Mitchell-West Center for Social Inclusion Blog

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James Baldwin once said, “History, as nearly no one seems to know, is not merely something to be read. And it does not refer merely, or even principally, to the past. On the contrary,” he continued, “the great force of history comes from the fact that we carry it within us, are unconsciously controlled by it in many ways, and history is literally present in all that we do.

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There is an ever-increasing need for these civic values in our democratic society, particularly in a nation with many differing social, cultural, economic, and political backgrounds, and where historically some citizens have been privileged at the expense of others. We approach our teaching through this lens and believe that teachers have a profound responsibility in preparing children to be socially-just individuals.

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The Collaborative Special Education program prepares undergraduate and graduate students to work in general and special education settings with children and young adults who have varying ranges of exceptionalities.

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Alternative Breaks are what you get when you mix social justice, meaningful action, and opportunity with a group of college students.

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In 2016, we approached Limestone Correctional Facility, a large maximum-security prison that holds approximately 2200 men, to see whether UNA could help to meet the facility’s educational needs as outlined in a local news article.

UNA students participating in the Disability Support Services Panel Discussion last year alongside Dr. Graham Sisson, Jeremy Martin, and President Kitts.

Students living with disabilities are enrolling in postsecondary institutions at an increasing rate. The National Center for Education Statistics reports that during the 2015-2016 academic year, 19% of college undergraduate and 11.9% of postbaccalaureate students reported having a disability.