What I'm Doing | Jordan Lukins

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 into 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, I am working with a group of colleagues to develop resources for faculty interested in revising their introductory courses.

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 an educational consultant, I develop training resources with The IRIS Center, a national center supported by the US 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 nearly 2 million people worldwide.

Selected Resources:

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.

Publications:

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 (museums, parks, science centers, zoos) to support their efforts to welcome and educate visitors with disabilities. Previously, I worked with the Animal Park in Mebane, NC to build capacity in accessibility and inclusion. This work includes needs assessments, staff development in topics such as disability etiquette and sensory accessibility, and consultation on inclusive programming, resources, and environments.

Funding Support: 2019 Carolina Center for Public Service Community Engagement Fellowship

RECENT UNIVERSITY TEACHING

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.

NC State University

ECI 571

Instructional Strategies for Students with Disabilities

Graduate-level asynchronous online course in academic teaching methods and specially designed instruction.

NC State University

ECI 416

Teaching Exceptional Students in the Mainstreamed Classroom

Undergraduate asynchronous online course on the basics of special education and inclusive teaching strategies.

NC State University

EDUC 400

Autism in Our Communities: An Interdisciplinary Perspective

Undergraduate face-to-face course introducing the basics of autism with an integrated service learning experience.

UNC Chapel Hill