Transformative, Evidence-Based Ideas

Katy Bateman

Research Scientist, University of Washington

Background

Katy Bateman is a research scientist and preschool demonstration sites project lead at the Haring Center for Inclusive Education. She received her M.Ed. and Ph.D. from the University of Washington and is a Board Certified Behavior Analyst – Doctoral.

Katy has extensive experience working in Early Childhood Special Education (ECSE) and has worked in a variety of settings providing Applied Behavior Analysis (ABA) services to children with autism and other intellectual and developmental disabilities in schools, clinics and homes.

Publications

Katy Bateman

  • Research Reports    

Shifting students: A look at Washington State school enrollment from 2020 to 2022

Katy Bateman

As in other states, enrollment in Washington State’s public schools has shifted during the Covid-19 pandemic. This brief examines enrollment changes in Washington’s district, charter, private, and home schools from September 2019 to September 2021.

  • Research Reports    

Arizona Autism Charter School: Meeting the Unique Needs of Students with Autism and Other Related Disabilities

Katy Bateman

Pandemic responses in schools like AZACS offer enduring lessons about fluid and effective practices that meet the needs of all students.

  • Research Reports    

Special Education at a Crossroads: Ensuring Equity and Inclusion for Students with Disabilities

Lanya McKittrick, Katy Bateman, Sean Gill

This brief outlines the ongoing challenges and offers recommendations to reshape how America’s schools serve students with disabilities.

  • The Lens    

Notes from the Field: How students with disabilities experienced the challenges of remote learning

Katy Bateman, Lanya McKittrick

As systems figure out how to recover, schools need to think beyond their usual approaches, such as simply increasing service minutes to help students catch up.

  • Research Reports    

All Together Now: Getting Students with Disabilities What They Need During the Pandemic

Katy Bateman, Sivan Tuchman

During the 2020–21 school year, we learned through a series of interviews that most teachers missed out on the power of collaborative interactions between general and special educators.

  • The Lens    

Addressing learning loss for students with disabilities: Could Universal Design for Learning be one answer?

Katy Bateman, Lanya McKittrick

This is the third blog post in our Notes from the Field: Special Education blog series. Data on students’ academic progress during the pandemic is scarce, but early signs show that many students with disabilities struggled to stay on track.

  • The Lens    

Technology to the rescue: How technology helped connect teachers and parents of students with disabilities through remote learning

Lanya McKittrick, Katy Bateman

This is the second blog post in our Notes from the Field: Special Education blog series. In the early days of the pandemic, schools scrambled to address new and daunting priorities like distributing meals to students and setting families and teachers up for remote learning.

  • The Lens    

Virtual IEPs should stay

Katy Bateman, Lanya McKittrick

This is the first blog post in our Notes from the Field: Special Education blog series. When the pandemic hit last spring, schools across the country shifted out of sheer necessity to virtual meetings to discuss students’ Individual Education Plans (IEP).

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