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This case study describes how one library leveraged shared resources by defaulting to a consortial catalog search.

The authors use a case study approach to describe steps involved in changing the catalog interface, then assess the project with a usability study and an analysis of borrowing statistics.

The authors determined the benefit to library patrons was significant and resulted in increased borrowing. The usability study revealed elements of the catalog interface needing improvement.

Taking advantage of an existing resource increased the visibility of consortial materials to better serve library patrons. The library provided these resources without significant additional investment.

While the authors were able to identify other libraries using their consortial catalog as the default search, no substantive published research on its benefits exists in the literature. This chapter will be valuable to libraries with limited budgets that would like to increase patron access to materials.

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional skills, and literacy. Language modalities, educational philosophies, as well as assistive listening technologies are discussed. We will further present important information on changes in technology and support personnel that may be used to improve the education of D/HH students.

Purpose: To describe how an approach to instruction that intentionally considers elements of motivation and engagement, intensity of instruction, and cognitive challenge can accelerate the reading achievement of lower-performing readers by giving them access to and support to meet reading and knowledge building with success.

Design: The authors discuss a set of high-leverage practices squarely under the teacher’s control. Grounded in longstanding and rigorous research, the integrated set of practices have been shown time and time again to accelerate achievement beyond typical growth while also intentionally considering the experiences, cultures, and linguistic knowledge students bring to the classroom. The re-conceptualized approach forefronts student agency and engages students in meaningful interactions with text to build knowledge of the world they live in.

Findings: The authors illustrate the comprehensive approach through a composite vignette drawn from work with teachers and students in school and clinical contexts. The focus of the vignette is on the actions of the classroom teacher who is working to meet the needs of three struggling readers within the broader context of her 5th-grade classroom, while also establishing a coherent instructional approach with fellow teachers.

Practical Implications: By re-conceptualizing their approaches to working with struggling readers, teachers increase the likelihood that students will not only develop component skills related to reading but also integrate these components and develop the conceptual expertise that anchors future reading and learning.

Multiple sclerosis (MS) is a chronic condition with variable physical, cognitive, and quality of life impacts. Little research has investigated how MS outcomes vary by social identity (race, gender, disability, age, sexual orientation, and nationality) and social location (place within systems of power and privilege). However, emerging evidence points to racial and ethnic group disparities in MS outcomes. This chapter integrates core concepts from the life course perspective and an intersectional feminist disability framework to interrogate the role of diagnosis pathways in determining differential MS outcomes. MS diagnosis pathways (the time from symptom onset to the point of diagnosis) are a logical place to begin this work given the varying nature of symptom onset and the importance of a quick diagnosis for optimal MS outcomes. Whereas the life course perspective provides a framework for understanding disability transitions and pathways across the life span, an intersectional feminist disability framework centers disability within an axis of overlapping social identities and locations. The combination of both frameworks provides an approach capable of examining how MS disparities and inequities emerge in different contexts over time. The chapter begins with an overview of MS and current knowledge on disparities (mainly racial) in MS prevalence, diagnosis, and outcomes. The chapter proceeds to describe the utility of key concepts of both the life course perspective and intersectional frameworks when researching health disparities. Finally, the chapter ends with a theoretical application of an intersectional feminist disability life course perspective to investigate disparities in MS diagnosis pathways.

The inherent violence of the patriarchal spectacle is at times decried through mass social movements such as the #MeToo or black lives matter movements in response to overt political displays of power or policies reinforcing inequalities of gender, race and ethnicity. While critical criminologists and feminists have spent decades on topics such as these, what is, more often than not, ignored is the banal patriarchal oppression women across the globe endure during their everyday lives. Moreover, women, most notably in the Global North and the United States in particular, assent to their oppression through the willingness of allowing the innate violence of an unequal patriarchal system of harm and violence. Our specific focus is on the routinisation of everyday life women participate in reinforcing the status quo of the patriarchal carceral state. We also suggest that social change must be more than reactions and demands for processes of change within the social structure that maintain the overall patriarchal state and structure of society: rather resistance must equal revulsion and rejection for a revolutionary social change to the innate violent system.

More than ever before, researchers and policymakers expect general education classroom to be the first line of defense in efforts to prevent reading difficulties. Preventing reading difficulties through evidence-based beginning reading instruction research features prominently in the 2002 No Child Left Behind legislation (NCLB; P. L. 107-110) and in the 2004 amendments to the Individuals with Disabilities Act (IDEA). The purpose of this chapter is to describe the experimental and quasi-experimental methodological approaches that have been used to examine the effects of professional development in reading on teachers’ instructional practices and students’ reading outcomes and to evaluate the chain of causal linkage in the more recent studies. The first section of the chapter provides a brief history of relevant research. The second section summarizes findings of the National Reading Panel (NRP, 2000) Report and those of a recent review of the literature (Clancy-Menchetti & Al Otaiba, 2006). The final section synthesizes what we have learned from the research.