• DIFF 504. Communication and Collaboration Skills for Standards-Based Inclusive Education
• DIFF 506. Language, Literacy, and Communications for Students with Exceptionalities
• DIFF 512. Advanced Behavioral Strategies
• SPED 340. Classroom and Behavioral Management
• SPED 430. Assessment and Assistive Technology for Children with Exceptionalities

• Ed.D, Special Education Administration and Leadership, University of Arizona, 2009
  • Dissertation: Exceptionality and parent-professional conflict: Causes, prevention, and resolution. Unpublished doctoral dissertation, University of Arizona, Tucson, AZ. 2009, under the supervision of Drs. Pysh & Chalfant. 
• M.A., Severe and Profound and Multiple Disabilities, University of Arizona, 1998
• M.A., Francophone Literature, University of Arizona, 1986
• B.A., English, Université des Sciences Humaines, Strasbourg, France, 1981

• Certification, 1998 K-12: Students with severe, profound, and multiple disabilities. 
• Certifications, 1993 University of Arizona, Tucson, AZ. 9-12: Post-Baccalaureate certification in French & ES

• St. Bonaventure University, 2007-present
  Associate professor, Differentiated Instruction Master’s Program
  
  Hired to teach graduate classes in the differentiated instruction master’s program, such as “foundations for inclusive education” (DIFF 511), “advanced behavior strategies” (PBIS: DIFF 512), “advanced support systems” (DIFF 550/504), and “language, literacy, and communication for students with exceptionalities” (DIFF 506). The differentiated instruction program targets the entire spectrum of students with exceptionalities from those with gifts and talents to those with varying levels of disability (mild, moderate, and severe). Additional duties included teaching undergraduate classes in Positive Behavior Intervention Supports (PBIS, SPED 340), assessment in special education (SPED 430); an introductory class to education freshman (U101), a capstone seminar on critical pedagogy (CLAR 401:2010, 2011); as well as proposing a class on critical multicultural education (CLAR 208). 
  
  Duties also include service to the department (differentiated instruction program review, Council for Exceptional Children (CEC) Specialized Professional associations (SPA) report for the National Council for the Accreditation of Teacher Education (NCATE) review, seek and maintain meaningful special education internship sites in local schools; creation of new class on language, literacy, and communication-(DIFF 506), the university, and the community; editing and reviewing peer manuscripts (CEC), and publishing and presenting scholarly work. 

   

• Pilot Parents of Southern Arizona (PTI), Tucson, AZ. 2005-2007
  
  State improvement grant (SIG) coordinator 
  
  Duties included providing professional development to charter schools across Southern Arizona on special education legislation and mandates, inviting parents of children with exceptionalities to speak to teacher candidates at the University of Arizona, and closely collaborating with the State Department of Education. 
  
  During this time I was trained as a coach for the Department of Education and coached school/district groups chosen to participate in statewide professional development in RTI, Literacy, and Arizona High Achievement Academy (AHAA with Diana Browning-Wright)


• Vail Unified School District, AZ. 2000-2004
  Inclusion specialist 
  
  Duties included primarily collaborating with general educators and staff to include students with exceptionalities (Autism, behavioral issues, and multiple disabilities) across settings, leading a team of twelve paraeducators, as well as organizing required individualized education planning (IEP) meeting with parents, faculty, and related services. In addition, I led person-centered-planning (PCP) meetings for transition purposes in student’s homes, and served on special education leadership team for the district. I also was instrumental in obtaining a transition grant from the Arizona department of education for the sum of $30,000. 


• Catalina Magnet High School, Tucson Unified School District, AZ. 1998 – 2000
  
  Special education teacher  
  
  Duties included leading a team of three paraeducators, teaching a classroom of ten students with multiple disabilities. In addition, I increased the inclusion of students with disabilities in general education classes. 


• The Center for Habilitation (TCH) Group Homes/VA Hospital Work Enclaves, Tucson, AZ. 1994-1996
  Habilitation technician and Job coach 
  
  As a habilitation technician, duties involved caring for clients with moderate to severe disabilities, and involving them in many home and community activities. As a job coach responsibilities included teaching and modeling work required, as well as supervising and collaborating with regular staff and supervisors.


• French Language Instructor, 1987-2004. 
  Adjunct faculty, Pima Community College, Tucson, AZ 1994-2004
  French teacher, Catalina Foothills School District, 1993-1994 
  Graduate teaching assistant (GTA), University of Arizona, French and Italian Department. 1987-1993
  
  Duties involved teaching undergraduate or beginning French basic language requirement classes, assessing learning and administrating exams. 


• Photograph Archivist, 1982-1985.
  Black Star France, Paris 
  Collectif Presse Image, Paris
  Gamma Presse, Paris
  Camera Press, London
  
  Duties involved archiving and providing the daily, weekly, and monthly press with requested photos. 


• Institute of Education Library, London, 1981-82
  Library Assistant
  
   

• Fisher, AC. Conflict and parents of children with disabilities: The presence of absence. 

• Brawdy, P. & Fisher, AC. Experiencing the Carlisle Indian Industrial School: Situating a critical pedagogy in teacher preparation within the context of history. In Fear-Segal, J. & Rose, S. The Carlisle Indian School: The site of Indigenous, memories, and reclamations. Lincoln, NE: University of Nebraska Press. 
• Fisher, AC. (2008). Understanding conflict between professionals and parents in special education. New York State Counselor Association. 5(1), 18-32. 
• Fisher, AC. (2007). Creating a discourse of difference. Citizenship, Education, and Social Justice. 2(2), 159-192

• Fisher, AC. & Brawdy, P. (2012). A Report on the Status of Overrepresentation of American Indian Students in Alternative Education and Special Education in the Salamanca City School District  

I model what I teach. I believe that building a close community of learners is the necessary setting for high student achievement.

Key to hooking students into learning is the ability to genuinely engage them personally, getting to know their interests and motivations. The path to this end as the teacher is to balance a demand for rigor and in-depth content knowledge, with an opportunity for mastery and the ability to practice until the knowledge is attained.

I practice personal transparency along with humor. I believe we all bring something to the table and I will learn from my students along the way.

Technology is infused in my teaching and embedded into all of my classes. It helps simplify, clarify, reiterate expectations (syllabi, assignment guidelines, class power points), expand on the topic (additional websites and resources, current research), assess (online quizzes), and provides students with immediate feedback on their efforts.

My passion for education and what I teach helps me to engage others into listening a while longer. I encourage discussion and questions and do not shy from discussing current educational issues. The ideal of the practitioner/scholar is one that I aspire to emulate. Simultaneously I believe we must equip our students with the ability to make sound decisions and think critically, as the population they serve is changing rapidly.

To this end we must help them reach beyond practice and skill building to grasp the importance of theoretical work found in current research dealing with complex issues (Dewey, 1904). Additionally preparing them for the research to practice gap and dysfunction currently found in the field will help retain them in the field.

Schools embody society’s multiple facets and our educational system is experiencing much turbulence. In this age of increased accountability it is important to preserve the ideal of social justice, understanding that schools and the teachers can become the conduit for transformation (Aronowitz & Giroux, 1987).

Ethics and heart are vital components of the teacher toolkit, and a cooperative, fully inclusive, and democratic classroom is at the core of the change. Since the students we serve in public schools will only increase in diversity (ability, color, culture, language, resources) it is important to help future teachers recognize their own culture and biases, as well as fuel their desire to better meet the needs of students of difference.

I am always interested in challenging students to question and research areas they might be interested in, encouraging their affiliation to professional organizations. I have been instrumental in starting a new chapter of the Council for Exceptional Children (CEC) on campus, and have co-presented with students at state and national conferences at least three times (CEC -11, NAME-10/11).

I feel a sense of urgency in my role as a teacher-educator. We desperately need more talented teachers able to respond and challenge the needs of the students they serve as during these tumultuous times.

Contrary to popular belief, teaching is not for the faint of heart.

• Critical, multicultural, and transformative pedagogy and its effect on pre-service teachers
• Disproportionality in special education
• Working with parents of children with exceptionalities

SERVICE: 

ADVISING:

• Undergraduate elementary education majors (19)

• Co-chair of the Yankelovich endowed fellowship program: a committee whose purpose is to develop current and future leaders dedicated to the transformation of society based on the Franciscan ideals of peace, justice, reconciliation and service. 2010-present
• Faculty senate curriculum committee. 2010-2012
• Adhoc professional development committee focused on bringing about greater teaching and mentoring expertise to faculty at large-2009-2011
• Graduate council committee-2007-2008, 2012-2014
• Disability committee-2007-2011

• 2011: Iroquois Spiritual Conference at St Bonaventure 
• 2011: Collaborative work with Mental Health Association of Cattaraugus County (MHACC) to place students with families of children with exceptionalities (DIFF 550) 
• 2011: Professional development on Positive Behavior Intervention Supports at Salamanca Middle School: 2/2011
• 2010, 2011: Collaborative work with the Salamanca City School district: organized two trips to Carlisle Industrial Boarding School, PA with high school and university students (CLAR 401 capstone class), high school faculty and Seneca community members. 

• National Association for Gifted Children (NAGC), 2013 - 2014
• American Education Research Association (AERA), 2009 - present
• Council for Exceptional Children (CEC), 1998-present
• National Association for Multicultural Education (NAME), 2009 - present
• The Association for Persons with Severe Handicaps (TASH), 1998-2009.