Dr. Stacie B Whinnery

Teacher educators have focused reform efforts on preparing graduates to address increasingly diverse K-12 students. Collaboration among general and special education faculty is seen as beneficial for preparing teacher candidates who can teach diverse learners, yet it is not the norm. This practitioner research explored a curriculum reform effort that used a faculty learning community (FLC) to engage general and special education faculty in the process of integrating Universal Design for Learning (UDL) into a teacher education program. Faculty perceptions of the collaborative reform process and resulting curriculum enhancements are presented. Findings indicated the process was valued by our faculty, promoted a stronger culture of collaboration, and resulted in program improvements. This study offers guidance to other teacher education faculty interested in collaborative reform.

This paper explores a collaborative, cross-disciplinary curriculum reform effort on teacher candidate learning conducted at a regional comprehensive university in the Southeast U.S. The goal of this effort was to reform teacher preparation curriculum to prepare graduates to effectively teach students with disabilities (SWDs) in inclusive environments. Reform efforts focused on systematic integration of Universal Design for Learning (UDL) to prepare teacher candidates enrolled in a dual certification program (elementary/special education). A quasi-experimental, static-group comparison design was used to explore the impacts of the teacher education curriculum reform on candidate learning and attitudes. Surveys of student perceived knowledge and attitudes were conducted and application of the UDL framework within lesson plans was analyzed. Results indicate improvement in perceived knowledge and usefulness of the UDL framework and a broader application of UDL strategies in lesson planning.

This article addresses the challenges educators face when attempting to find a balance between both functional and academic skill instruction for students with severe, multiple disabilities including motor impairments. The authors describe a strategy that employs embedded instruction of early numeracy and functional motor skills during physical education activities in order to address both curricular foci. They present a step-by-step process for collaboratively identifying targeted skills, developing embedded activities and systematically teaching within game-based activities.

This 5-month study examined the impact of a behaviorally based naturalistic teaching strategy, milieu teaching, on the communication skills of preschool-aged children with Autism Spectrum Disorder (ASD) in an early childhood special education (ECSE) classroom. A multiple baseline across participants design was used. Communication targets were selected based on each child’s Individualized Education Plan. Milieu teaching strategies were implemented in two activities per day per target. Generalization and maintenance effects were also determined. Results indicated that milieu strategies are an effective means of providing communication skills instruction for young children with ASD in an ECSE classroom.

This article presents a case study of an adult with severe, multiple disabilities and discusses issues affecting meaningful life participation. Emphasis is placed on the role of functional mobility skills to increase active engagement in age-appropriate activities and opportunities to make informed choices. MOVE for Adults (Mobility Opportunities Via Experience) is presented as a program designed to improve functional mobility in order to increase active participation and choice making in meaningful life activities. The impact of the MOVE for Adults program is presented. (Contains 1 figure.)

Support for more functionally oriented programming for early motor intervention appears to be mounting as traditional, developmentally based practices continue to fall out of favor. This shift in perspective has prompted numerous calls for a change in programming for children with motor impairments. In spite of these calls for change, functional outcome programming and activity-based intervention have been slow' in moving from theory to practice. It is hypothesized that this slow transition is due to a lack of systematic programming that would provide guidelines to help practitioners integrate these principles into service delivery. This article presents Mobility Opportunities Via Education, a structured process for planning and delivering motor intervention, based on functional outcomes and activity-based instruction, as one option to guide the transition from theory to practice. Brief examples of the application of Mobility Opportunities Via Education are presented along with current research findings.

The Mobility Opportunities Via Education (MOVE®) Curriculum is a functional mobility curriculum for individuals with severe disabilities. This study investigated the effects of the MOVE Curriculum on the functional walking skills of five elementary-aged students with severe, multiple disabilities. The MOVE Curriculum was implemented using a multiple-baseline across
subjects design. Repeated measures were taken during baseline, intervention, and maintenance phases for each participant. All students demonstrated progress in taking reciprocal steps during either intervention or maintenance. Results for each participant are discussed as well as implications and future directions for research.