EMERGING SCHOLARS CONFERENCE PROCEEDINGS
EXPLORING DIFFERENCE: DISABILITY AND DIVERSITY IN EDUCATION, LAW, AND SOCIETY
September 23-24, 2011

The 2011 Emerging Scholars Conference at Chapman University explored issues of disability, diversity, and human rights in education, the social sciences, humanities, and law.

The conference was sponsored by the university's College of Educational Studies, School of Law, and local non-profit Team Up for Down Syndrome and showcased emerging scholars—including doctoral students, law students, new faculty and researchers in education and law—and their research in the rapidly growing field of interdisciplinary studies.

Keynote Presentations

LAURA ROTHSTEIN
Professor of Law and Distinguished University Scholar
University of Louisville, Louis D. Brandeis School of Law

Laura Rothstein joined the Louis D. Brandeis School of Law at the University of Louisville as Professor of Law and Dean in 2000 (serving as dean until 2005). She has written fourteen books and dozens of book chapters, articles, and other works on disability discrimination, covering a broad range of issues, with an emphasis on disability discrimination in education (both K-12 and higher education). She chaired the AALS Special Committee on Disability Issues (1988-1990). She has served as co-chair of the AALS Section on Disability Law, Chair of the American Bar Association Section of Legal Education Diversity Committee, a member of the LSAC Minority Affairs Committee, and a member of the AALS Membership Committee.
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ALFREDO ARTILES
Professor of Culture, Society, and Education
Arizona State University, School of Social Transformation

Alfredo Artiles has published extensively for research, policy, and practice audiences in education, psychology, and related disciplines. His work has been published or reprinted in English, Spanish, French, Portuguese, and Hungarian. He is Editor (with T. Wiley) of the International Multilingual Research Journal (Taylor & Francis), and edits (with E. Kozleski) the book series Disability, Culture, & Equity (Teachers College Press). Dr. Artiles's interdisciplinary scholarship examines the ways cultural practices and ideologies of difference mediate school responses to students' needs. His research also focuses on teacher learning for social justice.

Dr. Artiles is vice president of the American Educational Research Association's (AERA) Division on the Social Contexts of Education (2009-2011), an AERA Fellow, a Spencer Foundation/National Academy of Education Postdoctoral Fellow, and a resident fellow at the Center for Advanced Study in the Behavioral Sciences (Stanford University).

WRETCHES AND JABBERERS
Larry Bissonnette, Tracy Thresher, Pascal Cheng, and Harvey Lavoy
A Film by Gerardine Wurzburg

Larry and Tracy are two men with autism who embark on a global quest to change attitudes about disability and intelligence. At each stop, they dissect public attitudes about autism and issue a hopeful challenge to reconsider competency and the future. From beginning to end, Wretches and Jabberers inspires viewers with a poignant narrative of personal struggle that rings with intelligence, humor, and courage.
www.wretchesandjabberers.org

Baines, A. D. (2011).
"I used to be autistic, but not anymore": Identity and disability across social contexts.
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Ballam, N. (2011).
‘Defying the odds’: Gifted and talented young people from poor and minority backgrounds.

Bloomfield, V., Nodleman, D., Strople, C., & Bryan, P. (2011).
Arts based meaning making.
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Bose, D. K. (2011).
Assertiveness pedagogy: A qualitative analysis of group and professional communication of college writers with ADHD.
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Clay, A. (2011).
Critical race theory, microaggressions, and black graduate students' experience.
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Cosier, M., Alanis, L., Norman, M., Perez, J. (2011).
Measuring outcomes of inclusive school reform: Using data for change and sustainability.
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Davies, T. (2011).
Social model of disability as represented in film.

Domasin, A. (2011).
The Prevalence of Race in American Film and Media.
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Erratt, J. (2011).
Declaration and convention: Special needs education in international policy.

Greco-Joseph, L. (2011).
Informed consent reasoning and intellectual disability: A sociocultural approach.

Gunnþórsdóttir, H. (2011).
Teachers' role in an inclusive school.

Harhold, C. (2011).
Understanding perspectives of inclusion through Photovoice.
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Hess, T. (2011).
Team sport participation and quality of life for children with disabilities and their families.

Hume-Dawson, R. (2011).
Resiliency, disability and the social model in modern day classrooms.

Kawamura, M. (2011).
A suggested social model focusing on the siblings of persons with disabilities – studies in Japan.

Kreide, A. (2011).
Non-graded classrooms: A socially just alternative.

Levine, R. (2011).
Incorporating the disability community's interests into healthcare reform in the era of genomics.
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Logadottir, H. (2011).
From theory to practice – learning and participation in inclusive classrooms.
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Matz, C., & Domzalski, S. (2011).
Trichotillomania: Prevalence and prevention within an academic setting.

Melancon-Whitehead, C. (2011).
Minority student voices reflecting on having been a high school student having special needs.

Neria, C. (2011).
Emerging Adults with Cochlear Implants: Their Experiences and Lifeworlds.
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Oliver, D., Nusbaum, E., Pitt, J. (2011).
Applying an ethical decision-making model across the curriculum in higher education administration, special education, and rehabilitation counseling, pedagogy.

Ohna, Stein Erik (2011).
Students in alternative strands with extended work-place practice –narratives on hopes and failures.
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Patthoff, A. (2011).
Floors and doors: The impact of metaphor on student entitlements under the IDEA.
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Randall, T. (2011).
25 years later: Defending affirmative action after the Supreme Court retreats from Grutter.
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Story Sauer, J. (2011).
Preservice teachers lean forward and listen to families of students with disabilities.

Shukla, M. (2011).
Modeling language extinction: The need to encourage diversity within language curriculum.

Samura, M. (2011).
Fits & Misfits When College Students Meet Campus Space: An Examination of How Students Work to “Belong.”
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Szantova-Giordano, S. (2011).
"We have the right to get by:" How court interpreting affects non-native English speakers in American courtrooms.
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Touchstone, C. (2011).
"What ARE you?": Examining the effects of racial microaggressions on Black-white multiracial university students.

Viencek, Angela (2011).
Autismo Latino Families' Perspectives and Their Children with Autism.
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Voulgarides, C. K. (2011).
Special education law and disproportionality.
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Williams, A., Rhee, W. (2011).
Learning to examine life: Why diversity writ large is essential to a good K-12 education.

Woller, P. (2011).
Gaining education success while maintaining cultural identity: The intergenerational educational experiences of an extended family.