A5009084507- Disability Education and Employment
- Collaborative Teaching and Inclusion
- Educational and Psychological Assessments
- Family and Disability Support Research
- Behavioral and Psychological Studies
- Education Systems and Policy
- Autism Spectrum Disorder Research
- Educational Assessment and Improvement
- Innovative Teaching and Learning Methods
- Global Education and Multiculturalism
- Interpreting and Communication in Healthcare
- Teacher Education and Leadership Studies
- Evaluation and Performance Assessment
- Early Childhood Education and Development
- Counseling Practices and Supervision
- Organizational Learning and Leadership
- Infant Development and Preterm Care
- LGBTQ Health, Identity, and Policy
- Reflective Practices in Education
- Educational Innovations and Challenges
- Health Policy Implementation Science
- Health Sciences Research and Education
- Educational Methods and Teacher Development
- Pasture and Agricultural Systems
- Disability Rights and Representation
California State University, East Bay
2018-2023
Central Michigan University
2014-2016
Seattle University
2013-2015
University of Washington
2013-2015
Selection of a special education evidence-based practice (EBP) requires developing an understanding what interventions work as well for whom they are effective. This review examined participant characteristics in the EBP literature learners with autism spectrum disorders (ASD) identified by National Professional Development Center on Autism Spectrum Disorders. Results indicated very limited representation diverse participants entire body research, and when reported, White youth represented...
Despite the central role “evidence-based practice” (EBP) plays in special education agendas for both research and policy, it is widely recognized that achieving implementation of EBPs remains an elusive goal. In effort to better understand this problem, we interviewed practitioners four school districts, inquiring about evidence EBP played their work. Our data suggest practitioners’ responses policies press increased use are mediated by a variety factors, including interpretations construct...
Chronic shortages, high attrition rates, the unique demands of job, and geographic isolation from colleagues have been identified as challenges within profession for teachers students with moderate severe disabilities. Many different forms professional development exist educators; however, these experiences do not always adequately meet specific needs individual teachers. This article presents an additional tool learning utilizing a framework selecting, monitoring assessing progress toward...
Teachers of students with extensive support needs (ESN) often perform many leadership-related tasks, such as supervising paraprofessionals or advocating school wide for student accessibility and inclusion. While teacher leadership has received considerable attention in research practice, much the resided general education on formal pathways toward increased responsibility school. In this study, authors explored perspective experiences related to competencies both teachers educators field ESN...
This case study is intended for use in an educational leadership class to facilitate conversation on providing effective instructional practices students the autism spectrum. In particular, this demonstrates how a school district incorporated research-based model into their system provide support teachers of with spectrum disorders. The provides opportunity discuss challenges faced by special education and analyze interactions between within various organizations through theoretical lenses...