Jean C. Whitney, Ph. D.
College of Education and Human Development University of Southern Maine
Gorham, Maine (207) 780-5095 [email protected]
Home
50 Salmon Falls Road, Buxton, Maine 04093 (207) 929-4971
Education
University of Wisconsin—Madison
Rehabilitation Psychology and Special Education Doctorate in Special Education, 1994
Dissertation: Packing the Parachute: A Survey of Parents’ Experiences as Their Children Prepare to Leave High School; Committee Chair: Cheryl Hanley-Maxwell, Ph.D.
University of Pittsburgh, Pennsylvania Masters of Education, 1987
Carleton College, Northfield, Minnesota Bachelors of Arts, 1986
Cum Laude Appointments
Assistant Professor of Special Education
University of Southern Maine, College of Education and Human Development September, 2002-Present
Teaches EDU 600, Research Methods and Techniques; SED 699, Directed Study: Action Research for Special Education Master's Degree, and SED 692 Transition for Elementary and Secondary Students. Site coordinates Unified Secondary ETEP teacher education pathway.
Project Coordinator
State Improvement Grant: Project Focus, High Incidence Personnel Preparation, and Doctoral Leadership in Special Education and Disability Policy, and Directed Research: Universal Design for Learning Project
Graduate College of Education, University of Massachusetts--Boston November, 1999 - August, 2002
Coordinated and taught in masters and doctoral level programs in teacher education and disability policy. Collaborated with faculty and public school personnel to develop Professional Development School Relationships that focus on school reform to promote access, participation, and progress in the general curriculum for all students. Developed dual certification course sequences to prepare teachers with general education content and special education expertise to teach in inclusive settings. Supervised students in field-placements in the context of the Professional Development School. Advises and coordinates student academic programs.
Switzer Fellow
National Institute for Disability and Rehabilitation Research August, 1998 - July, 1999
Fellowship funded independent research on the school to adult life experiences of students with and without disabilities in a Massachusetts High School.
Senior Research Associate Institute for Community Inclusion
Children's Hospital
August, 1994 to November, 1999
Duties include: design, implementation, and analysis of qualitative and quantitative research in the fields of rehabilitation and special education; writing grant proposals; supervision of junior staff members.
Adjunct Faculty
Graduate School of Education
University of Massachusetts--Boston Spring, 1995 to 2002
Research Methods in Educational Leadership I, EDLDRS 740
This doctoral course provides theoretical grounding and hands-on experience with design and implementation of quantitative research.
Research in Special Education and Disability Policy, EDLRS/PPOL 755
This doctoral course presents an integrated approach to learning skills needed to critically read and interpret research using current topics in special education and disability policy.
Research Design and Methods in Psychology, COU 601
Master's level course on research design and methodology to students in
Counseling Psychology, School Psychology, Rehabilitation, and Special Education. Vocational Development and Career Information, COU 613
Master's level course on career development and counseling strategies to students in Counseling Psychology, School Psychology, Rehabilitation, and Special Education. Associate Lecturer
Department of Rehabilitation Psychology and Special Education University of Wisconsin—Madison
Introduction to Research and Research Design, 194-700 Summer, 1994; Fall, 1993
Taught the master's level course on research design and methodology to students in Rehabilitation Psychology and Special Education. Assessed student progress via weekly homework assignments, research article critique, research prospectus, midterm, and final.
Assistant Instructor
Department of Rehabilitation Psychology and Special Education University of Wisconsin—Madison
Introduction to Research and Research Design, 194-700 Summer, 1993
Supervision of Student Teachers in the Intellectual Disabilities Certification Program
University of Wisconsin—Madison 1992-1993
Supervised student teachers in their elementary, middle, and high school special education placements. Assisted student teachers with systematic instruction
techniques. Provided technical assistance in behavioral and instructional strategies. South Portland School Department, South Portland, Maine
Memorial Middle School, 1989-1990
Redbank Elementary School, 1987-1989, 1990-1991
In both schools, taught a functional, life skills curriculum to students with multiple disabilities between the ages of 5 and 14. Emphasized community-based instruction and integrated education with general education peers without disabilities.
• Chosen by students, parents, and faculty to receive recognition in the Outstanding Teacher Program, 1989
• Founded South Portland Parent Support Group, 1990 Consultation
Equity and Excellence in Education, Institute for Community Inclusion August, 2006-Present
Work with project staff at ICI to conduct formative and summative evaluation activities including development of data collection tools, organization and analysis of data, and report writing
Research Coordinator
Universal Design for Learning Project, Institute for Community Inclusion August, 2002-2005
Work with PI and project coordinator to implement the qualitative and quantitative research project activities. Conduct trainings, mentor teachers, and collect data at two high schools (Worcester South High and Somerville High School). Create and maintain qualitative and quantitative data bases, conduct analysis, and co-author manuscripts and project reports.
Publications Original Articles
Bernacchio, C., Ross, F., Washburn, K. R., Whitney, J. C., & Wood, D. R. (2007). Faculty collaboration to improve equity, access, and inclusion in higher education. Equity and Excellence in Education, 40(1), 56-66.
Butterworth, J., Whitney-Thomas, J., & Shaw, D. (1997). The changing role of community based instruction: Strategies for facilitating workplace supports. Journal of
Vocational Rehabilitation., 8, 9-20.
Hanley-Maxwell, C. & Whitney-Thomas, J. (1995). A survey of supported employment agencies' quality improvement practices and training needs. Rehabilitation Counseling Bulletin, 39(1), 25-41.
Hanley-Maxwell, C. Whitney-Thomas, J., & Pogoloff, S. (1995). The second shock: A qualitative study of parents' perspectives and needs during their child's transition form school to adult life. The Journal of the Association for Persons with Severe Handicaps, 20, 3-15.
Johnston-Rodriquez, S., Owens, L. & Whitney, J. C. (2006). Facing a fragile future: A quantitative investigation into perceived career barriers of diverse urban youth with disabilities. Multiple Voices, 9(1), 77-91.
Szymanski, E., Whitney-Thomas, J., Marshall, L., & Sayger, T. (1994). The effect of graduate instruction in research methodology on research self-efficacy and perceived research utility. Rehabilitation Education, 8, 319-331.
Timmons, J. C., Foley, S. Whitney-Thomas, J., Green, J. (2001). Negotiating the landscape: The path to employment for individuals with disabilities in the TANF system. Journal of Poverty, 5, 87-112.
Timmons, J.C., Whitney-Thomas, J., Butterworth, J, McIntyre, J.P., & Allen, D. (2004). Managing service delivery systems and the role of parents during their children's transitions. Journal of Rehabilitation, 70(2), 19-20
Whitney, J.C. (In Press). My Education: Students with Disabilities Describe High School in Pictures and Words. Teaching Exceptional Children.
Whitney-Thomas, J. & Hanley-Maxwell, C. (1996). Packing the parachute: Parents'
experiences as their children prepare to leave high school. Exceptional Children, 63, 75-87.
Whitney, J., Leonard, M., Leonard, W., Camelio, M., & V. Camelio (Dec, 2005-Jan, 2006). Seek balance, connect with others, and reach all students: High school students describe a moral imperative for teachers. The High School Journal, 89 (2), 29-39.
Whitney-Thomas, J. & Moloney, M. (2001). “Figuring out who I am and what I want”: Relationships between adolescents’ sense of self and their struggles. Exceptional
Children, 67, 375-389.
Whitney-Thomas, J., Shaw, D., Honey, K., & Butterworth, J. (1998). Building a future: A study of student participation in person centered planning. JASH, 23, 119-133. Whitney-Thomas, J., Timmons, J. C., Gilmore, D. S. & Thomas, D , (1999). Expanding
access: Changes in vocational rehabilitation practice since the 1992 Rehabilitation Act Amendments. Rehabilitation Counseling Bulletin, 43, 30.
Reviews, Chapters, and Editorials
Whitney, J. (2006). Opportunities to Learn: Beyond Access to Engagement. In K. Jones (Ed.), Democratic Accountability: A Model for School Improvement (pp. 55-78). Lanham, MD: Scarecrow Press.
Butterworth, J., Steere, D.E., & Whitney-Thomas, J. (1996). Using person centered
planning to address personal quality of life. In R. L. Schalock (Ed.), Quality of life: its application to persons with disabilities, (pp. 5-24). Washington, D.C.: AAMR. Hanley-Maxwell, C., Pogoloff, S. M., & Whitney-Thomas, J. (1998). Families: The heart
of transition. In F.R. Rusch and J. Chadsey-Rusch (Eds.), Beyond high school: Transition from school to work (pp. 234-264). Belmont, CA: Wadsworth Publishing.
Whitney-Thomas, J. (1996). Participatory action research as an approach to enhancing quality of life for individuals with disabilities. In R. L. Schalock (Ed.), Quality of life: its application to persons with disabilities, (pp. 181-198). Washington, D.C.: AAMR.
Whitney-Thomas, J. (1995, April). PAR and the transition from school to work for young people with disabilities. Forging Collaborative Partnerships in the Study Disability. A National Institute for Disability and Rehabilitation Research Conference on Participatory Action Research, Washington, D.C.
Books, Monographs, Texts
Timmons, J. C., McIntyre, J., Whitney-Thomas, J., Butterworth, J. (1997). Who’s going to do this when I’m not around? Parents of young adults with special health care needs speak out on transition. Boston: Massachusetts Department of Public Health, Division for Children with Special Health Care Needs, Massachusetts Initiative for Youth with Disabilities.
Whitney-Thomas, J., Thomas, D., Gilmore, D. S., McNally, L. C., & Fesko, S. L. (1996). National study of day and vocational services for adults with developmental disabilities in state mental health agencies: Report of data from FY 1993. Boston, MA: Institute for Community Inclusion.
Whitney-Thomas, J., Timmons, J. C., Thomas, D., Gilmore, D. S., & Fesko, S. L. (1997, December). Changes in vocational rehabilitation practice since the 1992
Rehabilitation Act Amendments. Boston, MA: Institute for Community Inclusion Institute Publications
Ma, V., Whitney-Thomas, J., & Sotnik, P. (1998, May). Grant development and decision-making: Comparison of funding agencies and community based minority
organizations. Research to Practice, 4 (4). Boston, MA: Institute for Community Inclusion
Thomas, D., & Whitney-Thomas, J. (December, 1996). Perspectives from consumers and counselors on elements that influence vocational rehabilitation service delivery. (Research to Practice). Boston, MA: Institute for Community Inclusion.
Timmons, J. C., McIntyre, J., Whitney-Thomas, J., Butterworth, J., & Allen, D. (December, 1998). Barriers to transition planning for parents of adolescents with special health care needs. . Research to Practice, 4 (7). Boston, MA: Institute for Community Inclusion
Timmons, J.C., & Whitney-Thomas, J. (1998, March). The most important member: Facilitating the focus person’s participation in person centered planning. Research
to Practice, 4 (1). Boston, MA: Institute for Community Inclusion
Whitney-Thomas, J., & Helm, D. T. (1996, January). Qualitative research: Challenges and recommendations. General Pediatric Research News, 2(2), 1-2. Boston, MA: Children's Hospital.
Whitney-Thomas, J. & Timmons, J. C. (1998, April) Building Authentic Visions: How to support the focus person in person centered planning. Research to Practice, 4 (3). Boston, MA: Institute for Community Inclusion
Whitney-Thomas, J. & Thomas, D. M. (1996, July). Multiple perspectives on
implementing the Rehabilitation Act Amendments of 1992. (Research to Practice). Boston, MA: Institute for Community Inclusion.
Whitney-Thomas, J. & Thomas, D. (1996, November). Changes in vocational rehabilitation practice since 1992: Administrators' and counselors' perspectives. (Research to Practice). Boston, MA: Institute for Community Inclusion.
Thesis
Whitney-Thomas J. Packing the Parachute: Parents’ experience of their children’s transition from school to adult life [dissertation]. Madison (WI): University of Wisconsin; 1994.
Grant Writing
Universal Design for Learning: Increasing Access, Participation, and Progress in the General Curriculum for Students with Cognitive Disabilities. (CFDA #84.324D) Awarded: September, 2001
This directed research project is designed to support Teacher Inquiry Groups in urban secondary schools to develop instructional units based on the principles of universal design for learning. The project also measures the impact of these units on the access, participation, and progress of students with cognitive disabilities in the general curriculum.
How Students Prepare for Adult Life as they Leave High School: NIDRR Research Fellowship. (CFDA Number 84.133F)
Awarded: May 1998
The project followed a sample of students with and without disabilities who were within two years of leaving school to learn how they are preparing their transition to adult life. The study involved both qualitative and quantitative methods to describe transition experiences, identify services and support mechanisms, and compare differential experiences.
Building Relationships and Sharing Capacities: Training and Technical Assistance for Minority Agencies in Competition for RSA and NIDRR Grants and Awards. (CFDA Number: 84315A)
Awarded: 1996
The purpose of the proposed project is to help minority agencies serving individuals from diverse cultural backgrounds build their capacities to apply for funds from NIDRR and RSA to enhance services and employment outcomes for individuals with disabilities from diverse backgrounds. The project was developed through a participatory process of focused discussions that fostered collaboration and resulted in the planned goals and objectives. A Project to Determine the effect of System-wide Training and Technical Assistance on the Utilization and Impact of Assistive Technology within School Districts
Office of Special Education and Rehabilitative Services Awarded: June, 1995
Institute for Community Inclusion in collaboration with CAST, Seaside Education Associates, Inc., and the Massachusetts Assistive Technology Partnership collaborated to examine the use of technology in schools for all students. The project involved research, training, and technical assistance to effect systems change in four districts.
Classroom Innovations Grant Maine Department of Education, 1989
This grant provided the funds to purchase an augmentative communication device for an individual in the program for students with multiple handicaps at Memorial Middle School,
South Portland, Maine. The grant also supported education and training for staff, students, and parents on the use of the communication device and similar tools. Finally, the funds were used to develop activities that promoted the integration of students with multiple disabilities into the social life of the middle school.
Selected Presentations
TASH through our eyes: A participatory introduction to the “Photovoice” method
The Association for Persons with Severe Handicaps Annual Conference, Presented with Maria Paiewonsky
Milwaukee November, 2005
My Education: Students with disabilities describe their education in pictures and words
The Association for Persons with Severe Handicaps Annual Conference, Reno November, 2004
Facing Fragile Futures: Responding to and overcoming the barriers facing
students of color with disabilities in the transition from school to adult life
Presenter with Sarah Johnston-Rodriquez
The Association for Persons with Severe Handicaps Annual Conference, Reno November, 2004
Methods to Involve and Engage Students with Significant Disabilities in School-Based Research
Presenter with Maria Paiewonsky, Institute for Community Inclusion
The Association for Persons with Severe Handicaps Annual Conference, Chicago December, 2003
When and How I Learn: Students with Cognitive Disabilities Describe their Education
The Association for Persons with Severe Handicaps Annual Conference, Chicago December, 2003
High School Teachers Designing Accessible Lessons through Teacher Inquiry Groups
Presenter with Kathleen Moriarty, Institute for Community Inclusion; Bart Pisha, and Grace Meo, Center for Applied Specialized Technology
The Association for Persons with Severe Handicaps Annual Conference, Boston December, 2002
Student voices: How students describe good teaching with Maureen Leonard
Massachusetts Teachers Association Summer Conference August, 2002
Lessons Learned In Helping All Teachers Educate all Students
With Anne Foley, Irene Torardi, Kristen Glynn, Bob Cignetti, and E. Glenn Mitchell Association for Supervision and Curriculum Development
March 19, 2001
Students Leaving High School: Relationships between Adolescents’ Sense of Self and their Struggles
Massachusetts Council for Exceptional Children November 19, 1999
How Students Prepare for Adult Life as They Leave High School: Knowledge of Themselves and Visions for the Future
American Association on Mental Retardation Annual Meeting, 1999
How Students Prepare for Adult Life as They Leave High School National Institute on Disability and Rehabilitation Research, Mary Switzer Fellowship Seminar, 1998
Facilitating Individual Control and Participation in Person Centered Planning With John Butterworth, Rooshey Hasnain, and Sue Cusack
The Association for Persons with Severe Handicaps Annual Meeting, 1997
Report from the Capacity Interchange
With Paula Sotnik, Rooshey Hasnain, and Vaunne Ma The Association for Persons with Severe Handicaps Annual Meeting, 1997
From Research to Practice in Natural Supports: Strategies for Increasing Workplace Inclusion and Support
With John Butterworth
American Association on Mental Retardation Annual Meeting, 1996
Enhancing the Participation and Self-Determination of Transition aged Youth through Person Centered Planning
American Association on Mental Retardation Annual Meeting, 1996
Participatory Action Research in the Massachusetts Natural Supports Project With Shirley DeMello
Forging Collaborative Partnerships in the Study Disability. A National Institute for Disability and Rehabilitation Research Conference on Participatory Action
Research, Washington, D.C, April, 1995
Packing the Parachute: Parents' Perspectives of their Child's Transition from School to Adult Life
The Association for Persons with Severe Handicaps, National Conference, Poster Session, Atlanta, December, 1994.
Parental Perspectives of the Transition Process With Cheryl Hanley-Maxwell
The Association for Persons with Severe Handicaps, National Conference, Chicago, November, 1993.
A Family Member's Perspective of Life with a Sibling with Severe Disabilities. Rehabilitation Psychology and Special Education—300, Introduction to Individuals with Disabilities,
University of Wisconsin—Madison. Fall, 1991, Spring, 1992, and Spring 1994 Student and
Institution
Degree Dissertation Title Date
Rooshey Hasnain, Boston University
Ph.D. Entering Adulthood with a
Disability: Individual, Family, and Cultural Changes
April, 2001
Elizabeth Labbe, UMASS Boston
Ed.D. Factors of Exclusive School Settings that Influence Special Education Students’ School and Post School Experiences
May, 2004
Maria Paeiwonsky, UMASS Boston
Ed.D. Listen to me: Students using Photography and Narration to
UMASS Boston Photography and Narration to Evaluate Postsecondary Education Felicity Crawford,
UMASS Boston
Ed.D. Teacher Attitudes Toward Blacks and Latinos in Self-Contained Urban Special Education High School Classrooms
March, 2005
Professional Organizations
The Association for Persons with Severe Handicaps 1987-Present
Certification
Commonwealth of Pennsylvania Certificate, Mentally and/or Physically Handicapped, Type 61, issued July, 1987
Maine Teacher's Certification, K-12 Educable Mentally Retarded and Trainable Mentally Retarded, issued September, 1987
