Suchergebnisse

Sustʻāinable Molokaʻi's mission is to maintain Molokaʻi's rich culture and historic legacy of ʻāina momona, while embracing modern pathways to a sustainable future. The nonprofit has focused primarily on food sovereignty and energy independence, while integrating community education and economic development into these priorities. Because of years of work increasing community capacity and strengthening local food systems, it was able to respond effectively to the COVID-19 crisis on Molokaʻi.

Leadership in education, particularly special education, implies both knowledge and application of professional behaviors, decisions, and ethics within the field. University students look for best practices in education to be modeled by faculty; this, in turn, underscores a fundamental belief in inclusionary principles. Such modeling is important on every level in teacher education programs, particularly special education programs. The higher a student's level (i.e., undergraduate vs. doctoral), the more notice that student will take of disparities between rhetoric and actions. While reflective practices are explicitly taught in teacher preparation programs to enable professionals to reflect on their own personal and professional practices, teacher education faculty need to employ the same strategy to ensure that they are indeed modeling the practices they teach. This position paper documents the impressions of a doctoral cohort in special education in terms of inclusionary practices demonstrated in a real-life context.