Assistant Professor

Dr. Kervick is an Assistant Professor in the Special Education program.She teaches courses in Special Education History and Law, Behavior Analysis, and Inclusive Teaching practices. In addition, Dr. Kervick coordinates the Special Education program and supervise graduate and undergraduate student teachers.

Dr. Kervick's scholarship is focused on collaboration between parents of children with disabilities and school systems as well as dual certification.

Publications

Kervick, C. T., Moore, M., Ballysingh, T.A., Smith, L.C., & Garnett, B. (In press.) Discipline disparity among youth with disabilities: The emerging promise of restorative practices and considerations for implementation. Harvard Educational Review.

Kervick, C. T., Smith, L.C., Garnett, B., Moore, M., & Ballysingh, T.A. (2019). A pedagogical design for surfacing student voice by integrating youth participatory action research, restorative practices and critical service learning. International Journal of Student Voice.

Swindlehurst, K.A., Kervick, C.T., & Shepherd, K.G. (2019). Teacher self-efficacy for meeting the needs of all learners: Examining the perspectives of elementary education teachers prepared through traditional and dual license programs. Journal of Special Education Apprenticeship.

Kervick, C. T. (2017). “Parents are the experts”: Understanding parent knowledge and the strategies they use to foster collaboration with special education teams. Journal of the American Academy of Special Education Professionals. 

Haines, S. J., Kervick, C. T., Shepherd, K. G., & Levitt, M. (2017). Enhancing quality: listening to graduate voices to improve our master’s in special education. Teaching and Teacher Education. 

Shepherd, K. G., & Kervick, C. T. (2016). Enhancing collaborative leadership among parents of children with disabilities: New directions for policy and practice. Journal of Disability Policy Studies, 27, 32-42. DOI: 10.1177/1044207315576081 

Book

Shepherd, K. G., Kervick, C. T., & Morris, D. (2017). The art of collaboration: Lessons from families of children with disabilities. Rotterdam, Netherlands: Sense. 

Book Chapters

Kervick, C.T., Shepherd, K.G., Haines, S.J. (in press). Fostering inclusive and culturally responsive family professional partnerships. In M. Schuelka, C. Johnstone, G. Thomas, & A. Artiles (Eds.), SAGE Handbook on inclusion and diversity in education. London: Sage.

Shepherd, K. G., Kervick, C. T., & Salembier, G. (2015). Person-centered planning: Tools for promoting employment, self-direction, and independence among persons with intellectual disabilities. In Way leads on to way: Employment of people with intellectual and developmental disabilities (pp. 299-320). Washington, D.C.: American Association on Intellectual and Developmental Disabilities. 

Awards and Recognition

John Dewey Educator’s Award for Excellence in Teaching, College of Education and Social Services, University of Vermont 2015

Nominee, Kroepsch-Maurice Excellence in Teaching award, University of Vermont, 2013, 2014, 2015, and 2017

People’s Choice Award: Outstanding Community Partner for Education, Burlington Education Association, 2008

Associations and Affiliations

Council for Exceptional Children:
• Division for Research
• Division for Culturally and Linguistically Diverse Exceptional Children
• Division for International Special Education and Services
• Council for Children with Behavioral Disorders
• Teacher Education Division
• Division for Technology and Media Division

AERA

Colby Kervick photo

Areas of Expertise and/or Research

  • Dual-certification teacher preparation
  • Family-centered collaborative practice
  • Restorative practices implementation

Education

  • Ed.D. in Educational Leadership and Policy Studies from University of Vermont
  • M.Ed. in Special Education from University of Vermont

Contact

Phone:
  • 802-656-1427
Office Location:

Waterman 499B

Courses Taught

Dual Certification Special Education Internship; Elementary Education Student Teaching; History and Systems of Special Education; Meeting the Instructional Needs of All Students; Undergraduate Internship in Special Education