Associate Professor of Special Education

Dr. Kervick is deeply committed to preparing future teachers who holistically support the academic and social-emotional needs of children through fostering inclusive, equitable and accessible learning environments. She teaches undergraduate and graduate level courses in foundations of special education, inclusive teaching practices, behavior management, and collaboration, while providing supervision of pre-service teacher candidates in their community-based field placements.

Her nationally recognized scholarship focuses on implementation of restorative practices in K-12 schools to improve school climate and address inequity in school disciplinary practices and effective practices for collaborating with families of children with disabilities. Dr. Kervick is also engaged in state level and national service focused on addressing teacher shortages in special education.

Dr. Kervick is a member of Project CORE, an interdisciplinary research team within the College of Education and Social Services supporting and advancing educational and health equity in our local communities through community engaged research and partnerships. 


Kervick, C.T., Haines, S.J., Green, A.E., Shepherd, K.G., Reyes, C., Gordon, M., & Moore, M. (2021). Engaging interdisciplinary service providers to enhance collaboration to support refugee families whose children have special health care needs. Educational Action Research.

Garnett, B. R., Kervick, C. T., Moore, M., Ballysingh, T. A., & Smith, L. C. (2020). School Staff and Youth Perspectives of Tier 1 Restorative Practices Classroom Circles. School Psychology Review,(),1-15. 10.1080/2372966X.2020.1795557

Kervick, C.T., Garnett, B., Moore, M., Ballysingh, T. A., & Smith, L. C. (2020). Introducing restorative practices in a diverse elementary school to build community and reduce exclusionary discipline: Year one processes, facilitators, and next steps. The School Community Journal 30(2), 155-184.

Garnett, B., Moore, M., Kidde, J., Ballysingh, T. A., Kervick, C. T., Bedinger, L., Smith, L. C., & Sparks, H. (2020). Needs and readiness assessments for implementing school-wide restorative practices. Improving Schools,23(1),21-32. 10.1177/1365480219836529

Kervick, C. T., Jenkins, E., & Swindlehurst, K. A. (2020). Exploring the Structure and Benefits of an Integrated Yearlong Dual Certification Student Teaching Internship. The Teacher Educator,55(2),165-189. 10.1080/08878730.2019.1633001

Kervick, C. T., Moore, M., Ballysingh, T. A., Garnett, B. R., & Smith, L. C. (2019). The Emerging Promise of Restorative Practices to Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity. Harvard Educational Review,89(4),588-610. 10.17763/1943-5045-89.4.588

Garnett, B. R., Smith, L. C., Kervick, C. T., Ballysingh, T. A., Moore, M., & Gonell, E. (2019). The emancipatory potential of transformative mixed methods designs: informing youth participatory action research and restorative practices within a district-wide school transformation project. International Journal of Research and Method in Education,42(3),305-316. 10.1080/1743727X.2019.1598355

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 


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. (2019). 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

  • Treasurer, Board of Directors of Higher Education Consortium for Special Education (HECSE)
  • American Education Research Association (AERA)
  • Council for Exceptional Children (CEC):
    • Council for Exceptional Children (CEC):
    • Division for Research
    • Division for Emotional and Behavioral Health
    • Teacher Education Division
Colby Kervick

Areas of Expertise and/or Research

  • Family-centered collaborative practice
  • Inclusive teaching practices
  • Restorative practices in schools


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


Office Location:

499B Waterman

  1. Google Scholar Page

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