Carlos Lavin
College of Charleston, Teacher Education, Faculty Member
- As a Mexican faculty member of special education, I work in the intersectional spaces where race, ethnicity, and disa... moreAs a Mexican faculty member of special education, I work in the intersectional spaces where race, ethnicity, and disability are at constant play. The disability field is often under scrutiny for an over representation of Students of Color. As faculty, it is important to fight for these students to receive access to the Free, Appropriate, and Public Education they have a right to.edit
Research Interests:
n this manuscript we use Thematic Network Analysis to explore reflective journals of special education pre- service teachers and examine the relationship between culturally relevant pedagogy and teacher disposition toward culturally and... more
n this manuscript we use Thematic Network Analysis to explore reflective journals of special education pre- service teachers and examine the relationship between culturally relevant pedagogy and teacher disposition toward culturally and linguistically diverse students. We present background information relating to the stark racial, ethnic, and cultural contrast between the teaching body and the student body in the U.S public schools; then we address how teacher candidates used journals to engage with their own perceptions and biases to become more culturally relevant, including actions to take. The manuscript concludes with limitations and implications for future research.
Research Interests:
The COVID-19 pandemic made the use of technology across K-12 schools mandatory and ubiquitous. This sudden shift in teaching and learning highlighted educational disparities and created service disruptions for culturally and... more
The COVID-19 pandemic made the use of technology across K-12 schools mandatory and ubiquitous. This sudden shift in teaching and learning highlighted educational disparities and created service disruptions for culturally and linguistically diverse (CLD) students with disabilities. One disruption, in particular, is the provision of behavioral interventions for CLD students with emotional and behavioral needs while learning at home. Unfortunately, families are often not equipped with the skills and knowledge to implement these interventions, and CLD families need coaching that is responsive to their cultural and linguistic needs. Therefore, in this article, we describe a process that includes (a) funds of knowledge as a framework to challenge teacher perceptions of CLD families by highlighting their cultural and cognitive resources, (b) family coaching using funds of knowledge framework and online tools, (c) key components prior to behavior intervention plan (BIP) development, and (d)...
Research Interests:
Research Interests:
Research Interests:
While the student population in public education is becoming more diverse, the representation of teachers of color remains low. With over half the student population in the United States considered as non-white, and only 20% of teachers... more
While the student population in public education is becoming more diverse, the representation of teachers of color remains low. With over half the student population in the United States considered as non-white, and only 20% of teachers identifying as teachers of color, it is imperative to examine the ways in which education professionals are addressing teaching and learning in a way that is inclusive of culturally diverse populations. Gloria Ladson-Billings (1994) developed her culturally relevant pedagogy framework nearly 30 years ago, and though rarely discussed in special education, her approach is critically important to the field. This article calls on teacher educators to engage future special education teachers in ways that support their implementation of CRP as an ongoing framework. In order to achieve this, we focus on the effective characteristics of culturally relevant special education teachers, and on creating culturally relevant special education teacher programs in higher education.
Research Interests:
While the student population in public education is becoming more diverse, the representation of teachers of color remains low. With over half the student population in the United States considered as non-white, and only 20% of teachers... more
While the student population in public education is becoming more diverse, the representation of teachers of color remains low. With over half the student population in the United States considered as non-white, and only 20% of teachers identifying as teachers of color, it is imperative to examine the ways in which education professionals are addressing teaching and learning in a way that is inclusive of culturally diverse populations. Gloria Ladson-Billings (1994) developed her culturally relevant pedagogy framework nearly 30 years ago, and though rarely discussed in special education, her approach is critically important to the field. This article calls on teacher educators to engage future special education teachers in ways that support their implementation of CRP as an ongoing framework. In order to achieve this, we focus on the effective characteristics of culturally relevant special education teachers, and on creating culturally relevant special education teacher programs in higher education.
Research Interests:
Research Interests:
Secondary-level students with emotional and behavioral disorders (EBD) have significant academic and behavioral difficulties that require expert instruction to improve school and transition outcomes. Tensions between free and appropriate... more
Secondary-level students with emotional and behavioral disorders (EBD) have significant academic and behavioral difficulties that require expert instruction to improve school and transition outcomes. Tensions between free and appropriate public education (FAPE) and least restrictive environment (LRE) mandates occur in the planning and delivery of specialized instruction and supports to these students. In this chapter, we consider alternate conceptions of freedoms as they may relate to the provision of special education services. However, a recent Supreme Court ruling highlighted the importance of FAPE in consideration of the student’s individual circumstances. This emphasis on FAPE poses a significant challenge for teachers, who may be unprepared and insufficiently supported to be effective. As a result, it may be advantageous to organize effective practices according to a taxonomy that is based on the types of performance demands that are placed on students in secondary classrooms. The taxonomy we propose provides a framework to support teacher training and decision making. We provide an overview of the performance demands placed upon students with EBD in secondary grades. Examples of effective practices to improve student performance for each type of demand are provided.
Research Interests:
Abstract This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated in young children. The reasons that people may... more
Abstract This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated in young children. The reasons that people may select for inaction are illustrated through a case example of an individual who manifested behavior problems that were allowed to continue through accommodations rather than being addressed through interventions. We then consider several examples of promising behavior interventions for very young children that can be carried out in home and preschool environments. Next, we review promising interventions that are appropriate for school-based settings. We conclude with the observation that while it is absolutely necessary to deal with urgent situations evoked by maladaptive behavior, it is critical to keep sight of the goal that we should always work to promote more mature, self-regulated, and acceptable behaviors across settings.
Research Interests:
Research on inclusive education (IE) documents benefits for both students with disabilities and students without disabilities. Internationally, IE is frequently aligned with the Salamanca Statement...
Research Interests:
In 1987, James Ysseldyke made an open call in Exceptional Children , asking for manuscript submissions that addressed issues and concerns of culturally diverse learners. Over 30 years have passed since that call, and research with this... more
In 1987, James Ysseldyke made an open call in Exceptional Children , asking for manuscript submissions that addressed issues and concerns of culturally diverse learners. Over 30 years have passed since that call, and research with this population remains limited. Approximately 9% of the K-12 special education population nationwide is composed of English learners with disabilities (ELWD; McFarland et al., 2018). Disconcertingly, the results of the 2017 NAEP reading assessments indicate that ELWD scored below any other student category. In order to better serve ELWD, it is imperative that the field of special education evaluate prior published research with a focus upon what has been found to work for the ELWD population. This systematic literature review analyzed published research (2002-2018) from prominent special education journals, specifically for ELWD with learning disabilities or emotional and behavioral disorders. Results describe the 12 studies that met review criteria. Implications for improving interventions for ELWD are presented. Subscribe to LDMJ
Research Interests:
The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as... more
The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as Latino. As the Latino population increases in the United States, it is imperative that the transition from high school to employment becomes more effective for Latino young adults with disabilities. Using a portion of Bronfenbrenner’s Model of Human Development as a framework, we explore the experiences of Spanish-speaking Latina caregivers of young adults with disabilities to better understand the contextual and environmental factors that influence family systems as young adults with disabilities prepare to transition from high school to adulthood. Our findings highlight important factors in the micro-, meso-, exo-, and macrosystems, including the importance of family and community, distrust of authority, and the impact of discrimination. Implications...
Research Interests:
The rate of competitive employment, or employment in community settings for minimum wage or higher, of working-age individuals with disabilities trails behind individuals without disabilities in the United States. These statistics are... more
The rate of competitive employment, or employment in community settings for minimum wage or higher, of working-age individuals with disabilities trails behind individuals without disabilities in the United States. These statistics are even more alarming among Hispanic individuals who have disabilities. The purpose of this study was to explore the negative and positive experiences of Hispanic caregivers from a Midwestern state as they support their family members with disabilities to achieve positive postschool outcomes, including competitive employment. We conducted semistructured interviews with 13 caregivers of family members with disabilities aged 14-25 years. Three key themes emerged from our analysis: (a) negative experiences with school educators, (b) negative experiences with community-based service providers, and (c) positive experiences and strategies for overcoming barriers. Implications for practice and future research are discussed.
Research Interests:
Research Interests:
The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as... more
The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as Latino. As the Latino population increases in the United States, it is imperative that the transition from high school to employment becomes more effective for Latino young adults with disabilities. Using a portion of Bronfenbrenner's Model of Human Development as a framework, we explore the experiences of Spanish-speaking Latina caregivers of young adults with disabilities to better understand the contextual and environmental factors that influence family systems as young adults with disabilities prepare to transition from high school to adulthood. Our findings highlight important factors in the micro-, meso-, exo-, and macrosystems, including the importance of family and community, distrust of authority, and the impact of discrimination. Implications for practice and future research are discussed.
Research Interests:
Research Interests:
This is a collection of beautiful, critical, supporting, and loving articles written by graduate students. The authors in this first issue grapple with the realities of our current moment in ways that both acknowledge the significance of... more
This is a collection of beautiful, critical, supporting, and loving articles written by graduate students. The authors in this first issue grapple with the realities of our current moment in ways that both acknowledge the significance of past scholarship while also mapping new pathways that put Foundations to work in (more) public ways.