My research focuses on optimizing learning experiences for young learners with multiple and severe disabilities, including those with sensory impairment, by: (1) exploring how access issues inherent to sensory disability may negatively impact response to intervention and require evidence-based practices be adapted; (2) validating instructional strategies to support communication, access, and participation for young children with severe and multiple disabilities to improve learning, autonomy, enjoyment, relationships, and health; and (3) understanding how to promote the adoption of evidence-based practices for individuals with severe and multiple disabilities in school, home, and community settings.

Shamby holds a current license in severe special education and taught in a post-high setting in the Jordan School District. She has served on multiple grant projects, co-authored several articles, and presented at state and national conferences. Her scholarly interests include post-school outcomes for students, family support services, and teacher education. She advocates for social justice issues including alternatives to guardianship, full inclusion in school and community environments, eliminating aversive interventions, and meaningful employment. Prior to joining the University of Utah, Dr. Polychronis received Westminster College’s Gore Excellence in Teaching Award in 2018 and taught courses on the Disability Rights Movement, autism (debunking myths and stereotypes), inclusive educational practices, and effective methodologies for individualizing instruction.

Laura K. Rogers is an assistant professor in the Department of Educational Leadership and Policy. Her research interests include school and district leadership, principal development, and teacher effectiveness. Laura’s current projects study how principal supervision and coaching can support school improvement. She earned her PhD from Vanderbilt University.

Sondra has over 20 years of experience in the fields of health and education serving individuals across the lifespan. She has provided services and supports to children and families as a home visitor, occupational therapist, early intervention program administrator, and state council member across a range of environments including early intervention, schools, and hospitals. She holds a Bachelor of Science in behavioral science, Master of Science in occupational therapy, a Master of Education in educational leadership – special education administration, and a Ph.D. in special education – early intervention. She has been involved with local, state, and collegiate councils, workgroups, and advisory boards to improve practices for young children with disabilities. Her research focus areas include interdisciplinary and interagency collaboration, research to practice - implementation science and policy in family based systems, data science and research methods, and early social emotional assessment and intervention related to school readiness and long-term outcomes. In her free-time she enjoys being with family, hiking, biking, playing beach volleyball, and doing pretty much anything in the great outdoors!

Dr. Connor K. Warner joined the University of Utah Urban Institute for Teacher Education in August 2019. He received his Ph.D. in Curriculum and Instruction from the University of Kansas, his M.Ed. in Curriculum & Instruction from Texas Tech University, and his B.S.Ed. in English from Montana State University-Billings.

Dr. Warner’s primary scholarly agenda centers on the interplay of teacher education policy, curriculum, and assessment, while his secondary research interests include issues of curriculum and representation in English and social studies education.  He is a frequent presenter at national education conferences and is the author of many peer-reviewed journal articles.  His most recent article, “Navigating Mandates and Working toward Coherence: Our Journey with a High-stakes Teacher Performance Assessment,” will be published Fall 2019 in The Education Forum.