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 use the lens of disability studies in my own courses and actively contribute to the knowledge base on how to best develop critical perspectives among pre-service teachers. I recently engaged in a Scholarship of Teaching and Learning study of my own classes to measure the impact of my approach on general education pre-service teachers' beliefs about disability and attitudes toward inclusion. Additionally, I have published and presented disability studies strategies and recommendations for teacher educators.
Publications:
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 create free, online professional development resources with The IRIS Center, a national center funded by the U.S. Department of Education's Office of Special Education Programs. IRIS modules and other resources bridge the research-to-practice gap by providing information about evidence-based instructional and behavioral practices to support the education of all students, particularly struggling learners and those with disabilities.
Selected Resources:
-
Universal Design for Learning: Designing Learning Experiences that Engage and Challenge All Students
-
Functional Behavioral Assessment (Elementary):
Identifying the Reasons for Student Behavior
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. Findings from this work have 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.
Publications:
-
Novice Teachers' Implementation of Evidence-Based Practices in Autism Education (2022)
-
Social Validity and Teachers' Use of Evidence-Based Practices for Autism (2019)
Funding Support: 2020 James J. Gallagher Dissertation Award
Facilitating access and inclusion in non-formal educational environments
Over the course of several years, I worked with a local zoological park to build capacity in accessibility and inclusion. This work included conducting needs assessments, providing staff development in topics such as disability etiquette and sensory accessibility, and consulting on inclusive programming, resources, and environments.
Publications:
Funding Support: 2019 Carolina Center for Public Service Community Engagement Fellowship, NC State College of Education support for Open Access publication fees
RECENT UNIVERSITY TEACHING
ECI 650
Special Education Field Experience
Supervision of undergraduate field experience and facilitation of supporting seminar.
NC State University
2024-present
ELM 440
Teaching Students with Disabilities in Inclusive Elementary Classrooms
Undergraduate face-to-face course on the basics of special education and inclusive teaching strategies.
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.
NC State University
2022-present
ECI 509
Autism and Neurodiversity
Online graduate seminar course course covering critical contemporary issues related to neurodiversity in educational settings.
NC State University
2025-present