Linda Davern, M.S., is a doctoral student in the Division of Special Education and Rehabilitation at Syracuse University. Her past positions include that of research assistant with the Syracuse Curriculum Project, public school teacher, and adult service worker. Her primary research interest is focused on integration efforts in public schools.
June E. Downing, Ph.D., prepares teachers to meet the needs of students with moderate to severe and multiple disabilities. In this capacity, she teaches courses, advises students, and supervises teachers in their practicum experiences. Dr. Downing has provided in-service training to teachers, administrators, parents, and support staff around the country. She has been interested in the education of students with severe and multiple disabilities (especially those with sensory impairments) since 1974 and has served as a paraprofessional, teacher, work experience coordinator, consultant, researcher, and teacher trainer. Areas of research include investigating related topics such as educating all students together, enhancing the social-communicative skills of students with severe disabilities, adapting for the unique needs of individual students, developing paraprofessional skills, and preparing teachers for inclusive education.
Mary Beth Doyle, Ph.D., works for the Vermont Department of Education as Project Coordinator of Vermont's Higher Education Collaborative to increase the number of licensed special education teachers available to the state's public schools. This project is aimed at providing field-based access to higher education for teachers in rural communities around the state. A unique aspect of this project is the partnerships that have been established among the University of Vermont, Castleton State College, Johnson State College, Lyndon State College, and St. Michael's College. These higher education institutions are working together with the state Department of Education and school districts on the design and delivery of instruction as well as administrative issues to create a strategic approach to issues of limited access to higher education for teachers around the state. The majority of Mary Beth's work has focused on creating positive learning communities for all children in which adults create a sense of welcome. To this end, Mary Beth's writing and training activities focus on issues of curriculum adaptations, paraprofessional teaming, and collaboration.
Douglas Fisher, Ph.D., is Associate Professor in the College of Education, Department of Teacher Education, at San Diego State University, where he teaches classes in English language development and literacy. His background includes adolescent literacy and instructional strategies for diverse student needs. He often presents at local, state, and national conferences and has published numerous articles on reading/literacy, differentiated instruction, accommodations, and curriculum development. He serves as Director of Professional Development for the City Heights Educational Collaborative in San Diego, California.
Michael F. Giangreco, Ph.D., has spent more than 25 years working with children and adults in a variety of capacities including special education teacher, community residence counselor, camp counselor, school administrator, educational consultant, university teacher, and researcher. Dr. Giangreco received a bachelor's degree from the State University of New York-College at Buffalo and graduate degrees from the University of Vermont and the University of Virginia. He received his doctoral degree from Syracuse University and has been a faculty member at the University of Vermont since 1988. His work and educational experiences have led Dr. Giangreco to focus his research, training, and other work activities on three interrelated aspects of educating students with and without disabilities in their local general education schools: 1) individualized curriculum plannin
