University in Applied Behavior Analysis, and the University of Bucharest in Inclusive Education and Psychology.
Her research examines Autism Spectrum Disorders, evidence-based methodologies for teaching students with disabilities, and the intersection of global educational policy, disability rights, and ecology of disabilities. She is particularly interested in how educational systems can promote equitable participation and meaningful outcomes for individuals with disabilities across diverse cultural contexts.
Dr. Walker serves as an Associate Editor for the Issues in Teacher Education Journal of California Commission on Teacher Credentialing (CCTC) and for the Journal of Research in Innovative Teaching & Learning. She previously served as Chair of the Special Education Research Special Interest Group of the American Educational Research Association (AERA). Dr. Walker has also served for many years as chair of doctoral committees in special education and educational leadership, mentoring doctoral candidates and contributing to the preparation of future scholars and educational leaders.This Open Educational Resource (OER) presents original research titled Advancing Equity for Women and Girls with Disabilities: A Small Wins Approach for Inclusive and Rights-Based Education. The research provides the conceptual foundation for a five-unit curriculum designed for secondary and postsecondary learners, equipping students to examine barriers to inclusion and advance rights-based educational practices. The OER first outlines the research framework supporting the curriculum and then presents the instructional modules in the Appendix.
Women and girls with disabilities remain among the most marginalized learners globally, facing intersecting barriers shaped by gender, disability, poverty, culture, and structural inequality. This OER examines these inequities through a global lens and proposes the Small Wins strategy as a practical, evidence-informed approach to advancing inclusive education. Drawing on international frameworks, including the Convention on the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs 4, 5, and 10), the work illustrates how incremental changes in policy, pedagogy, and school culture can collectively expand access, agency, and educational opportunity.
Designed for educators in disability studies, gender studies, global education, and human rights education, this resource provides classroom-ready models, discussion pathways, and instructional examples demonstrating how Universal Design for Learning (UDL), culturally sustaining pedagogy, and rights-based teaching can translate global commitments into everyday educational practice. Ultimately, the analysis highlights how sustained, strategic small wins can generate meaningful and lasting change within educational systems.
The Small Wins Approach to Gender and Disabilities Curriculum consists of the following modules:
Module 1: The Global Landscape of Women, Girls, and Disabilities in Education
Module 2: Barriers and Intersectionality: Violence, Poverty, Culture, and Policy
Module 3: The “Small Wins” Strategy: Theory and Application
Module 4: Education as Empowerment: Rights, Development, and Practice
Module 5: Implementation Pathways: From Policy to Practic
Parent-Teacher Relationships as an Influence of Academic Achievement for Students with Autism: A Qualitative Descriptive Case Study
No full textParents and teachers play a vital role in promoting positive learning support and environments for students with autism. The purpose of this qualitative descriptive case study was to explore how parents and teachers described the parent-teacher relationship as an influence on the academic achievement of students with autism in grades kindergarten through grade 5 in Canada. Bronfenbrenner’s ecological systems theory was the conceptual framework that undergirded this qualitative case study. A qualitative case study was utilized to ensure real-world experiences in a natural setting. Purposive sampling was to recruit a sample of 32 participants, which was comprised of 25 parents and 7 certified teachers. Data were collected and triangulated using questionnaires and semi-structured interviews and analyzed using a six-step thematic analysis. Results from this study confirmed that collaboration between home and school shapes the child’s development and learning outcomes. A strong educational foundation for children with autism was linked to mutual trust and effective interactions between parents, teachers, and extended family. Future research should continue to explore parents’ and teachers’ perceptions of home- school collaboration and pedagogical approaches for students with autism using various research approaches
Barriers to Therapy Engagement for Youth in Care: The Influence of the Therapeutic Relationship
No full textThe purpose of this capstone was to examine how the therapeutic relationship influences therapy engagement among youth in care, with particular attention to attachment disruption, relational trauma, and systemic instability. Youth in care, including those in foster homes, kinship placements, and residential treatment settings, face significant barriers to engaging in therapy. These barriers are often rooted in disrupted attachments, histories of relational trauma, and systemic instability, which can foster mistrust and resistance in therapeutic contexts. Guided by attachment theory and trauma-informed care, this capstone employed a structured literature review of 50 peer-reviewed and foundational sources published between 1969 and 2025, with the majority of literature drawn from the past 10–15 years. Articles were identified through academic databases including PsycINFO and Google Scholar and selected based on relevance to youth in care, therapeutic engagement, and relational processes. An iterative thematic analysis was conducted to identify recurring patterns across the literature. Findings highlight the critical role of therapist consistency, relational attunement, and nonpunitive responses in fostering safety and trust. Additionally, systemic factors, such as placement disruptions and institutional practices, were found to exacerbate challenges to engagement. Findings suggest that behaviors often labeled as therapeutic resistance should be reframed as adaptive self-protection rather than pathology, underscoring the importance of approaching youth with curiosity and empathy. Implications indicate that strengthening therapist reliability, integrating trauma-informed and attachment-based practices, and addressing systemic barriers are essential for improving therapy outcomes for youth in care. This project contributes to counselling psychology by enhancing understanding of how relational dynamics shape therapy engagement in marginalized child welfare populations
No Teacher Left Behind. Integrating Technology in Urban P-12 Classrooms Using the SAMR Model: A Qualitative Case Study of Urban Public Schools
No full textAbstract In this study, I investigated the integration of technology in urban P–12 classrooms using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a framework. The research explored how urban teachers employ technology to enhance instruction and the impact of these practices on student outcomes. Using a qualitative case study design, the study involved semi-structured interviews with 20 urban educators, focusing on their experiences with technology integration. The findings revealed that substitution of traditional methods with digital tools is most common, with teachers using learning management systems and interactive tools to streamline tasks. Augmentation occurred when technology enhanced the learning experience, providing real-time feedback and collaboration. Modification was observed in lessons redesigned through technology, where students created multimedia projects and engaged in simulations. The results highlight the importance of teacher preparedness, infrastructure, and professional development in advancing technology use, suggesting that while substitution is prevalent, progress toward more transformative technology integration is contingent on systemic support. The study's insights are crucial for developing strategies to optimize technology integration in urban educational settings. Keywords: technology integration, SAMR Model, urban education, P-12 classrooms, educational technology, qualitative case study. Abstract In this study, I investigated the integration of technology in urban P–12 classrooms using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a framework. The research explored how urban teachers employ technology to enhance instruction and the impact of these practices on student outcomes. Using a qualitative case study design, the study involved semi-structured interviews with 20 urban educators, focusing on their experiences with technology integration. The findings revealed that substitution of traditional methods with digital tools is most common, with teachers using learning management systems and interactive tools to streamline tasks. Augmentation occurred when technology enhanced the learning experience, providing real-time feedback and collaboration. Modification was observed in lessons redesigned through technology, where students created multimedia projects and engaged in simulations. The results highlight the importance of teacher preparedness, infrastructure, and professional development in advancing technology use, suggesting that while substitution is prevalent, progress toward more transformative technology integration is contingent on systemic support. The study's insights are crucial for developing strategies to optimize technology integration in urban educational settings. Keywords: technology integration, SAMR Model, urban education, P-12 classrooms, educational technology, qualitative case study. Abstract In this study, I investigated the integration of technology in urban P–12 classrooms using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a framework. The research explored how urban teachers employ technology to enhance instruction and the impact of these practices on student outcomes. Using a qualitative case study design, the study involved semi-structured interviews with 20 urban educators, focusing on their experiences with technology integration. The findings revealed that substitution of traditional methods with digital tools is most common, with teachers using learning management systems and interactive tools to streamline tasks. Augmentation occurred when technology enhanced the learning experience, providing real-time feedback and collaboration. Modification was observed in lessons redesigned through technology, where students created multimedia projects and engaged in simulations. The results highlight the importance of teacher preparedness, infrastructure, and professional development in advancing technology use, suggesting that while substitution is prevalent, progress towar
Black College Students’ Experiences with Microaggressions and Colorblind Racism: A Qualitative Descriptive Phenomenological Study
No full textThe problem addressed by the study is Black college students experience microaggressions and colorblind racism at Historically and Predominantly White institutions, resulting in declines in academics, ethnic identities, and psychosocial health. Research in the study focused on the lived experiences of Black students with microaggressions and colorblind racism at Historically and Predominantly White Institutions. The purpose of this qualitative descriptive phenomenology study was to understand Black college students’ descriptions of experiences with microaggressions and colorblind racism related to academics, ethnic identities, and psychosocial health at HWPIs. Key findings included Black students’ descriptions of environmental microaggressions, systemic discrimination in administrative policies, cultural bias in the classroom, obligatory diversity or tokenism, and pressure to conform to Whiteness. While there are many implications for Black students being exposed to sustained microaggressions and colorblind racism at historically and predominantly white institutions, academic, ethnic identity development, and psychosocial implications are crucial areas for higher education institutions' administrations to address to ensure positive experiences, degree completion, and success for Black college students
Quantitative Examination of Spiritual Intelligence as a Predictor of Emotional Resilience, Self-Efficacy, General Well-Being, and Academic Achievement Among College Students
No full textThe problem addressed in this study was that college students remain psychologically and emotionally vulnerable to external events and circumstances that impede their academic achievement, efficacy, and general well-being. The purpose of this quantitative, descriptive, and correlational study was to describe the levels of spiritual intelligence among undergraduate college students and examine their associations with and contributions to variance in measures of emotional resilience, self-efficacy, general well-being, and academic achievement, measured as grade point average. A convenience sample of 138 undergraduate students between 18 and 25 years of age enrolled full-time in a four-year public or private nonprofit or for-profit university within the United States completed an online survey to collect data on all variables. The final path model demonstrated that students with higher levels on the spiritual intelligence subscale of personal meaning-making were better equipped to cope with academic and life challenges through improved emotional resilience, ultimately leading to better adjustment and general well-being in college. This sequential mechanism fuels resilience, which in turn boosts well-being—reflects the core assertions of spiritual intelligence theory and has been well supported by prior research. The fact that personal meaning-making, and no other spiritual intelligence subscales, demonstrated significant indirect effects through emotional resilience highlights the theory’s emphasis on the meaning-making dimension as the engine of psychological adaptation and flourishing. However, the final path model was not a good fit with the data and future research and more data are needed to establish its validity. The results establish a baseline of data regarding spiritual intelligence within a sample of undergraduate college students and reveal the potential for integrating spiritual intelligence and related constructs into educational practices and policies for holistic approaches to student development
Virtual Simulations Enhance Student Learning and Attitudes in Microbiology Laboratory Courses
No full textVeronica C. Ardi, Ph.D.,Ana Maria Barral, Ph.D. ORCID: 0000-0001-9141-8960, Rachel E. Simmons, Ph.D. ORCID: 0000-0002-5783-2268, Dawn A. Tamarkin, Ph.D.Prior to the COVID-19 pandemic, the use of virtual laboratories in microbiology instruction was limited; however, their adoption increased rapidly during campus closures. Despite this shift, few studies have examined if and how virtual simulations support student learning and attitudes in college-level microbiology laboratory courses across instructional modalities. This quasi-experimental study examined whether virtual simulations support student learning and attitudes in a pre-allied health microbiology laboratory course required for a nursing and other health programs. Virtual labs were aligned with course learning outcomes. In-person students completed simulations before class and performed hands-on experiments during lab sessions; while online students completed only virtual labs. Learning was measured using pre- and post-test questions aligned with course outcomes. At the same time, student attitudes were assessed through end-of-course surveys to gauge confidence, motivation, anxiety, and perceptions of self-paced learning. Mixed-effects modeling revealed significant learning gains in both groups. All students improved in six of seven outcomes, while a few learning gains varied by modality. Surveys showed increased confidence and motivation, and reduced anxiety across modalities. A 5-year follow-up of students in the study showed that 69% and 50% of the in-person and online-only students, respectively, had graduated from nursing or allied health programs. Overall, this study showed increased student learning using microbiology simulations was significant over time as well as a positive effect on student attitudes towards microbiology lab
Autism Spectrum Disorder (ASD) and Cultural Context: An Intersectional Analysis of Diagnostic Barriers Affecting School-Age Children in BIPOC Communities
No full textAutism Spectrum Disorder (ASD) is a neurodevelopmental condition that requires timely diagnosis and early intervention to support optimal developmental outcomes. However, school-age children from Black, Indigenous, and People of Colour (BIPOC) communities continue to experience significant disparities in ASD diagnosis. This Capstone explores the intersectionality of race and disability, with a particular focus on the systemic, cultural, and institutional barriers that contribute to underdiagnosis, missed diagnosis, or delayed diagnosis of ASD in BIPOC children. Guided by Disability Critical Race Theory (DisCrit), this literature review aims to answer the research question, “What are the specific systemic, cultural, and structural barriers that limit access to culturally responsive ASD diagnostic tools for children in BIPOC communities?” The DisCrit theoretical framework synthesizes current research to examine how ableism and racism operate in tandem to marginalize BIPOC children and families navigating ASD services. Key findings highlight issues such as implicit bias among professionals, lack of culturally responsive screening tools, language barriers and limited access to services in underserved communities. The project also outlines practical recommendations for educators, counsellors, and policymakers, including implementing culturally attuned practices, providing multilingual resources, engaging communities, and reforming policies. This capstone underscores the urgent need for equity-driven changes in diagnostic practices and early intervention services to foster inclusive and just outcomes for children with ASD
Advanced Statistical Concepts
No full textPurpose: Drs. Lloyd and Booker-Zorigian developed these 23 instructional videos to support doctoral students and faculty doing statistical analyses. In the videos, they discuss statistics concepts and provide a step-by-step SPSS tutorial of each analysis.This is a record for a series of videos that are available on another platform. View the video series here: https://resources.nu.edu/adv-stats
Transcripts of video will be avaliable as downloadable files within this record. Transcripts are coming soon.
The Advanced Statistics video series includes 10 video lessons and SPSS tutorials focused on the following analyses techniques: (1) Examine data for errors and conduct descriptive statistics using SPSS (2) Examining the main steps of hypothesis testng (3) Analyzing data using bivariate correlation, regression, and t-tests (4) Conducting relationship and prediction analyses between multiple variables using multiple linear regression analyses (5) Analyzing effects between multiple variables using factorial ANOVA, ANCOVA, and MANOVA (6) Conducting Exploratory factor analysis (7) Analyzing data using non-parametric procedures
The Lived Experiences of African American Entrepreneurs: An Interpretative Phenomenological Analysis
No full textThe underrepresentation of African American entrepreneurs in the United States is a persistent socioeconomic problem that affects wealth creation, employment, and inclusive economic growth. This qualitative, interpretive phenomenological study explored the lived experiences of successful African American entrepreneurs, focusing on the socioeconomic factors that influence their career choices and the strategies they use to overcome systemic barriers. Guided by an interpretive phenomenological framework, the study examined how entrepreneurs navigated business ownership in environments shaped by racial and economic inequities. Data were collected through in-depth, semi-structured interviews with 14 African American entrepreneurs in the Midwestern United States who had sustained their businesses for more than 5 years. Participants were recruited purposively, and interviews were conducted individually via a virtual platform. Data analysis included iterative reading, NVivo coding, and thematic synthesis. Findings revealed persistent challenges, such as limited access to capital, racialized business environments, and structural barriers that restricted opportunities despite education and professional qualifications. Participants emphasized resilience, adaptability, and perseverance, with mentorship, social capital, and community networks emerging as critical support systems. Creative financing strategies and innovation are key mechanisms for sustaining business operations. The study concluded that African American entrepreneurs often rely on personal agency and community resources to overcome institutional barriers. Implications include expanding culturally responsive mentoring, improving equitable financing pathways, and strengthening community-based entrepreneurial networks. Future research should explore regional differences, longitudinal experiences, and comparative studies across diverse population