Associate Professor - Special Education

Shana Haines is an Associate Professor in the College of Education and Social Services at the University of Vermont. She came to UVM in 2013 from the University of Kansas, where she studied Special Education, family-professional partnership, and disability policy and worked for the SWIFT Center.

For seven years before moving to Kansas, she taught diverse elementary students in New York City and Portland, Maine. Her experiences working in these contexts, especially with students who were not finding success at school, have driven her to try to make schools great places for all students.

Her 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.

Publications

  • Kervick, C. T., Haines, S. J., Green, A. E., Reyes, C. C., Shepherd, K. G., Moore, M., Healy, E. A., & Gordon, M. E. (2021). Engaging interdisciplinary service providers to enhance collaboration to support refugee families whose children have special health care needs. Educational Action Research,(),1-23. 10.1080/09650792.2021.1877165
  • Clark/Keefe, K., & Haines, S. (2019). Attuning to crisscross applesauce as affective flow and material agency in a public K-5 classroom: Studying school-based mindfulness under sociomaterial circumstances. Qualitative Inquiry,25(2),140-153. 10.1177/1077800418784331
  • Kyzar, K. B., Mueller, T. G., Francis, G. L., & Haines, S. J. (2019). Special education teacher preparation for family–professional partnerships: Results from a national survey of teacher educators. Teacher Education and Special Education- The Journal of the Teacher Education Division of the Council for Exceptional Children,42(4),320-337. 10.1177/0888406419839123
  • Palmer, S. B., Fleming, K. K., Summers, J. A., Erwin, E. J., Maude, S. P., Brotherson, M. J., Stroup-Rentier, V., Haines, S. J., Zheng, Y. Z., Peck, N. F., & Wu, H. (2019). Foundations for self-determination in early childhood: Preliminary preschool study. Advances in Neurodevelopmental Disorders,3(2),188-196. 10.1007/S41252-019-00106-0
  • Kervick, C. T., Shepherd, K. G., & Haines, S. J. (2019). Fostering inclusive and culturally responsive family-professional partnerships. In M. J. Schuelka, C. J. Johnstone, G. Thomas, & A. J. Artiles (Eds). The SAGE Handbook of Inclusion and Diversity in Education (pp. 262-275). SAGE Publications.
  • Kyzar, K. B., Mueller, T. G., Francis, G. L., & Haines, S. J. (2019). Special education teacher preparation for family-professional partnerships: Results from a national survey or teacher educators. Teacher Education and Special Education, 42(4), 320-337.
  • Haines, S. J., Francis, G. L., Kyzar, K., Aldersey, H., & Adams, N. B. (2018). Family-Professional Partnerships with Refugee Families of Children with Disabilities. International Review of Research on Developmental Disabilities, 54, 35-70.
  • Aldersey, H. M., & Haines, S. J. (2018). Teaching and supporting students with intellectual disabilities in Democratic Republic of Congo. Journal of International Special Needs Education, 21(1), 21-31.
  • Haines, S. J., Francis, G. L., Shepherd, K. G., Zeigler, M.*, & Mabika, G.* (2018). Partnership bound: Using MAPS with transitioning students and families from all backgrounds. Career Development and Transition for Exceptional Individuals, 41(2), 122-126. doi: 2165143417698123
  • 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 http://www.rinace.net/rlei/numeros/vol10-num1/art2_eng.pdf
  • 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. https://journals.uncc.edu/dialog/article/view/168/354  [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: http://www.lynchburg.edu/mastereducation- 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.

Awards and Recognition

2019 Core Fulbright Scholar - Council for International Exchange of Scholars

Associations and Affiliations

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

Areas of Expertise and/or Research

  • Cultural and linguistic minority populations
  • Family, school, and community partnership
  • Inclusive practices
  • Teacher preparation

Education

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

CV

PDF icon sjhainesprofile_cv.pdf

Contact

Email:

shana.haines@uvm.edu

Phone:
  • 802.656-2194
Office Location:

Waterman 446

Website(s):
  1. Google Scholar
  2. ResearchGate
  3. Project RAFT

Courses Taught

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