Shamby Polychronis met with high school students to learn about the pilot class offered at their school next term.
Special Education faculty held a morning workshop at the recent VSA Intersections Conference: Arts and Special Education in Irvine, CA.
Congratulations to Jessica Bowman! Jessica successfully defended her doctoral dissertation “Teaching Students with Significant Cognitive Disabilities to Solve Word Problems: A Mixed Methods Study”
Congratulations to Jennifer Call Jones for an exceptional final defense of her dissertation: “Parental Use of Open-Ended Questions and Expansions within a Modified Dialogic Reading Intervention.”
SPED Doctoral Student Cheri Blue participated in the 2019 Doctoral Student Augmentative and Alternative Communication Research Think Tank
Doctoral candidates, Carrie Eichelberger and Lyndsey Conradi presented at the conference sessions, while Carrie, Lyndsey, Jessica Bowman, and Olivia Coleman also participated in poster sessions.
SPED Alumnus, Jonathan Lindberg, receives Huntsman Education Award as well as the 2019 UEA Excellence in Teaching Award!
APBS was held in February 2019 in Washington, D.C.
Congratulations to Dr. O'Neill on this wonderful accomplishment!
Peer Partners in the Elementary Art Classroom Lead to Growth for Students With and Without Disabilities
Jonathan Hale was teaching art at both Jordan Valley School, a school for students with severe and multiple disabilities, and Sprucewood Elementary School in Utah’s Canyons School District when he had an idea—what if he brought students from Jordan Valley into the art classroom at Sprucewood to work in grade level peer pairs?
For Mickey Ibarra, advocacy has always been a way of life. That lifetime of advocacy has earned Ibarra the highest honor bestowed by the Government of Mexico — the Ohtli Award — in recognition of his contributions to the well-being, prosperity and empowerment of Latino communities in the U.S.
The study, published in the June edition of Education and Training in Autism and Developmental Disabilities, examined methods for increasing the quality of play of three preschool-aged children with autism who were in classes primarily comprised of children without disabilities.