Andrea L Ruppar
Biographic Data
| ID | 6509332 |
|---|---|
| NAME | Andrea L Ruppar |
| GIVEN NAMES | Andrea L |
| FAMILY NAME | Ruppar |
| SIGNATURE | RUPPAR A L |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0001-8549-6815 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Does the loss outweigh the gain?’
Little is known about inclusive teachers’ belief systems about teaching students with mild, moderate, or severe intellectual disabilities across different subjects (e.g. language arts, math, science, PE, art, and music) in less developed countries. To address this gap, this study aims to understand inclusive teachers’ belief systems about teaching students with intellectual disabilities in China. Semi-structured interviews were conducted with 32 …
Cracks in the Continuum
Background/Context Federal laws require equitable access to education for students with disabilities through educational placement in the least restrictive environment (LRE). However, research has determined students with significant support needs (SSN) are overrepresented in segregated educational placements. Focus of Study This study explores justifications of LRE placement decisions for students with SSN through a critical qualitative analysis…
Interweaving disentangled
This study explores the intersectionality in the educational experiences of Korean American students with autism as they navigate the transition from high school to college. For these students, dis/ability status alone does not shape the pathway to adulthood: dis/ability is tightly bound with other social categories, such as race, language, and immigration status, impacting everyday experiences of the students, including preparing college applica…
Teacher agency for inclusive education
Inclusive education is contextualised within local systems and represents a continuous struggle to ensure access to meaningful and equitable education. The purpose of this scoping review was to examine international empirical studies published in peer-reviewed journals from 1999 to 2019 focused on teacher agency for inclusive education for students with disabilities in grades K-12. The conceptual framework used for this research identified teache…
Is it all about loving the kids? Perceptions about expertise in special education
Without being able to read, what's literacy mean to them?”
Teacher agency for inclusive education
Inclusive education is contextualised within local systems and represents a continuous struggle to ensure access to meaningful and equitable education. The purpose of this scoping review was to examine international empirical studies published in peer-reviewed journals from 1999 to 2019 focused on teacher agency for inclusive education for students with disabilities in grades K-12. The conceptual framework used for this research identified teache…
Is it all about loving the kids? Perceptions about expertise in special education
Without being able to read, what's literacy mean to them?”
Without being able to read, what's literacy mean to them?”
Is it all about loving the kids? Perceptions about expertise in special education
Cracks in the Continuum
Background/Context Federal laws require equitable access to education for students with disabilities through educational placement in the least restrictive environment (LRE). However, research has determined students with significant support needs (SSN) are overrepresented in segregated educational placements. Focus of Study This study explores justifications of LRE placement decisions for students with SSN through a critical qualitative analysis…
Interweaving disentangled
This study explores the intersectionality in the educational experiences of Korean American students with autism as they navigate the transition from high school to college. For these students, dis/ability status alone does not shape the pathway to adulthood: dis/ability is tightly bound with other social categories, such as race, language, and immigration status, impacting everyday experiences of the students, including preparing college applica…
Teacher agency for inclusive education
Inclusive education is contextualised within local systems and represents a continuous struggle to ensure access to meaningful and equitable education. The purpose of this scoping review was to examine international empirical studies published in peer-reviewed journals from 1999 to 2019 focused on teacher agency for inclusive education for students with disabilities in grades K-12. The conceptual framework used for this research identified teache…
Does the loss outweigh the gain?’
Little is known about inclusive teachers’ belief systems about teaching students with mild, moderate, or severe intellectual disabilities across different subjects (e.g. language arts, math, science, PE, art, and music) in less developed countries. To address this gap, this study aims to understand inclusive teachers’ belief systems about teaching students with intellectual disabilities in China. Semi-structured interviews were conducted with 32 …
Pedagogy (6 works) · Psychology (6 works) · Disability Education and Employment (5 works) · Mathematics education (5 works) · Collaborative Teaching and Inclusion (3 works) · Family and Disability Support Research (3 works) · Sociology (3 works) · Inclusion (mineral (2 works) · Medical education (2 works) · Medicine (2 works)