JORDAN M. LUKINS
Inclusive Teacher Educator
MY WORK
My work centers high-quality teacher education and critically inclusive practice. The projects below represent a snapshot of my most recent and ongoing activities as a scholar-practitioner.
Integrating critical perspectives into introductory special education coursework
I am committed to using the lens of disability studies in my own courses in addition to contributing to the knowledge base on how to best develop critical perspectives among pre-service teachers. Currently, I am engaging in a Scholarship of Teaching and Learning study of 5 sections of my own classes to measure the impact of a critical orientation on general education pre-service teachers' beliefs about disability and attitudes toward inclusion. Additionally, in collaboration with a group of colleagues, I have published a practitioner-oriented article offering disability studies related strategies and resources for teacher educators.
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Publications:
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Funding Support: 2022-23 NC State Office for Faculty Excellence Scholarship of Teaching and Learning Institute
Developing and disseminating free online resources for teachers with The IRIS Center
As a resource developer, I work with a team to develop free online training resources with The IRIS Center, a national center supported by the U.S. Department of Education Office of Special Education Programs. These training modules and other resources are designed to bridge the research-to-practice gap about evidence-based practices to support struggling learners and students with disabilities. IRIS resources are used by more than two million people worldwide.
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Selected Resources:
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Universal Design for Learning: Designing Learning Experiences that Engage and Challenge All Students
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Behavioral Principles: The Basics of Understanding Student Behavior
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Funding Support: Subaward from Vanderbilt University from The IRIS Center grant; primary sponsor U.S. Department of Education
Understanding the roles of preparation and perception in teachers’ use of EBPs for students with autism
In this line of research, I have elevated the perspectives of special educators on the social validity and implementation of evidence-based practices (EBPs) for students with autism. Through surveys and interviews, teachers have highlighted the importance of high-quality teacher preparation to build knowledge of and buy-in to EBPs. Further, the process of selecting and applying appropriate practices for individual students within personalized contexts requires a high level of professional wisdom. This work has carried forward into my own practice as a teacher educator via a focus on developing both procedural knowledge and subjective buy-in to evidence-based practice.
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Publications:
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Novice Teachers' Implementation of Evidence-Based Practices in Autism Education (2022)
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Social Validity and Teachers' Use of Evidence-Based Practices for Autism (2019)
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Funding Support: 2020 James J. Gallagher Dissertation Award
Facilitating access and inclusion in non-formal educational environments
I have an interest in partnering with non-formal educational organizations (e.g., museums, parks, science centers, zoos) to support their efforts to welcome and educate visitors with disabilities. Over the course of several years, I have worked with the Animal Park in Mebane, NC to build capacity in accessibility and inclusion. This work has included conducting needs assessments, providing staff development in topics such as disability etiquette and sensory accessibility, and consulting on inclusive programming, resources, and environments.
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Publications:
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Funding Support: 2019 Carolina Center for Public Service Community Engagement Fellowship
RECENT UNIVERSITY TEACHING
ECI 509/650
Special Education Field Experience
Supervision of undergraduate field experience and facilitation of supporting seminar.
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NC State University
2024-present
ELM 400
Teaching Children with Special Needs in the Elementary Classroom
Undergraduate face-to-face course on the basics of special education and inclusive teaching strategies.
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NC State University
2021-present
ECI 571
Instructional Strategies for Students with Disabilities
Graduate-level asynchronous online course in academic teaching methods and specially designed instruction.
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NC State University
2022-present
ECI 416
Teaching Exceptional Students in the Mainstreamed Classroom
Undergraduate asynchronous online course on the basics of special education and inclusive teaching strategies.
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NC State University
2021-present