Faculty/Staff Detail

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Carrie E. Rood, PhD

Carrie E. Rood is an Assistant Professor in the Foundations and Social Advocacy Department at SUNY Cortland. Her teaching is centered on social justice, disability studies, urban education and inclusion. As a former middle and high school special educator, she is passionate about providing pre-service teacher candidates with pedagogy to support students typically excluded because of disability label, as well as integrating a disability studies perspective into current k-12 schooling practices.

Her scholarship is also grounded in inclusive schooling and centers on the experiences of practicing and pre-service teachers. Overall, her research and publications have examined teacher identity development and maintenance, as well as investigates concrete inclusive strategies to support current and future teachers. She has presented her research at both state and national conferences.

Education

  • Ph.D. in Special Education, Syracuse University, 2015
  • M.S. in Cultural Foundations of Education & Disability Studies, Syracuse University, 2010
  • B.A. in History and Adolescent and Special Education, Le Moyne College, 2006

Teaching

  • FSA 212: Introduction to Inclusive Education
  • FSA 340: Students with Complex Disabilities: School & Family
  • FSA 411: Planning and Instructional Strategies for Special Education
  • FSA 520: Teaching in Inclusive Classrooms
  • FSA 683: Special Education Administration
  • SPE 275: Teaching Students with Disabilities in the Adolescent Classroom

Publications

  • Rood, C.E (2018). Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network. Review of Disability Studies, 14(3).
  • Rood, C.E.,and Ashby, C.E., (2018). Losing Hope for Change: DSE Teachers Choice to Leave Public Schools. International Journal of Inclusive Education.
  • Elder, B., Rood, C.E.,& Damiani, M.L., (2018). Writing and Utilizing Strengths-based IEPs in Schools and with Families. International Journal of Whole Schooling, 14(1), 116-153.
  • Rood, C.E.& Ashby, C.E., (2017) Developing inclusive teaching practices in non-inclusive placements: Understanding student teaching through de Certeau’s framework of tactics and strategies. Action in Teacher Education, 39(3), 274-291.
  • Bacon, J.K., Rood, C.E., & Ferri, B. A., (2016). Promoting Access through Segregation: The Emergence of the “Prioritized Curriculum” Class. Teachers College Record, 118(14).
  • Rood, C.E.,Kanter, A.S., & Causton, J., (2015). Presuming Incompetence: Factors attributing to the assignment of guardianship during the Transition Process. Research and Practice for Persons with Severe Disabilities, 39(4), 319-328.

 

Service

  • Professional Development School Advisory Committee Co-coordinator
  • Field Experiences Advisory Committee
  • School of Education Creative Activities Committee
  • SUNY Cortland President’s Council on Inclusive Excellence
  • SUNY Cortland Provost’s Task Force on Diversity, 2016-2017