Shana Haines, Ph.D. - Assistant Professor

I am an Assistant Professor in the College of Education and Social Services at the University of Vermont. I came to UVM in 2013 from the University of Kansas, where I studied Special Education, family-professional partnership, and disability policy and worked for the SWIFT Center. For seven years before moving to Kansas, I taught diverse elementary students in New York City and Portland, Maine. My experiences working in these contexts, especially with students who were not finding success at school, have driven me to try to make schools great places for all students. My research interests include understanding and improving the experience of refugee families and their children with the American school system, inclusive school reform, and innovative teacher education. I love Vermont and am thrilled to be raising my three children here.

Areas of Expertise

Disability and Inclusion; Diversity, Access, and Equity; English Language Learners; Family Studies; Literacy and Numeracy; School Transformation; Special Education; Teacher Education; Universal Design


Selected Publications

  • Clark/Keefe, K., & Haines, S. J. (in press). Attuning to crisscross applesauce, leader of the day, and girl-gun as affective flow in a public K-5 classroom: A sociomaterial analysis of school-based mindfulness. Manuscript accepted for publication in Qualitative Inquiry.
  • Haines, S. J., Francis, G. L., Mueller, T., Chiu, C. Y., Burke, M., Holdren, N., Shepherd, K. G., Aldersey, H. A., & Turnbull, A. P. (2017). Reconceptualizing family-professional partnership for inclusive schools: A call to action. Inclusion, 5(4), 234-247. doi: 10.1352/2326-6988-5.4.234
  • Haines, S. J., Summers, J. A., Palmer, S. B., Chu, S. Y., & Stroup-Rentier, V. L. (2017). Immigrant families’ perceptions of fostering their preschoolers’ foundational skills for self-determination. Inclusion, 5(4), 293-305. doi: 10.1352/2326-6988-5.4.293
  • Francis, G., Haines, S. J., & Nagro, S. (2017). Developing relationships with immigrant families: Learning by asking the right questions. Teaching Exceptional Children. Online First: doi: 10.1177/0040059917720778
  • Haines, S. J., Clark/Keefe, K., Tinkler, A., Kotsiopoulos, A., Shepherd, K. G., Woodside-Jiron, H., Milhommens, M., & Gerstl-Pepin, C. (2017). “Let’s just stop and take a breath:” Mindfulness practice in a high poverty elementary school. LEARNing Landscapes, 10(2). 189-205.
  • Haines, S. J., Kervick, C., Shepherd, K. G., & Levitt, M. (2017). Continual forward progress: Our program's emerging framework for keeping up with the field. Teaching and Teacher Education, 66, 24-32.
  • Aldersey, H. M., & Haines, S. J. (2017). Teaching students with intellectual disabilities in Kinshasa, Democratic Republic of Congo. Journal of International Special Needs Education, 20(2), 90-100.
  • Haines, S. J., Francis, G. L., Shepherd, K. G., Zeigler, M., & Mabika, G. (2017). Partnership bound: Using MAPS with students from refugee families. Career Development and Transition for Exceptional Individuals. doi: 2165143417698123
  • Aldersey, H. M., Francis, G.L., Haines, S. J., & Chui, C. Y. (2017). Family quality of life in the Democratic Republic of the Congo. Journal of Policy and Practice in Intellectual Disabilities, 14(1), 78-86. doi:10.1111/jppi.12189
  • Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S. J., & Turnbull, A. P. (2016). Principals and parents achieving optimal outcomes: Lessons learned from six American schools implementing inclusive practices. Revista Latinoamericana de Inclusión Educativa, 10(1), 61-77. Retrieved from
  • Kyzar, K. B., Brady, S. E., Summers, J. A., Haines, S. J., & Turnbull, A. P. (2016). Services and supports, partnership, and FQOL for families of children with deaf-blindness. Exceptional Children, 83(1), 77-91. doi: 10.1177/0014402916655432
  • Francis, G. L., Blue-Banning, M., Haines, S. J., Turnbull, A. P., Hill, C., & Gross, J. M. (2016). Building “Our School:” Parental perspectives for building trusting family-professional partnerships. Journal of School Failure, 60(4), 329-336. doi: 10.1080/1045988X.2016.1164115
  • Francis, G. L., Blue-Banning, M., Turnbull, A. P., Hill, C., Haines, S. J., & Gross, J. M. (2016). School culture in inclusive schools: Parental perspectives on trusting family partnerships. Education and Training for Autism and Developmental Disabilities, 51(3), 281–293.
  • Haines, S.J., Summers, J.A., Turnbull, A.P., & Turnbull, H.R. (2015). Family partnership with a Head Start agency: A case study of a refugee family. National Head Start Research Association’s Dialog, 17(4), 22-49.  [abstract]
  • Haines, S.J., Summers, J.A., Turnbull, A.P., & Turnbull, H.R. (2015). Family partnership with a refugee family: Practical implications from a case study. National Head Start Research Association’s Dialog, 17(4), 124-130.  [abstract]
  • Haines, S.J., Summers, J.A., Turnbull, A.P. Palmer, S.B., & Turnbull, H.R. (2015). Fostering Habib’s engagement and self-regulation: A case study of a child from a refugee family at home and preschool. Topics in Early Childhood Special Education, 35(1), 28-39. doi: 10.1177/0271121414552905
  • Haines, S.J. (2015). Picturing words: Using photographs and fiction to enliven writing for ELL students. Schools Journal, 12(1), 9-32.
  • Haines, S.J., Gross, J.S., Blue-Banning, M., Francis, G.L., & Turnbull, A.P. (2015). Fostering family-school and community-school partnerships in inclusive schools: Using practice as a guide. Research and Practice for Persons with Severe Disabilities, 40(3) 227–239. doi: 10.1177/1540796915594141
  • Kozleski, E.B., Yu, T., Satter, A.L., Francis, G.L., & Haines, S.J. (2015). A never-ending journey: Inclusive education is a principle of practice, not an end game. Research and Practice for Persons with Severe Disabilities. doi: 10.1177/1540796915600717
  • Erwin, E.J., Maude, S.P., Palmer, S.B., Summers, J.A., Brotherson, M.J., Haines, S.J., Stroup-Rentier, V., Zheng, Y., & Peck, N.F. (2015). Fostering the foundations of self-determination in early childhood: A process for enhancing child outcomes across home and school. Early Childhood Education Journal. Advance online publication. doi: 10.1007/s10643-015-0710-9
  • Hirsch, S.E., Kennedy, M.J., Haines, S.J., Thomas, C.N., & Alves, K.D. (2015). Improving preservice teachers’ knowledge and application of functional behavioral assessments using multimedia. Behavior Disorders, 41(1), 38-50. doi: 10.17988/0198-7429-41.1.38
  • Gross, J.M.S., Haines, S.J., Hill, C., Francis, G.L., Turnbull, A.P., & Blue-Banning, M. (2015). Strong school-community partnerships: A collective endeavor. School-Community Journal, 25(2), 9-35.
  • Summers, J.A., Brotherson, M.J., Erwin, E.J., Maude, S., Palmer, S.B., Haines, S.J., Stroup-Rentier, V., Wu, H.Y., Peck, N.F., & Zheng, Y.Z. (2014). Family reflections on the foundations of self-determination in early childhood. Inclusion, 2(3), 175-194. doi10.1352/2326-6988-2.03.00
  • Francis, G.L., McMullen, V.B., Blue-Banning, M., & Haines, S.J. (2013). Increasing the social skills of a student with autism through a literacy-based behavioral intervention. Intervention in School and Clinic, 49(2), 77-83. doi: 10.1177/1053451213493168.
  • Chiu, C.Y., & Haines, S.J. (2013). Parent Autonomy Support for Children with Low Achievement and Disabilities. Lynchburg College Journal of Special Education. Published online: special-education/volume-9-2013
  • Haines, S.J., McCart, A., & Turnbull, A.P. (2013). Family engagement within early childhood Response to Intervention. In V. Buysse and E. Peisner-Feinberg (Eds.) Handbook on Response to Intervention (RTI) in early childhood (pp. 313-324). New York: Brookes.
  • Haines, S.J., & Turnbull, R. (2013). Busting barriers to fully integrating systems of education: Analyzing IDEA and applying models of disability. In J. Kleinhammer-Tramill, L. Burrello, and W. Sailor (Eds.). Unifying educational systems: Policy and leadership (pp. 67-89). New York: Routledge.
  • Kennedy, M.J., Newton, J.R., Haines, S.J., Walther-Thomas, C.S., & Kellems, R.O. (2012). A triarchic model for teaching Introduction to Special Education: Case studies, content acquisition podcasts, and effective feedback. Journal of Technology and Teacher Education, 20(3), 251-276.

Selected Presentations

  • Francis, G. L. & Haines, S. J. (2016, July). From seemingly impossible to exceptional: How to partner with “Hard to Reach” families. Paper presented at the SWIFT Professional Learning Institute, Crystal City, VA.
  • Haines, S. J., Shepherd, K. G., & Kotsiopoulos, A. (2016, April). The quest for mindfulness: One diverse school district’s journey. Paper presented at the Annual Meeting of the Council for Exceptional Children, St. Louis, MO
  • Haines, S. J. & Francis, G. L. (2016, April). Family partnership with refugee families in the US whose children have disabilities: A review of the literature. Poster presented at the Annual Meeting of the Council for Exceptional Children, St. Louis, MO.
  • Kyzar, K. & Haines, S. J. (2016, April). An examination of families of children with deaf-blindness: Satisfaction with school services and partnerships. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.
  • Romig, J., Haines, S., Thomas, C., Alves, K., & Kennedy, M. (2015, November). Measuring student cognitive load during teacher preparation coursework: A random control trial. Paper presented at the Annual Meeting for the Teacher Education Division (TED) of the Council for Exceptional Children, Tempe, AZ.

Professional Associations

  • American Educational Research Association (AERA), Council for Exceptional Children (CEC), TASH (formerly The Association for Persons with Severe Disabilities)

Shana Haines


    • Ph.D. in Special Education from University of Kansas
    • M.S. in Education from City College/ CUNY


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    Phone: 802.656-2194
    Office: Waterman 446
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    Courses Taught in the Last 5 Years

    Early Childhood Special Education Internship ; Early Literacy and Math Curriculum; Internship: Systems Development; Internship: Triadic Model Consultation; Issues Affecting Persons with Disabilities; Literacy and Math Curriculum; Literacy and Nath Curriculum; Special Education Practicum