Gavin's Wish Day
with Make-a-Wish of Eastern North Carolina
The Advocacy Underground
The Advocacy Underground movement ensures that students with disabilities receive an authentically inclusive education. This requires educating our communities on the power of inclusion, equipping them to do it effectively, and empowering parents and teachers with the knowledge and tools needed to intentionally create welcoming environments for children of all abilities.
Anita Zucker Center for Excellence in Early Childhood Studies
Research shows three important processes that shape young children’s development and early learning. We refer to these processes as the 3R’s of Early Learning: Relationships, Repetition, Routines ™. These processes are important because they focus on how children learn rather than what they learn.
Appendix from Unwanted
1. World Health Organization. “Disability and Health.” Disability and Health, November 24, 2021.
Chapter 3: Carried
1. Feeding Matters. “Pediatric Feeding Disorder: An Overview.” What is Pediatric Feeding Disorder? 2022.
2. U.S Department of Education.“Purpose.” Early Intervention Program for Infants and Toddlers with Disabilities. April 25, 2022.
Chapter 4: Capable
1. Courchesne, Eric, Karen Pierce, Cynthia M. Schumann, Elizabeth Redcay, Joseph A. Buckwalter, Daniel P. Kennedy, and John Morgan. “Mapping Early Brain Development in Autism.” Neuron. 56, 2 (2007): 399-413.
2. Gunderson, Elizabeth A., M. Brent Donnellan, Richard W. Robins, and Kali H. Trzesniewski. “The Specificity of Parenting Effects: Differential Relations of Parent Praise and Criticism to Children’s Theories of Intelligence and Learning Goals.” Journal of Experimental Child Psychology, 173 (Sept. 2018) 116-135.
3. Snyder, Patricia. “The New 3RS.” Speech, Gainesville, Florida, February 2020.
https://mediasite.video.ufl.edu/Mediasite/ Play/bbe686be58e74955bdc0de912a7a67891d?catalog=8456c- bab10b449868436ee51ddb84dc421.
4. The Center on the Developing Child at Harvard University. “Brain Architecture.” Science- Key Concepts. 2017
5. Voss, Patrice, Maryse E. Thomas, J. Miguel Cisneros-Franco, and Etienne de Villers-Sidani. “Dynamic Brains and the Changing Rules of Neuroplasticity: Implications for Learning and Recovery.” Frontiers in Psychology. 8. (2007): 399-413.
Chapter 5: Divergent
1. “Assistance to States for the Education of Children with Disabilities.” Code of Federal Regulations, title 34, part 300 (2022):
2. Education for All Handicapped Children Act, Pub. L. No. 94-142, 89 Stat. 773 (1975).
3. Individuals with Disabilities Education Act, Pub. L. No. 108- 446, 118 Stat. 2647 (2004).
4. National Council on Disability, 2018. The Segregation of Students with Disabilities in IDEA Series. Washington DC: National Council on Disability.
Chapter 6: Strengthened
1. Board of Education, Hendrick Hudson Central School District. v. Rowley, 458 U.S. 176 (1982).
2. Brown v. Board of Education of Topeka, 347 U.S. 483 (1954).
3. Connecticut State Department of Education. Guidelines for Feeding and Swallowing Programs in Schools. Middletown, CT: Connecticut State Department of Education, 2008.
4. Education for All Handicapped Children Act, Pub. L. No. 94-142, 89 Stat. 773 (1975).
5. Endrew F. v. Douglas County School District RE–1, 580 U.S. ___ (2017).
6. Individuals with Disabilities Education Act, Pub. L. No. 108- 446, 118 Stat. 2647 (2004).
7. Plessy v. Ferguson, 163 U.S. 537 (1896).
8. Public Schools of North Carolina Department of Public Instruction. Feeding Therapy Policy Clarification. 2016.
9. U.S. Constitution, amend. 14, sec. 1.
Chapter 7: Tested
1. Dweck, Carol S., Gregory M Walton, and Geoffrey L. Cohen. "Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning.” Bill & Melinda Gates Foundation, 2014.
2. Hehir, Thomas, Todd Grindal, Brian Freeman, Renee Lamoreau, Yolanda Borquaye, and Samatha Burke. A Summary of the Evidence on Inclusive Education. Cambridge, MA: Abt Associates, August 2016.
https://alana.org.br/wp-content/ uploads/2016/12/A_Summary_of_the_evidence_on_ inclusive_education.pdf.
4. Leijen, Ali, Francesco Arcidiacono, and Aleksander Baucal. “The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All.” Frontiers in Psychology, 12 (2021):
5. US Department of Education. 40th Annual Congress Report on implementing the Individuals with Disabilities Education Act. ED-OSE-12-C-0031. Washington, DC: Congressional Research Service, December 2018.
Chapter 9: Supported
1. Kaur, Jasbir and Babita Arora. “Inclusive Education: An Integrated Approach.” International Journal of Research in Humanities, Arts and Literature 2, no.2 (February 2014): 59-64.
https://www.impactjournals.us/download/ archives/—1392974172-8.%20Humanities-Inclusive%20 Education%20-%20an%20integrated%20approach-Jasbir%20 Kaur.pdf.
2. L.H. v. Hamilton County Department of Education, No. 18-5086, (6th Cir. 2018).
Chapter 10: Empowered
1. Agran, Martin, Lewis Jackson, Jennifer A. Kurth, Diane Ryndak, Kristin Burnette, Matt Jameson, Alison Zagona, Heather Fitzpatrick, and Michael Wehmeyer. “Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors.” Research and Practice for Persons with Severe Disabilities 45, no. 1 (October 2019): 4–13.
2. Turnbull, Ann, H. Rutherford Turnbull, Grace L. Francis, Meghan M. Burke, Kathleen Kyzar, Shana Haines, Tracy Gershwin, Katharine Shepherd, Natalie Holdren, and George H. S. Singer. “Families and Professionals: Trusting Partnerships in General and Special Education.” Hoboken, NJ: Pearson, 2021.
3. Turnbull, Ann, Rud Turnbull, Michael L. Wehmeyer, and Karrie A. Shogren. “Exceptional Lives: Practice, Progress, & Dignity in Schools.” Hoboken, NJ: Pearson, 2020.
4. UNC Greensboro. “Beyond Limits Gala on April 26th.” Research and Engagement, March 31, 2017.
Chapter 11: Ambitious
1. CAST. “The UDL Guidelines.” UDL Guidelines, 2022.
2. Community Resource Unit Ltd. “Building Friendships Through the School Years.” Friendships and Belonging. 2019.