Using UDL-related methods in education, teacher training, and job-development for young women with developmental disabilities in India

ID: 55045 Type: Symposium
  1. Susie Gronseth, University of Houston, United States
  2. Elizabeth Dalton, Rhode island, United States
  3. Boris Alvarez, Irma Iglesias, and Paola Vergara, Fellow Group, Chile
  4. Jeanne Carey Ingle and Heather Pacheco-Guffrey, Bridgewater State University, United States
  5. Debra Bauder and Katherine Cooper, University of Louisville, United States
  6. Cindy Anderson, Roosevelt University, United States
  7. Kevin Anderson, University of Michigan, United States
  8. Vivian Intatano, Raja Soliman Science & Technology High School, Philippines
  9. Peggy Semingson and Kathryn Pole, University of Texas-Arlington, United States
  10. Kerry Armstrong, Brenda Boreham, and Terri Mack, Strong Nations, Canada
  11. Lisa Harris, Winthrop University, United States
  12. Dave Edyburn, University of Central Florida, United States
  13. Janet Arndt, Gordon College, United States
  14. Britt Tatman Ferguson, National University, United States
  15. Nili Luo, Southwestern College, United States
  16. Lindsay Yearta, Winthrop University, United States

Wednesday, March 20 11:30 AM-12:30 PM Location: Sunset 3 View on map

No presider for this session.

Abstract Disability support in India for persons with developmental disabilities has been ignored or hidden for generations due to cultural and social pressures and beliefs. Recently, however, long-held social norms have begun to change through progressive and creative program and professional development. During the last decade, OM Creation Trust of Mumbai, through an innovative blend of educational, spiritual, arts-based, and skill-based approaches, has seen great success for women and men with development disabilities to build productive and meaningful lives. Based in the research model of integral research design, this best practice session will highlight core program components of teacher training and professional development, individual assessment, and the unique spirituality and creativity of the FACE program model in Mumbai, India. Implications for international model application and linkages with UDL are shared.


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