Associate Professor and Program Coordinator - Special Education, Cultural and Linguistic Diversity

Dr. Shana Haines works with undergraduates, graduate students, and doctoral students in the Special Education and Education for Cultural and Linguistic Diversity programs. She is also the co-program coordinator for the PhD in Social, Emotional, and Behavioral Health and Inclusive Education (SHIE). Her background includes service as a Peace Corps volunteer in Cote d’Ivoire, West Africa and as a teacher in New York City and Portland, Maine before earning her PhD in Special Education with a focus on family-professional partnership from the University of Kansas in 2013.

Dr. Haines' research focuses on improving meaningful family, school, and community collaborations in order to increase well-being and belongingness, especially for historically marginalized students and families. She has done this work in the U.S. as well as abroad as a Fulbright Scholar in 2020 at the Universidade dos Açores. Her preferred research methods involved partnering with community agencies and schools to conduct relevant and useful research, case studies, and other qualitative designs. She appreciates working with students on research studies. Dr. Haines is also a co-PI on Project RESILIENCY, an OSEP-funded leadership grant funding scholars pursuing a PhD in SHIE.

Dr. Haines is involved in AERA as the Chair-Elect for the Family, School, and Community Collaboration SIG #43. She is also on the editorial board of the School Community Journal and The Reading Teacher and is involved in the Families Researchers Network.

She recently co-authored two books, Humanizing Methodologies in Education Research (Teachers College Press, 2021) and Families and Professionals: Trusting Partnerships in General and Special Education (Pearson, 2022). She has published 45 articles in peer-reviewed journals including the School Community Journal, Exceptional Children, Teaching and Teacher Education, Preventing School Failure, and Qualitative Inquiry.

Publications

See attached CV for full listing of publications.

Haines, S.J.; Strolin-Goltzman, J.; Ura, S.K.; Conforti, A.; & Manga, A. (2022). It flows both ways: Relationships between families and educators during the COVID-19 pandemic. Education Sciences. (Article in press)

Reyes, C.C., Haines, S.J., & Ghemari, A. (2021). Examining community cultural wealth of multicultural liaisons during Covid-19. Voices in Urban Education. (Article in press)

Haines, S. J., Giangreco, M. F., Shepherd, K. G., Suter, J. C., & Moore, M. (2022). Examination and redesign of inclusive special education service delivery in a rural school. Rural Special Education Research Quarterly, 41(1), 25-38. https://doi.org/10.1177/87568705211052497

Haines, S. J., Reyes, C., Ghising, H. T., Alamatouri, A., Haji, M., & Hurwitz, R. (2022). Family-professional partnerships between resettled refugee families and their children’s teachers: Exploring multiple perspectives. Preventing School Failure, 66(1), 52-63. https://doi.org/10.1080/1045988X.2021.1934375

Haines, S. J., Strolin-Goltzman, J., & Dinis, R. (2021). Odyssey in the Azores: A U.S. travel-study course preparing teachers for the magic of the profession. Teaching and Teacher Education, 106, 103430-103440. https://doi.org/10.1016/j.tate.2021.103430

Kervick, C. T., Haines, S. J., Shepherd, K. G., Reyes, C., Green, A. E., & Moore, M. (2021). Engaging interdisciplinary service providers to enhance collaboration to support refugee families whose children have special health care needs. Educational Action Research Journal. https://doi.org/10.1080/09650792.2021.1877165

Haines, S. J., Giangreco, M. F., Shepherd, K. G., Suter, J. C., & Moore, M. (2021). Examination and redesign of inclusive special education service delivery in a rural school. Rural Special Education Research Quarterly. Article in press.

Haines, S. J., Reyes, C., Ghising, H. T., Alamatouri, A., Haji, M., & Hurwitz, R. (2021). Family-professional partnerships between resettled refugee families and their children’s teachers: Exploring multiple perspectives. Preventing School Failure. https://doi.org/10.1080/1045988X.2021.1934375.

Haines, S. J., Strolin-Goltzman, J., & Dinis, R. (2021). Odyssey in the Azores: A U.S. travel-study course preparing teachers for the magic of the profession. Teaching and Teacher Education, 106, 103430-103440. https://doi.org/10.1016/j.tate.2021.103430

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

Francis, G. L., Kilpatrick, A., Haines, S. J., Gershwin, T., Hossain, I., & Kyzar, K. (2021). Family-professional partnerships in special education teacher preparation: Uncovering the what, why, and how. Teaching and Teacher Education, 105, 103419-103429. https://doi.org/10.1016/j.tate.2021.103419

Reyes, C. C., Haines, S. J., Ghising, H. T., Alamatouri, A., Hurwitz, R., & Haji, M. (2021). Proposing a model for conducting ethical and humanizing education research with families with refugee experiences. Journal of Family Diversity in Education, 4(1), 1-19. https://familydiversityeducation.com/index.php/fdec/article/view/157

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, 42(4), 320-337. https://www.doi.org/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. Y. (2019). Foundations for self-determination in early childhood: Preliminary preschool study. Advances in Neurodevelopmental Disorders, 3(2), 188-196.

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.

Awards and Recognition

  • Fulbright Scholar, Portugal (2020)
  • Core Fulbright Scholar, Council for International Exchange of Scholars (2019)
  • Joseph A. Abruscato Award for Research, College of Education and Social Services, University of Vermont (2018)
  • Kansas DEC Student Award (2013)

Associations and Affiliations

  • American Educational Research Association (AERA)
  • Family, School, and Community Collaboration SIG #43
  • Council for Exceptional Children (CEC), Division for Research, Family/Parent Topic Area
Shana Haines

Areas of Expertise and/or Research

  • Family, school, and community collaboration
  • Inclusive practices in special education
  • Teacher preparation
  • Qualitative research

Education

  • Ph.D. in Special Education from University of Kansas
  • M.A. in Education from City College, College of the University of New York (CUNY)
  • B.A. in Urban Studies and Environmental Science from Barnard College, New York

CV

PDF icon Haines-Vita-October-2022.pdf

Contact

Email:

shana.haines@uvm.edu

Phone:
  • 802.656-2194
Office Location:

446 Waterman

Website(s):
  1. Google Scholar
  2. ResearchGate
  3. Project RAFT
  4. Fulbright Portal
  5. Qualitative Researchers at UVM
  6. Refugee Resettlement Research
  7. Interview from Center on Research in Vermont

Courses Taught

  • EDSP 005: Issues Affecting Persons with Disabilities
  • ECLD 205: Family, School, and Community Collaboration
  • EDSP 290: Early Literacy and Math Curriculum
  • EDSP 299: Global Resilience in Family, School, and Community Collaboration: Azores
  • EDSP 295: Special Education Practicum, Non-Endorsement
  • ECLD 295: ELL Practicum
  • EDSP 310: Curriculum and Technology in Special Education: Literacy