Inclusive Practices
| Andrea Ruppar | University of Wisconsin-Madison, USA |
| Jennifer A. Kurth | University of Kansas, USA |
Education | Profound & Multiple Learning Difficulties | Special & Inclusive Education
Inclusive Practices is a practitioner-focused, research-to-practice journal designed to advance the TASH mission of equity, opportunity, and inclusion for people with significant support needs.
Manuscripts center insights from, and strategies for, practitioners, families, and self-advocates. The journal’s interdisciplinary scope brings together a wide range of research and commentary on current issues that involve equity, opportunity, and inclusion for people with significant support needs across the lifespan and in multiple settings (e.g., schooling or community settings). Inclusive Practices welcomes manuscripts concerning policy, practice, legal decisions, technology applications and innovations, and more.
The phrase "significant support needs" refers to the 1-2% of the population with extensive and pervasive support needs across domains. Historically, this group has been characterized as having “severe” disabilities. Articles in Inclusive Practices should target research-based strategies and reflect on how these may translate into practice. Topics must be of importance to practitioners working in the field of significant support needs, and may encompass one or several of the following focuses: inclusion in the community, inclusive education, competitive integrated employment, self-advocacy, policy, rehabilitation, occupational therapy, speech therapy, adult support for disability, integrated community living, diversity, or human rights.
| Jennifer A. Kurth | University of Kansas, USA |
| Andrea Ruppar | University of Wisconsin-Madison, USA |
| AJ Naatz | Univ of Wisconsin-Madison |
| Heather Allcock | Providence College, USA |
| Natalie Andzik | Northern Illinois University, USA |
| Lindsay Athamanah | University of Missouri - St. Louis, USA |
| Elizabeth Biggs | Vanderbilt University, USA |
| Jessica Bowman | University of Minnesota, USA |
| Jennifer Bumble | American Institutes for Research, USA |
| Meghan Burke | Vanderbilt University, USA |
| Mina Chun | California Lutheran University, USA |
| Yun-Ching Chung | Illinois State University, USA |
| Karen H. Douglas | Radford University, USA |
| Charles E. Dukes | Florida Atlantic University, USA |
| Anjali Forber-Pratt | Vanderbilt University, USA |
| Grace L. Francis | George Mason University, USA |
| Carli Friedman | |
| Kathleen Gee | California State University, Sacramento, USA |
| Jean Gonsier-Gerdin | California State University, Sacramento |
| Amy Hanreddy | California State University, Northridge |
| Bree Jimenez | University of Texas-Arlington, USA |
| Michael Kendrick | Michael Kendrick Consulting |
| Sunyoung Kim | University of Illinois, Chicago, USA |
| Sheldon L Loman | Portland State University, USA |
| Richard Luecking | University of Maryland, USA |
| Helen McCabe | Daemen College, USA |
| Meaghan McCollow | California State University, East Bay, USA |
| Amanda Lynn Miller | Wayne State University, USA |
| LaQuita Spivey Montgomery | LS Montgomery & Associates, Inc |
| Amy Olson | Winona State University, USA |
| Sheida Raley | University of Kansas, USA |
| Carly Roberts | University of Washington, USA |
| Jenny Root | Florida State University, USA |
| Zach Rossetti | Boston University Wheelock College of Education & Human Development, USA |
| John Schaefer | Cleveland State University, USA |
| Sami Toews | California State University, Northridge, USA |
| Virginia Walker | University of North Carolina Charlotte, USA |
| Kendra Williams-Diehm | University of Oklahoma, USA |
| Jean Winsor | University of Massachusetts, Boston, USA |
| Alison Zagona | University of Kansas, USA |