DADD presented a mini-conference at the University of Arkansas at the end of July for special education professionals. https://news.uark.edu/articles/49590/special-education-professionals-soak-up-knowledge-at-dadd-conference
DADD presented a mini-conference at the University of Arkansas at the end of July for special education professionals. https://news.uark.edu/articles/49590/special-education-professionals-soak-up-knowledge-at-dadd-conference-on-the-u-of-a-campus?fbclid=IwAR3wmTY3ZDATp1lJjo3dyTxyEW3yib6DY55kNivAQ5uM_6SldU9o8sNNcHo
What is Intersectionality? Intersectionality theory is a way to understand social inequalities by
acknowledging how multiple overlapping social identities impact and oppress certain populations (Weber, 2007). Examples of social identities include race, class, gender, sexual orientation, religion, and [dis]ability, among others.
For example, a female student of color who has autism will have different school experiences than her peers who are white, male, and neurotypical. Each category – race, gender, and [dis]ability – places her at higher risk of discrimination or oppression (National Association of School Psychologists, 2017; Proctor, Kyle, Fefer, & Lau, 2017).
An intersectional perspective requires sensitivity, vulnerability, and a willingness to listen to alternative perspectives.
Why is Intersectionality important to DADD? The DADD Diversity Committee seeks to advocate for the intersectional rights and safety for (a) individuals with autism, intellectual disabilities and/or developmental disabilities, and (b) the professionals who work with them. The Committee supports intersectional contributions to the field and commits to educating others on the importance of multiple perspectives of intersectionality in special education.
If you would like to get more involved with DADD’s Diversity Committee, with concepts of intersectionality in special education or in DADD, or get resources to apply these concepts to your practices, please contact Elizabeth Harkins, Diversity Committee Chair firstname.lastname@example.org.
National Association of School Psychologists. (2017). Understanding intersectionality.
[handout]. Bethesda, MD: Author.
Proctor, S. L., Kyle, J., Fefer, K., & Lau, C. (2017). Examining racial microaggressions,
race/ethnicity, gender, and bilingual status with school psychology students: The role of intersectionality. Contemporary School Psychology. Advance online publication. doi:10.1007/s40688-017-0156-8
Weber L. (2007). In Landry B. (Ed.), Race, Gender and Class: Theory and Methods of Analysis.
(pp. xi–xiv) [Forward] Upper Saddle River, NJ: Pearson Education.
The Division on Autism and Developmental Disabilities is currently seeking self-nominations for three upcoming board positions including: Vice-President (January 2020-December 2023), At-Large Member (January 2020-December 2022), & Student Representative (January 2020-December 2020/2021). Please take a moment to consider if this may be a good year for you to run for a position. For more details and a link to the nomination form, see below. And, please feel free to reach our with any questions to Jordan Shurr, Nomination Chair @ email@example.com
Nominations are due online by July 31 at 11:59pm.
The DADD Board of Directors supports the American Association on Intellectual and Developmental Disabilities’ statement on identifying sexuality as a basic human right that everyone, regardless of cognitive or physical ability, has the right to make choices regarding sexual and gender expression and social relationships. Historically, people with intellectual disability and/or autism spectrum disorde