Ginevra Courtade

Dr. Courtade's curriculum vitae [PDF]

Educational Background

• Ph.D., Special Education, University of North Carolina at Charlotte, 2006
• M.S., Special Education, D'Youville College, 1999
• B.A., Psychology, State University of New York of Buffalo, 1996

Teaching Areas

• Moderate/Severe Disabilities
• Curriculum and Methods
• Systematic Instruction
• Assessment
• Research Methods

Research Interests

• Moderate/Severe Disabilities
• Access to the General Curriculum
• Systematic Instruction
• Assessment

Methodology

• Single-case Design

Professional Activities

• 2013-present CEC CCSS Advisory Board
• 2013-present Editorial Board member, Research & Practice for Persons with Severe Disabilities
• 2013-present Editorial Board member, Remedial and Special Education
• 2012-present Editor, DADD Express
• 2011-present Member, IES Mathematics and Science Education Scientific Review Panel
• 2008-present Technical co-Editor and Editorial Board Member, Rural Special Education Quarterly

Professional Memberships

• American Council on Rural Special Education (ACRES), President
• Council for Exceptional Children (CEC)
  Divisions: Division on Developmental Disabilities (Critical Issues & Legislative Committee)
  Division for Research
  Division on Career Development and Transition
  Teacher Education Division
• TASH (Education Committee)

Selected Publications

• Sterling-Orth, A., Schraeder, T., & Courtade, G. (2017). Guide to clinical supervision. Chippewa Falls, WI: The Cognitive Press.
• Jimenez, B., Courtade, G., & Browder, D. (2016). Six successful strategies for teaching to state standards for students with moderate to severe disabilities. Verona, WI: Attainment Company, Inc.
• Courtade, G., Gurney, B., & Carden, R. (2017). Using read-alouds of grade-level social studies text and systematic prompting to promote comprehension for students with severe disabilities. The Journal of Social Studies Research, 41, 291-301.
• Courtade, G., Shipman, S., & Williams, R. (2017). Increasing academic rigor through comprehensive, ongoing professional development in rural special education: A description of the SPLASH program. Rural Special Education Quarterly, 36(4), 191-202.
• Courtade, G., Test, D. W., & Cook, B. G. Evidence-based practices for learners with severe intellectual disability. Research and Practice for Students with Severe Disabilities.
• Pennington, R., & Courtade, G. (2015). An examination of teacher and student behaviors in classrooms for students with moderate and severe intellectual disability. Preventing School Failure, 59(1), 40-47. doi: 10.1080/1045988X.2014.919141