Ginger Blalock博士:找到我的教育之路——我再也不会感到无聊了

IF 0.7 4区 教育学 Q4 EDUCATION, SPECIAL Intervention in School and Clinic Pub Date : 2022-03-03 DOI:10.1177/10534512221081233
Kyle Higgins, Randall B. Boone
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引用次数: 0

摘要

Ginger Blalock博士是小学和中学特殊教育工作者,社区大学职业顾问和讲师,以及特殊教育教授。她的教学领域包括学习障碍,特殊教育的教学方法,职业发展/过渡教育,辅助专业准备,博士生特殊教育的趋势/问题,以及支持全纳教育的策略。她的研究主要集中在为成年后需要支持的不同青年做准备。出版物包括合作策略、过渡和有学习障碍的学生、(主要合著者)利用社区过渡团队改善过渡服务(主要合著者)和PRO-ED, Inc.出版的过渡模块系列。她在新墨西哥大学工作了21年后退休,担任过许多职位,包括教育专业部门主任,特殊教育项目协调员(主席),以及学习/行为异常的特殊教育重点协调员。
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Dr. Ginger Blalock: Finding My Educational Path—I Was Never Bored Again
Dr. Ginger Blalock has been an elementary and secondary special educator, a community college career counselor and instructor, and a professor of special education. Her teaching areas included learning disabilities, instructional methods in special education, career development/transition education, paraprofessional preparation, trends/issues in special education for doctoral students, and strategies to support inclusive education. Her research primarily focused on preparing diverse youth with support needs for adulthood. Publications included chapters on strategies for collaboration, Transition and Students with Learning Disabilities, (lead co-author) Using Community Transition Teams to Improve Transition Services (lead co-author), and the transition module series published by PRO-ED, Inc. She retired after 21 years at the University of New Mexico as professor emerita, where she held numerous roles, including division director of educational specialties, program coordinator (chair) of special education, and coordinator of the Special Education Emphasis in Learning/Behavioral Exceptionalities.
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来源期刊
Intervention in School and Clinic
Intervention in School and Clinic EDUCATION, SPECIAL-
CiteScore
1.90
自引率
12.50%
发文量
46
期刊介绍: Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.
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