1 VITA Elva Durán, Ph.D. California State University, Sacramento Department of Special Education, Rehabilitation School Psychology & Deaf Studies Office: 916: 278-5924 Home Phone: 916-448-9844 • Home Fax: 916-4485445 e-mail: [email protected]EDUCATION Graduate 1982 The University of Oregon, Post Doctoral Moderate/Severe Disabilities(including students with autism; language intervention for persons with moderate/severe disabilities; vocational habilitation for persons with moderate/severe disabilities). 1978 The University of Oregon, Ph.D. Special Education, Mild/Moderate and Learning Disabilities including Reading Disabilities. Was a Graduate Teaching Fellow (each of the three years I was a doctoral student—supervised student teachers in general and special education. 1972 The University of Texas at El Paso Master’s in Education with emphasis in Reading Education ( also reading specialist certification). Undergraduate 1969 The University of Texas at El Paso, B.S. Elementary Education; Science; Spanish emphasis (I have an elementary education certification, K-12). HONORS University of Oregon, College of Education, Graduate Teaching Fellowship, 1975-1978. Minority Women Post-Doctoral Fellowship, New Mexico State University—National Institute of Education, $1, 800, 1979. Faculty Development and Graduate School, College of Education.
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VITA
Elva Durán, Ph.D.
California State University, Sacramento Department of Special Education, Rehabilitation School Psychology & Deaf Studies
Office: 916: 278-5924 Home Phone: 916-448-9844 • Home Fax: 916-4485445
EDUCATION Graduate 1982 The University of Oregon, Post Doctoral
Moderate/Severe Disabilities(including students with autism; language intervention for persons with moderate/severe disabilities; vocational habilitation for persons with moderate/severe disabilities).
1978 The University of Oregon, Ph.D. Special Education, Mild/Moderate and Learning Disabilities including Reading Disabilities. Was a Graduate Teaching Fellow (each of the three years I was a doctoral student—supervised student teachers in general and special education.
1972 The University of Texas at El Paso
Master’s in Education with emphasis in Reading Education ( also reading specialist certification).
Undergraduate 1969 The University of Texas at El Paso, B.S.
Elementary Education; Science; Spanish emphasis (I have an elementary education certification, K-12).
HONORS University of Oregon, College of Education, Graduate Teaching Fellowship, 1975-1978. Minority Women Post-Doctoral Fellowship, New Mexico State University—National Institute of Education, $1, 800, 1979. Faculty Development and Graduate School, College of Education.
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Research Grants, $500, U.T. El Paso, 1980--$546; 1980-$337; 1981--$1,400; Spring, 1982. U. T. El Paso, College of Education, “Outstanding Alumna,” 1979. U. T. El Paso, “Excellence Award” from Office of Vice President for Academic Affairs, 1981. Recognized by the Texas Society for Autistic Citizens as being one of the first in Texas to implement a vocational training program in Special Education, U.T. El Paso, 1981. Selected to “Who’s Who of American Women,” Fall, 1982. Selected to “Who’s Who in the South and Southwest,” 19th Edition of Marquis Who’s Who, Fall, 1983. Project Innovation’s, “Merit Award of Excellence in Educational Leadership,” from the Board of Editors in Education, College Student Journal, and Reading Improvement, Chula Vista California, August, 31, 1984. Awarded, “Outstanding Services to Autistic Populations,” from U.S. Office of Health and Human Services, Washington, D.C., November, 1984. Selected for Phi Delta Kappa Chapter, U. T. El Paso, October, 1984. Selected “Outstanding Ex-Student,” Canutillo High School, Class of 1965. Honored Fall, 1985, Canutillo High School. Outstanding award for work with autistic populations, U.S. Department of Health and Human Services, Washington, D. C., November, 1984. “Excellence in Education of the Handicapped Merit Award Project Innovation,” College Student Journal, Chula Vista, California, award information found in Vol. 19, No. 2, Summer, 1988. Educator of the Year of Texas, Award given by Texas Association for Retarded Citizens, Houston, Texas, Summer, 1988. The National Educator of the Year, Award given by ARC USA, Association for Retarded Citizens, Albuquerque, New Mexico, October 1988. REACH Award, Recognized Achievement, (Professional Category), YWCA, Young Women’s Christian Association, El Paso, Texas, April, 1989. Who’s Who in American Education, 1990.
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“Golden Nugget Award” for Outstanding Achievement in the College of Education, The University of Texas at El Paso, Spring, 1990. “Outstanding Alumnus,” College of Education, University of Oregon, June, 1991. Selected and featured in California State University, Sacramento, Explore ’91, “People With Mental Retardation are in the Mainstream and into the World of Work,” Spring, 1991. “Outstanding Teaching Award,” College of Education, California State University, Sacramento, 1998. Awarded a Sabbatical, Fall, 2001, College of Education, California State University, Sacramento. EXPERIENCE Higher Education Current Professor (Tenured) California State University, Sacramento 2000-present Advisor/Coordinator Level I: Mild/Moderate/Moderate/Severe Teacher Credential Program 1991-1998 Coordinator, Multiple Subject/Severely Handicapped Program Area California State University, Sacramento 1991-1992 Co-Coordinator, Severely Handicapped Program Area
California State University, Sacramento
1991-1992 Co-Coordinator, Severely Handicapped Program Area California State University, Sacramento
1978 Lecturer
Department of Curriculum and Instruction, U.T. El Paso Taught reading and special education courses
1979 Assistant Professor, Department of Educational Psychology and Guidance, taught special education Courses
1979 Founded and Directed Special Education Clinic (for reading disabled and students with autism and other moderate to
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severe disabilities, U. T. El Paso 1985 Founded and Directed All Day Autism Program at U.T. El Paso
U.T. El Paso/Department of Educational Psychology and Guidance & Department of Curriculum and Instruction : Courses taught: Special Education for the Classroom Teacher; Socio- Cultural Issues in Special Education; Parents of Exceptional Children; Education of the Exceptional Child; Practicum: Handicapped Learner; Severely Handicapped; Developmental Reading; Analysis and Evaluation of Reading Materials for Teaching Persons with Severe Disabliities; Vocational Education for Students with Disabilities; Teaching the Student with Autism; Persons with Severe Disabilities; Foundations for Persons with Severe Disabilities & Bilingual/Special Education . Courses Taught at California State University, Sacramento, Department of Special Education, Rehabilitiation and School Psychology: Language and Literacy in General and Special Education, I & II, Teaching English Learners in Inclusive Classrooms; Foundations for Students with Severe Handicaps, Transition; supervised in general and special day classes, resources classrooms, and inclusive classrooms.
1986-1990 Associate Professor (tenured), U. T. El Paso Public School Experience 1975-1978 Elementary Classroom Teacher
Guam, USA 1972- 1975 Elementary and Middle School Teacher
El Paso Independent School District, El Paso, Texas Taught First, Fourth, Fifth grades. Taught Spanish, Life and Earth Science and mainstreamed Special Education students. Taught seventh and eighth grades science classes.
RESEARCH AND CRETATIVE ACTIVITY Books Durán, E. (in progress). Systematic Instruction in Reading for Spanish-Speaking Students: Springfield, Illinois: Charles C. Thomas Publishers. (This will be the second revised edition of this text which I expect to have ready next fall, 2010). Durán, E. et. al. (2007). Teaching English Learners in Inclusive Classrooms: Third Edition. Springfield, Illinois: Charles C. Thomas Publishers.
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Durán, E. et. al. (2003). Systematic Instruction in Reading for Spanish-Speaking Students: Springfield, Illinois: Charles C. Thomas Publishers. Durán, E. (1996). Teaching Students with Moderate/Severe Disabilities Including Autism: Strategies for Second Language Learners in Inclusive Settings, 2nd Edition: Springfield, Illinois: Charles C. Thomas Publishers. Durán, E. (1992). Vocational Training and Employment of the Moderately and Handicapped and Autistic Students. Springfield, Illinois: Charles C. Thomas Publishers. Curricular Materials: Durán, E. (2009). Tesoros K-6 Spanish reading curriculum: MacMillan-Mc-Graw-Hill Publishers, NY. Durán, E. (2007). ACCESS World History: Great Source Publishers which are a division of Houghton-Mifflin Publishers. Durán, E., (2005). ACCESS Curricular materials in science, social studies, mathematics, English, and Newcomer curriculum (designed for English Learners 6, 7, 8 grade material): Great Source Publishers which are a division of Houghton-Mifflin Publishers. Carnine, L., E. Durán, Hagan, E., Silbert, J., and Carnine, D. (2000). Leamos Español Spanish Reading K-3. Columbus, Ohio: SRA/McGraw-Hill. Children’s Literature: Durán, E. Las Flores Para Mi Madre (Flowers for My Mother). In Systematic Instruction in Reading for Spanish-Speaking Students (2003, Charles C. Thomas Publishers: Springfield, Illinois. Refereed Articles: Durán, E. & Waugh R. (1979). Problems in assessing phonic knowledge. Reading Improvement, 16, 4, pp. 28-287. Durán, E. (1981). Teaching reading to disadvantaged Hispanic children based on direct instruction, ERIC ED 191 623, l of l 12 pp. Durán, E. (August, 1981). Reading curriculum for beginning Hispanic children based on direct instruction, ERIC ED 191, 623 1 of 1, 5 pp.
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Durán, E. (1981). Hispanic children can be taught. Journal of Teaching and Learning Review, 2 pp. 4-6. Durán, E. (1983). Teaching vocational, functional language and reading skills to adolescent Hispanic severely handicapped. ERIC, ED 228, 759, 17 p. Durán, E. (1983). Learning Disabilities in Texas. (Translation for the Texas Association for Children and adults with Learning Disabilities). Austin, Texas. Durán, E. (Spring, 1984). Functional skill approach: strategies for teaching the severely handicapped students of limited English proficiency. Journal of Reading Improvement, 21, pp. 2-5. Durán, E. (Fall, 1984). A vocational and community training program for the severely handicapped and autistic adolescents. Education, 105, 1 pp. 11-16. Durán, E. (Spring, 1985). Teaching janitorial skills to autistic adolescents. Adolescence, XX, 77, pp. 225-232. Durán, E. (June, 1984). Nonsheltered vocational training for severely handicapped and severely handicapped autistic adolescents. Journal of Instructional Psychology, 11, pp. 1-20. Durán, E. (Summer, 1985). Teaching functional reading in context to severely handicapped and severely handicapped autistic adolescents of limited English proficiency. Adolescence, XX, 78, pp. 433-439. Durán, E. (December, 1984). Teaching functional skills to severely handicapped students of limted English abilities. Journal of Psychology, 11, 4. Durán, E. ((1984). Teaching reading to the student of limited-English proficiency. Invited to write manuscript for the Texas Key. Association for Children and Adults with Learning Disabilities, Vo. XIX, No. 2, 2nd /3rd Quarter. Durán, E. (1984). Teaching nonsheltered vocational skills to autistic adolescents and young adults. Psychology, 21, 3/4, pp. 49-54. Durán, E. (October, 1984). Invited to write article on Students of severe handicaps who are also of limited-English potential. National Newsletter for the National Association for Persons with Severe Handicaps, pp. 1-12, Seattle, Washington. Durán, E. (July, 1984). Invited to publish manuscript entitled, Nonsheltered vocational skill training techniques for severely handicapped and severely handicapped autistic students. National Publication of Papers of the National Society for Autistic Children and Adults with Autism, pp. 15-165. Washington, D. C.
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Durán, E. (Spring, 1984). Functional skill approach: Strategies for teaching severely handicapped autistic adolescents of limited-English proficiency. Reading Improvement, 21, 1, pp. 2-5. Durán, E. (March, 1985). Invited to publish manuscript entitled, A university program provides services to adults with severe handicaps and autism who are also limited in English or are non-English competent. TASH, The Association for Persons with Severe Handicaps National Newsletter. Durán, E. (1985). Teaching functional reading in context to severely handicapped and severely handicapped autistic adolescents of limited English proficiency. Psychology, 22, 314, pp. 57-62. Durán, E. (1985). A model program serving severely handicapped and autistic students of limited and non-English competencies. The Third Annual Symposium:Exceptional Hispanic Children and Youth Monograph Series, 6, 1, Bueno Center for Multicultural Education, University of Colorado: Boulder, CO. Durán, E. (May, 1985). Invited to publish an article entitled, Spanish/English training for students in El Paso. TASH Newsletter (The Association for Persons with Severe Handicaps), ll, 5, pp. 1-4. Durán, E. (September, 1985). Teaching moderately and severely handicapped students of limited-English proficiency to do competitive employment in non-sheltered sites. Journal of Instructional Psychology, 12, 3, 6 pages. Durán, E. (Winter, 1986). Durán, E. (Summer, 1986). Comparison of Spanish only, Spanish and English only cues with handicapped students. Reading Improvement, 23, 2, pp. 138-207. Durán, E. (Winter, 1986). Developing social skills in adolescents and young adults with severe handicaps and autism who are of limited or non-English competencies. Education, 107, 2, pp. 203-207. Durán, E. (Spring, 1986). A university program provides services to young adults with autism and limited English. College Student Journal, 20, 1, pp. 43-46. Durán, E. (Fall, 1987). Adults with handicaps at a university-based program. Reading Improvement, 24, 3, pp. 209-212. Durán, E. (Spring, 1987). Overcoming barriers in placing severely aberrant autisitic students in work sites and community. Education, 107, 3, pp. 333-337. Durán, E. (July, 1988). Teaching the adolescent and adult with autism. Autism Focus on Family. Autism Society of America Annual Conference Proceedings, New Orleans, LA.
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Durán, E. (July, 1988). Functional language instruction for the handicapped student and students who are culturally and linguistically different. Reading Improvement, 25, 4, pp. 265-268. Durán, E. (Summer, 1988). Job coaches train and place students with handicaps to do meaningful work. Reading Improvement, 25, 2, pp. 115-126. Durán, E. (1989). Teaching the culturally and linguistically diverse student with moderate to severe handicaps. Journal of Instructional Psychology, 16, 3, pp. 122-126. Durán, E. (1989). Severely aggressive and non-compliant students in vocational/community training programs, Reading Improvement, 26, pp. 3-34. Durán, E. (July, 1990). Cultural implications of Hispanic parents on vocational and on-the-job training issues. TASH: The Association for Persons with Severe Handicaps Newsletter, 16, 7. Durán, E. (July, 1990). Implicaciónes culturales de padres de habla hispana; Sobre temas de vocación y de empleos. TASH Newsletter, The Association for Persons, 16, 7. Durán, E. (1991). Effects of using Spanish only, Spanish and English, and English only cues with students of limited English proficiency who have moderate to severe disabilities. Reprinted in OSERS News and Print (Office of Special Education and Rehabilitative Services, United States Department of Education) Disability and People from Minority Backgrounds, III, 4, pp. 24-27. Durán, E. (1991). Functional language instruction for linguistically different students with moderate to severe disabilities. Reprinted in Flyer File on Culturally and Linguistically Diverse Exceptional Learners. Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children, Council for Exceptional Children. Durán, E. (July, 1992). Effective communication programming for language minority students with severe disabilities. NICHY Symposium. McLean, VA. Durán, E. (June, 1994). How students acquire English—A qualitative study, proceedings and mongraph. Symposium for Second Language Learners in Regular and Special Education, California State University, Sacramento. Durán, E. (July, 1996). A qualitative study: Students with autism acquiring language usage and social skills in fully included classrooms. The 1996 Autism Society National Conference Proceedings, Open Minds Open Doors, Milwaukee, WI. Book Reviews Durán, E. (1994). Families, religion, and disability. Mental Retardation Journal. Syracuse, NY.
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Durán, E. (1993). Choosing options and accomodations for children (COACH): A guide to planning inclusive education. Michael F. Giangreco, Paul Brookes, Baltimore. Durán, E. (1992). Developing cross-cultural competence. A guide for working with young children and their families. Elenor Lynch and Marci Hanson, (Eds.). Paul Brookes Publishing Co., completed review for JASH (The Journal of the Association for Persons with Severe Handicaps). Durán, E. (1993). Developing culturally inclusive services. Journal for the Association for Persons with Severe Handicaps. Seattle, WA. Durán, E. (1993). An educational support group for Latino families of children with Down Syndrome. Mental Retardation Journal. Syracuse, N. Y. Research Dissertation—Validation of three diagnostic reading tests, Eugene, Oregon—Eugene Public Schools (1978). (Published see refereed journal section). Effects of Teaching Janitorial Skills to Adolescents with Autism, Fall, 1979. (Published see refereed journal section). Comparison of two teaching methods, direct instruction vs. bilingual approach in Canutillo and Ysleta Districts, 1980. Effects of Teaching English Only, Spanish Only, and Spanish and English to Moderately and Severely Handicapped Students of Limited or Non-English Speaking Competencies, Spring, 1985. Comparison of Employment Strategies used with Handicapped students, Fall, 1987. Parent’s Feelings Concerning El Paso and Ysleta Independent School District on Vocational Community Based Training, 1989. Autism issues, transition and vocational issues of students with severe handicaps and students of severe handicaps and autism who are of limited English proficiency. Language acquisition with non-English students in early childhood autism class, a qualitative study, Sacramento City Unified School District, 1993-1994. Language acquisition with non-English students, a qualitative study, in kindergarten, fully included class, Bowling Green Elementary School, Sacramento City Unified School District, 1994-1995.
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Language acquisition with non-English students in third grade class, Valley Oaks Elementary School, Galt, CA. ,1994-1995.Language acquisition with non-English students in fourth grade class, Valley Oaks Elementary School, Galt, CA. ,1995. Validation of Spanish reading curriculum in kindergarten and first grade classrooms, Leroy Nichols Elementary, Lodi, CA. 1997-1998. National Editorial Boards 1993- Mental Retardation Journal reviewer. 1993 Multicultural Chair of TASH, The Association for Persons with Severe Handicaps 1983-Current Journal of Reading Improvement 1983 The Association for Persons with Severe Handicaps, Chair of
Hispanic Issues Subcommitte
1990 National Institute of Rehabilitation Research. Invited to be reviewer for national conference. 1990 National Symposium for Multicultural Conference, CEC’s
Children’s Annual Conference, Program Advisory Co., conference proposal reviewer for national conference
1990 National Association for Persons with Severe Handicaps, invited by executive director to translate into Spanish all national organization resolutions.
1983 Appointed National Advisory Committee of the Handicapped Minority Research Institute, National Center for Bilingual Research Los Alamitos, California State Boards 1988 Texas Education Agency continued Advisory for Special
Education, Board Member, Austin, Texas.
1987 Consultant to Texas Education Agency Areas: Autism and Vocational Training. 1982-1985 Texas Society for Autistic Citizens, Board Members, Austin,
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1992-1995 California Association for Persons with Severe Handicaps. Appointed member of Executive Board.
1996 Appointed to serve on Center for the Improvement of Reading 1997 RICA Panel served on the panel to develop RICA competency
Exam for teachers, Commission on Teacher Credentialing, Sacramento, CA.
2006-2007 RICA Redesign Team to review and redesign the RICA 2006 CSU Special Education/Regular Education Task Force Local Boards 1999-2000 English Language Development task force through California
Department of Education to produce a document entitled, “Read- ing and the English Language Learner.”
1990 Served as expert witness in a court case involving student with Autism. El Paso County Courthouse.
1989 El Paso Independent School District, Department of Special Education, Special Education Advisory Committee. Consultant. autism and vocational training.
1987 Ysleta Independent School District, Department of Special
Education, Special Education Advisory Committee, Consultant, Autism and vocational training.
1987 Region XIX Education Service Center consultant, autism 1983-1984 Lighthouse for the Blind, consultant, autism and management
intervention strategies for persons with autism.
1992 Consultant to San Mateo County Office of Education, San Mateo, CA., County Office of Education for Transition Grant to Serve LEP Latino Students and Families 1993 Research, Development and Demonstration (RD&D) Advisory Coordinating Committee, California Department of Education. 1994 Bilingual/Special Education State Advisory Committee, CDE. GRANTS
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Grants Funded Clinic Services for Autistic Children: Texas Society for Autistic Citizens and the University of Texas at El Paso, Special Education Clinic. Proposal for Clinic Services funded for $10,000 Mamie Dues Foundation, El Paso, Texas and Texas Society for Autistic Citizens, December 7, 1982. “Clinic Services for Autistic, Students with Mental Retardation and Students with Learning Disabilities.” University of Texas at El Paso-Special Education Clinic-Proposal for Clinic Services funded for $50,000 by Walter Hightower Foundation. Grant proposal award: “Clinic Services for Autistic Adolescents and Young Adults,” $150,000 awarded for three years from the Office of Developmental Disabilities, Austin, Texas, May 8, 1984 through 1987. Grant proposal award, “Clinic Services for Learning Disabled and Severely Handicapped Populations,” Levi Strauss Foundation $10,000, September, 1985. Grant proposal award, “Clinical Services for Handicapped Youth’s Program” grant awarded from Dues and Hightower Foundation, $18,000., October, 1985. Completed federal grant entitled: “Preparation for Special Educators: Training Specialists to Serve Severely and Muliply Handicapped Pupils,” $70,000, October, 1985. Grant proposal award, “Clinical services for Handicapped Youth Program,” Dues and Hightower Foundation, Texas Commerce Bank, El Paso, Texas, $25,000, Fall, 1986. Grant proposal award, “Teaching Students with Autism,” Texas Planning Council for Developmental Disabilities, $10,000, Texas Planning Council for Developmental Disabilities, Austin, Texas, Fall, 1984-88. Grant proposal award, “Employment of Persons with Handicaps,” Texas Rehabilitation Commission, Austin, Texas, $90,000, October, 1988. Grant award 1990 in the amount of $2,000 McKee Foundation, El Paso, Texas, grant entitled, “Clinic Services for Disabled Students.” Grant award 1994-1997 (Co-principal investigator), in the amount of $300,000, U.S. Office of Special Education Programs, Cross-Cultural Language Academic Development and Multiple Subject Severely Handicapped Teacher Preparation Programs, 3 year grant. Grants—Not Funded and Grants Submitted for Review Grant approved through Texas Department of Mental Health and Mental Retardation, Austin, Texas, in the amount of $70,000, August, 1983.
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A Vocational and Training Project Serving Non-Sheltered Severely Handicapped Youth, grant in the amount of $129,690. A Model Program Providing Transitional Services for the Handicapped Youth, grant in the amount of $124, 857. Personnel Preparation—Bilingual/Special Education, U.S. Department of Special Education and Rehabilitation, California State University, Sacramento. Submitted to the U.S. Department of Education and Rehabilitation, Spring, 1991. Developing a Balance Between Whole Language and Phonemic Awareness, U.S. Office of Special Education Programs, November 25, 1996. Presentations NATIONAL AND INTERNATIONAL PRESENTATIONS “Effect of Direct Instruction on Bilingual Education,” American Educational Research Association conference, Los Angeles, CA., April, 1981. “Curriculum Approaches for the Bilingual Special Education Child,” First National Conference on the Bilingual Exceptional Child, Council for Exceptional Children, New Orleans, Louisiana, March, 1981. “Vocational Training, Functional Reading and Language for the Autistic Adolescent,” invited presentation by the Executive Director; presented at the National Society for Autistic Children and Adults Annual National Meeting, Omaha, Nebraska, July, 1982. “Parents of the Handicapped help Plan, Participate and Develop Group Type and Social Skill Activities Through a Parent Training Class,” New Mexico Federation, The Council for Exceptional Children, Las Cruces, New Mexico, April, 1981. “Functional Reading, Language and Vocational Training for the Hispanic Severely Handicapped Students,” presented at the Second National Bilingual Exceptional Conference, Phoenix, Arizona, November, 1982. “Practical Suggestions for Implementing Vocational, Independent Living and Social Skill Development for Persons with Autism and Other Severely Retarded Populations and Their Parents,” Council for Exceptional Children’s 61st. International Annual Conference, Detroit, Michigan, April, 1983. “Vocational and Community Training for Adolescents with Autism: UTEP/Ysleta Learning Center Project,” Annual Conference of the National Society for Children and Adults with Autism, Salt Lake City, Utah, July, 1983.
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Invited presentation two, two-hour workshops, “Vocational, and Community Training with Adolescents and Young Adults with Autism,” Conference on Emotional Disturbance and Autism, (Texas Council for Children with Behavioral Disorders), Austin, Texas, Marriott Hotel, Austin, Texas, February 24, 1984. Nonsheltered Vocational Training for Autistic Adolescents and Young Adults: “Increasing Work Productivity and Decreasing Inappropriate Behaviors During On- the-Job Training: A University and Public School Program,” presentation at the Annual National Society for Children and Adults with Autism’s International Conference held at the Marriott, San Antonio, Texas, July 12, 1984. Invited to co-chair and present on a panel by executive director of the National Association on “Teaching the Severely Handicapped Student of Limited English Abilities,” The National Association for Persons with Severe Handicaps, Chicago, Illinois, November 10, 1984. Session leader and workshop presentation on “Functional Training Approaches for Severely Handicapped Persons of Limited English Abilities,” Council for Exceptional Children’s National Annual Conference, Anaheim, California, April, 1985. Invited to present by Dr. Lou Brown, national leader in the area of persons with severe handicaps, to present in Spanish for a 1.5 hour workshop on “Teaching the Severely Handicapped Student of Limited or Non-English Abilities,” Council for Exceptional Children’s National Annual Conference, Anaheim, California, April, 1985. Invited to present at Third Annual Symposium for the Bilingual Exceptional Child, “ A Model Program for One Hispanic Severely Handicapped Student with Severe Handicaps,” Denver, Colorado, June, 1985. “Effects of Teaching Moderately to Severely Handicapped Students of Limited English Proficiency,” paper presentation. The Association for Persons with Severe Handicaps, National Conference, Boston, Massachusetts, December, 5-7, 1985. “Teaching the Bilingual-Severely Handicapped Student: Language Review, A University Model Program and Working with Parents of Severely Handicapped Populations,” (chair and presenter); The Association for Persons with Severe Handicaps, National Conference, Boston, Massachusetts, December 5-7, 1985. “Effects of Language Cueing in a Student’s Native Language of Adults with Autism and Other Severe Handicaps with Barriers in Vocational Programming for Severely Handicapped Hispanic Students Who are of Limited English Proficiency,” paper presentation at Council for Exceptional Children. “A Transition Program at the University of Texas at El Paso for Adolescents and Adults with Autism and for Persons with Autism Who are Limited English,” Adults with Autism’s National Conference, Washington, D. C. July, 1986.
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Invited by Helen Keller Center of New York City to present a workshop at the International Conference for Persons with Multiple” Handicaps, Chicago, Illinois, December, 1987. “Persons with Severe Handicaps: Some Issues,” paper presentation given at the National Society for Persons with Severe Handicaps, Chicago, Illinois, December, 1987. “Teaching the Student with Autism,” paper presentation given at the National Society for Person’s with Autism Conference, New Orleans, Louisiana, July 14, 1988. “Teaching Students with Autism and Other Severe Handicaps,” paper presentation given at TASH: The Association for Persons with Severe Handicaps, National Conference, Washington, D. C. 1988. “Teaching the Adolescent with Autism: Vocational, Language Intervention, and Other Educational Issues.” Texas Fiesta Educativa, First State National Conference Incarnate Word College, San Antonio, Texas, June, 1989. “Employment Leisure, Independent, and Social Training of the Autistic Adolescent.” National Autism Society of America National Conference, Seattle, Washington, July, 1988. “Hispanic and Black Parents’ Views of Their Sons and Daughters Participation in Transition, Vocational Training, Employment, and Community-Based Instruction Results of Survey,” Council for Exceptional Children’s Symposium on Culturally Diverse Exceptional Children, Albuquerque, New Mexico, October, 1990. “Teaching Spanish-Speaking Adolescents with Autism and Teaching Spanish-Speaking Students with Severe Handicaps Who are Limited-English Proficient.” Council for Exceptional Children’s Symposium on Culturally Diverse Exceptional Children, Albuquerque, New Mexico, October, 1990. “Hispanic, Asian, and Black Parents’ Views on Their Son and on Daughter’s Participation in Transition, Employment, and Community-Based Training,” results of questionnaires presented at TASH, The Association for Persons with Severe Handicaps, National Annual Conference, Chicago, Illinois, December, 1990. “Preparing Teachers to Work with Culturally and Linguistically Diverse Students of Spanish, Asian and European Backgrounds,” paper presentation, TASH, The Association for Persons with Severe Handicaps Annual National Conference, Washington, D. C., November , 1991. “Effective Communication Programming for Language Minority Students with Severe Disabilities,” NICHCY National Symposium, McLean, Virginia, July, 1992. {This was
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an invited presentation by National Information Center for Children and Youth with Disabilities (NICHCY}. “Learning Styles of Latino, Asian, and Black Students with Severe Disabilities and Minority Parent Perceptions Toward Priority in Curriculum Design for Students with Severe Disabilities.” Paper presented at the Association for Persons with Severe Handicaps (TASH) Annual National Conference, San Francisco, CA. (November, 1992). “Tranición y vocación para sus hijos.” Presentation made in Spanish to Latino parents at Encuentro Educativo, Sacramento County Office of Education, (January 1, 1993). “Strategies for Teaching Limited English Proficient Students with Severe Disabilities.” Paper presented at the California Association for Persons with Severe Disabilities conference, Burbank, CA. (April, 1993). “Teaching the Limited English Proficient Student with Severe Disabilities.” Paper presented at the National Association for Persons with Severe Handicaps Annual National Conference, Chicago, Ill., (November, 1993). “A Look at Second Language Learners and How They Acquire English—A Qualitative Study.” California Association for Persons with Severe Handicaps, Annual State Conference, Oakland, CA., (April, 1994). “Teacher Inservice Symposium for Second Language Learners with Severe Disabilities,” National Association for Persons with Severe Handicaps, Atlanta, GA. (December, 1994). Symposium: “Teaching Second Language Learners,” all day presentation, California Association for Persons with Severe Handicaps, Visalia, CA. (April, 1995). “Inclusión, el comienzo y la significación para los Estados Unidos y México,” invited keynote sspeaker at Primer Congreso Internacional La Discapacidad en El Año 2000, El Presidente Hotel, México, D. F., 1 de junio, 1995. This was the first conference held in Mexico City on children and youth with disabilites. There were over 1500 people in my audience. Spoke in Spanish to my audience. Second presentation at this conference: “Los jovenes con autismo y su preparación para su vidas independientes,” invited workshop at Primer Congreso Internacional La Discapacidad en el Año 2000, El Presidente Hotel, México, D. F., 2 de junio, 1995. This was the second presentation I made for one hour to an audience of approximately 150 people. Spoke in Spanish to my audience. “Strategies for Teaching the Second Language Learner,” National Association for Persons with Severe Handicaps, San Francisco, CA. (December 1, 1995). “How Students Acquire English: A Qualitative Study,” California Association for Bilingual Education, San Jose, CA. (January, 10, 1995).
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“How Limited English Proficient Students Acquire English Strategies for Teaching Second Language Learners Design for Excellence Conference, San Diego, CA., March 15-16, 1996. “A Qualitative Study—Students with Autism Acquire Language and Social Skills in Fully Included Classrooms, paper presented at the Autism Society National Conference, Milwaukee, WI., July 10-13, 1996. “Students with Autism Acquire a Second Language in Inclusive Settings: A Qualitative Study.” Paper presented at TASH, New Orleans, LA., November 9, 1996. “Leyendo en Español: Components of Beginning Reading for First Graders and At-Risk Limited English Proficient Students, Council for Exceptional Children Multicultrual Symposium, Washington, D. C., November 5 and 6, 1998. “Improving Reading Achievement of Spanish-Speaking Children,” National Association for Bilingual Education Conference, San Antonio, Texas, February, 15-19, 2000. “Cross-Disciplinary Perspectives on Bilingualism, Mutilingualism, and Dyslexia,” invited presentation at National Symposium on Multilingual and Cross-Cultural Perspectives on Dyslexia of the 52nd Annual Conference of The International Dyslexia Association, Albuquerque Convention Center, Albuquerque, New Mexico, October, 24-27, 2001. “Reading Components that Transfer from Spanish to English Reading,” paper presented at International Symposium on Multilingual and Cross-Cultural Perspectives on Dyslexia of the International Dyslexia Association, Washington, D. C., June, 27-29, 2002. “Overlooked Roles of Phonemes in Spanish and Syllables in English,” paper presented at International Symposium on Multilingual and Cross-Cultural Perspectives on Dyslexia of the International Dyslexia Association, Washington, D. C., June, 27-29, 2002. “What Doesn’t Transfer From Spanish to English Reading: Instructional Issues,” California Reading Association, Hyatt Regency Hotel, Sacramento, CA., November 8, 2002. “Working Collaboratively in Implementing Response to Intervention with Culturally and Linguistically Diverse Students. Paper presented at NABE (National Association for Bilingual Education) 36th Annual International Bilingual/Multicultural Education Conference, February 9th, 2007, San Jose, CA. McEnery Convention Center, San Jose, CA. “Evidenced Based Practices and RTI: Working Together for the English Learner, California Association for Bilingual Education (CABE) San Jose, Convention Center, March 10-13, 2010.
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“Teaching English Learners in Inclusive Classrooms,” BEEMS 17th Annual Conference. University of Texas at El Paso, March 27, 2010. Continued Professional Development (Meetings, conferences and other activities attended designed to help me grow professionally and add to my teaching). Bilingual-Special Education Workshop: University of Maryland, College Park, Maryland, March, 1980. Institute for Autism by Council for Exceptional Children, 1980; and Institute for Autism by National Society for Autistic Citizens and Adults, Boston, Massachusetts, 1981. American Educational Research Association, Annual Meeting in Boston, Massachusetts, 1980; American Educational Research Association Meeting in Los Angeles, California, 1981. Two day intensive training workshop in autism, Behavioral Therapy and Learning Center; UCLA, conducted by Ivar O. Lovaas, Ph.D., 1981. Severely Handicapped Institute, Summer, 1982, University of Oregon , Eugene, Oregon. National Conference of National Society for Autistic Children and Adults, Omaha, Nebraska, Summer, 1982. Texas Association for the Severely Handicapped Annual Conference, Austin, Texas, Spring, 1982. Post-doctoral work in Severely Handicapped, University of Oregon, Eugene, Oregon, 1982. Autism Workshop, Sponsored by Mental Health and Mental Retardation in Austin, Texas, August, 1982. The National Conference for the Bilingual Exceptional Child, Council for Exceptional Children, November, 1982. National Conference for the National Society for Autistic Children and Adults, Salt Lake City, Utah, July, 1983. National Conference for the National Society for Autistic Children and Adults, San Antonio, Texas, July, 1984. National Conference for Persons with Severe Handicaps, Chicago, Illinois, November 10, 1984.
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Attended Annual Conference for Developmental Disabilities, Austin, Texas, September 5-6, 1984. Attended Annual Conference for National Association for Children and Adults with Learning Disabilities, San Antonio, Texas, July, 1984. Attended Annual Conference for National Council for Exceptional Children, Anaheim, California, April, 1985. Attended Fourth Annual Bilingual Exceptional Children’s Symposium, Denver, Colorado, June, 1985. Visited two group homes for Severely Handicapped Students, Eugene, Oregon, February, 1986. Attended Annual Conference for TASH, The Association for Persons with Severe Handicaps, 1987. Attended Annual Conference for National Autism Society, California, 1988. Attended Annual Conference for TASH, The Association for Persons with Severe Handicaps, Washington, D. C., 1988. Attended Fiesta Educative, First State National Conference, San Antonio, Texas, June, 1989. Attended National Autism Society Annual Meeting, Seattle, Washington, July, 1989. Attended TASH, The National Association for Persons with Severe Handicaps, San Francisco, California, December, 1989. Attended Fiesta Educativa, Second Annual Conference, Austin, Texas, June 1-2, 1990. Attended National Autism Society’s Annual National Conference, Buena Park, California, July 11-14, 1990. Attended National Symposium for Multicultural Education, Council for Exceptional Children, Albuquerque, New Mexico, October, 1990. Attended TASH, The Association for Persons with Severe Handicaps Annual National Conference, December, 1990. Attended National Autism Society’s Annual National Conference, Los Angeles, California, July, 1990.
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Attended Council for Exceptional Children’s Symposium on Culturally Diverse Exceptional Children, Albuquerque, New Mexico, October, 1990. Attended Persons with Severe Handicaps Annual National Conference, Chicago, Illinois, December, 1990. Attended Persons with Severe Handicaps Annual National Conference, Washington, D. C., 1991. Attended Persons with Severe Handicaps Annual National Conference, San Francisco, CA., 1992. Attended Persons with Severe Handicaps Annual National Conference, Chicago, Illinois, 1993. Attended Persons with Severe Handicaps Annual National Conference, Atlanta, GA., 1994. Attended Persons with Severe Handicaps Annual Conference, New Orleans, LA., November, 8-10, 1996. Attended CEC Multicultural Symposium, Council for Exceptional Children National Annual Conference, November 5 & 6, 1988. Attended NABE, National Association for Bilingual Education, National Annual Conference, San Antonio, Texas, February 15-19, 2000. Attended 52nd Annual Conference of the International Dyslexia Association, Multicultural/ Cross-cultural Symposium, Albuquerque Convention Center, Albuquerque, New Mexico, October 24-27, 2001. Attended International Conference Multilingual and Cross-Cultural Perspectives on Dyslexia, Omni Shoreham Hotel, Washington, D.C., June 27-29, 2002. Attended California Reading Association 36th Annual Conference, Sacramento Convention Center, November 7-9, 2002. Workshops, Speeches, and Invited Colloquia “Assessment Techniques for the Reading Handicapped,” given at Region XIX Education Service Center, for regular and special education teachers, April, 1981. “How to Use Reading Assessments to Detect the Disabled Reader,” at Canutillo Elementary School, for Elementary and Intermediate Teachers, May, 1981.
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“Techniques for the Disabled Reader,” El Paso Association for Children and Adults with Learning Disabilities, Region XIX Education Service Center, March 1981. Conducted eight two-hour training sessions every Saturday for the following parent populations: Learning Disabled, Moderate/to Severely Handicapped, & Autism. The workshops centered on giving the parents techniques on behavior modification and curricular information on how to help their children at home, March to May, 1981. “The Role and Function of the Special Education Clinic,” invited speech for the El Paso Society for Autistic Children and Adults, Central YMCA, El Paso, Texas, October, 1981. “Behavior Modification Techniques for the Autistic Client,” invited workshop at Speech, Hearing and Language Center, University of Texas at El Paso. “Management Techniques for the Special and Regualr Education Teacher,” workshop for El Paso Public School Teachers, Fall, 1982. “What is Autism,” invited speech of Jaycee’s organization, October, 1982. “Implementing a Vocational and Community Training Program in the Public Schools, Ysleta Learning Center, two workshops, November, 1982, and March, 1983. “Current Research Trends for the Severely Handicapped Populations,” workshop given for teachers at the Ysleta Learning Center, August, 1982. “Vocational Training for the Severely Handicapped Populations,” two hour workshop, Ysleta Learning Center, October, 1982. “Community Training for the Severely Handicapped Student,” 1.5 hour workshop presentation, Ysleta Learning Center, November, 1982. “Methods for the Severely Handicapped Student, “ 2.5 hour workshop, Morehead School, El Paso Independent School District, August, 1983. “Current Research Trends for the Severely Handicapped Populations,” one-hour workshop, Ysleta Independent School District, August, 1983. “Autism and Vocational Training Services at the Special Education Clinic,” 1.25 hour presentation, Region XIX Education Service Center, August, 1981. “Management and Instructional Techniques for the Non-Compliant Mentally Retarded Autistic Clients, one hour workshop, El Paso Center for Mental Retardation Service, Civic Center, El Paso, December 2, 1983. “Eliminating Self-Abusive and Aggressive Behavior of Severely Handicapped/Autistic Adolescents: A Look at Vocational and Community Training, U. T. El Paso Special
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Education Clinic and El Paso Public Schools programming, invited one hour workshops, State Center for Human Development, Granada Royale Hotel, El Paso, TX., January 17, 1984. Invited to participate in panel discussion, “Back to Basics and Mainstreaming,” American Association of University Women, Paso Del Norte Branch, El Paso, TX., February 20, 1984. Conducted two all day workshops for teachers and aides of the severely handicapped populations, “Vocational and Community Training Techniques,” El Paso Public Schools, August 21-22, 1984. Invited to present a two-hour workshop, “The Bilingual Hispanic Handicapped Student.” San Elizario Schools, August, 1985. Invited to present in a panel, “Competitive Employment of Persons with Moderate to Severe Handicaps,” Technical High School Center, El Paso Independent School District, August 27, 1985. Invited to present a 2.5 hour workshop for teachers of students with severe handicaps, “Language Intervention for the Moderately to Severely Handicapped Populations with Emphasis on the Student of Limited English Proficiency,” for 300 teacher aides in special education, Ysleta Independent School District, August 27, 1985. Invited to present a 2.5 hour workshop for teachers of students with severe handicaps, “Language Intervention for the Moderately to Severely Handicapped Student,” Morehead School, El Paso Independent School District, August 28, 1985. Invited to present a two hour workshop, “Teaching the Student with Autism,” William Beaumont Army Medical Center, March 7, 1986. Invited to present on a panel with other educators entitled, “Employment and Transition Issues for the Handicapped,” El Paso Public Schools, Summer, 1987. Invited by Corpus Christi Independent School District to present a regional workshop for teachers, “Teaching Severely Handicapped to do Independent Skills,” Corpus Christi Independent School District, Summer, 1987. Invited to present a workshop for teachers, “Teaching Severely Handicapped to do Independent Skills,” Corpus Christi Independent School District, Summer, 1987. Invited to present a workshop for El Paso Public School Teachers, “Language Intervention Strategies for Persons with Autism and Other Severe Handicaps,” El Paso Independent School District, Spring, 1988.
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Invited to present a keynote speech at Transition Conference sponsored by PATH El Paso Coalition of Partnership for Assisting Texans with Handicaps, “What is Transition?” Airport Hilton Inn, February, 1989. Invited to present a two day workshop, “Transition for Teachers and Instructional Aides (Special Education),” El Paso Independent School District. Invited to address parents in the Special Education Advisory Committee of Parents, El Paso Independent School District, one hour presentation, “Vocational Training and Transition,” Vocational Technical Center, El Paso Public Schools. Invited to speak at the REACH Career Day Seminar, “How to Succeed and Do Whatever You Set Your Mind to Accomplishing,” El Paso Country Club, March 16, 1990. Invited to participate in a panel of “New Faculty: Perceptions of Their First Year at Work at California State University, Sacramento.” Participated in a panel for one hour, organized by Office of Faculty and Staff Affairs, CSUS Campus, Spring, 1991. Presented a workshop at CAL-TASH: California Association for Persons with Severe Handicaps Annual State Conference, “Vocational Training and Employment of Persons with Limited English Proficiency,” 45 minute workshop, Sacramento, CA.. Presented an all day workshop with San Mateo County Office of Education, San Mateo, CA. “Latino Parents Learn Issues Related to Their Sons & Daughters’ Education.” January, 1992. Invited to present at National NICHCY Symposium (National Center for Children and Youth with Disabilities), “Utilizing Bilingual ESL Methods to Teach Students with Severe Handicaps Who are Limited English Proficient.” Washington, D.C., July, 1992. Presented workshop at San Mateo County Office of Education, San Mateo, CA. “Strategies for Teaching LEP Students with Severe Disabilities.” March, 1993. Presented workshop to special education teachers, Sacramento City Unified School District. “Methods for Assisting LEP Students in Special and Regular Education Settings.” May, 1993. Presented at Annual Supported Life Institute, “Teaching Strategies for English as a Second Language Learners.” Sacramento, CA, October, 1993. Attended National Task Force Conference, San Francisco, CA. 1995. Attended California Association for Bilingual Education, CABE, San Jose, CA., January 10, 1996. Presented inservice on “Autism”, San Juan Unified School District, January 26, 1996.
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Invited to present a paper, “¿No puedo leer ahora que hago?” Symposium for Reading and Language Arts Faculty District and County Office Partners, Ensuring a Balanced Comprehensive Reading Program, Rancho Mirago, CA. January, 1997. Sheltering Instruction for English Learners in Reading. California Reading Association Conference, Sacramento Convention Center, Sacramento, CA., November 2004. Evidenced Based Practices and RTI: Working Together for the English Learner, California Reading Association Conference, San Diego, California, October 31, 2009. Evidenced Based Practices and RTI: Working Together for the English Learner, California Association for Bilingual Education Conference (CABE): San Jose Convention Center: San Jose, CA. March 10-13, 2010. SERVICE University Committees Search: Special Education Assistant Professor, Personnel Committee, College of Education, elected, 1989. Associate Dean of Graduate Research and Studies appointed by Vice President Academic Affairs, 1989 Faculty Development Committee Graduate Committee for Master’s in Special Education Program Undergraduate Special Education Curriculum Review Committee Reorganization of all Clinic’s Committee Advisor for Elementary Education/Special Education as a teaching field Writing Proficiency University Committee, appointed by Vice President for Academic Affairs Undergraduate Curriculum Studies Committee Chair for Search Committee—Autism Resource Center Committee, Department of Educational Psychology and Counseling, April/May, 1983. Faculty Senator, 1983-1984 Mini-Grant Committee Representative for College of Education, 1985-1986
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Special Education Assistant Professor Committee, June through August, 1985 Faculty Development Committee, 1986 Special Education Task Force, 1988 Interdisciplinary Degree Committee, 1988 Promotion and Tenure Committee, College of Education, 1988 Awards Committee, College of Education, 1988 Outstanding Student and Faculty Committee, College of Education, 1988 Personnel Committee College of Education, 1988 Undergraduate Curriculum Committee, 1988 Search Committee for Associate Vice President and Dean of Graduate School, 1988 Search, Special Education Committee, 1990, California State University, Sacramento Visiting Scholar Committee, California State University, Sacramento (1992-1993) Faculty and Staff Affairs Committee, California State University, Sacramento, (1992-1995) New Faculty Orientation Committee, California State University, Sacramento, (1992-1994) Regional Advisory Committee of the Research, Development & Demonstration Project, State Department of Education, Sacramento, CA., (1993-1994) Secondary Evaluation Committee for Promotion and Tenure, California State University, Sacramento, (1994-1997) Faculty and Staff Affairs Committee, (1993-1997) CLAD Ad Hoc Committee, Fall, (1995-l997) Faculty Add/Staff Committee, (1999-2003) Credential Appeals Committee, 2000 until present Primary RTP, 2009-2010, CSUS
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Professional Affliations Council for Exceptional Children (CEC) International Reading Association (IRA) California Reading Association (CRA) National Association for Bilingual Education (NABE) California Association for Bilingual Education (CABE)
