My research is focused on instructional, social, and behavior supports for students with significant disabilities in the general education classroom, as well as teacher preparation to implement these supports.
I have started implementing my dissertation study entitled, "Supporting Students with Significant Disabilities to Access the General Education Curriculum." The purpose of this qualitative, ethnographic study is to describe the practices that educators use to successfully support students with significant disabilities to access the general education, English Language Arts (ELA) curriculum in inclusive, elementary classrooms. My preliminary findings have been very exciting.
Together with Dr. Jennifer Kurth and Dr. Stephanie MacFarland, I completed a study entitled, "Teachers' Views of their Preparation for Inclusive Education and Collaboration". The purpose of this study was to gather information about teachers’ views of their preparation to demonstrate skills associated with inclusive education and collaboration. We have submitted this manuscript for publication to Teacher Education and Special Education.
As a former special education teacher, I realize the importance of peer supports for the success of students with significant disabilities in inclusive settings. With the support of my minor advisor, Dr. Ann Mastergeorge, I completed a literature review on Peer Mediated Instruction and Intervention. This manuscript has been published in Focus on Autism and Other Developmental Disabilities. Additionally, we presented a poster session on this manuscript at the 2015 Society for Research in Child Development Biennial Meeting in Philadelphia.