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