St. Bonaventure University

Faculty Emeriti

Professors from all schools in the university who have been bestowed the title of "emeritus" upon retirement from full-time teaching.

The title of professor emeritus is an honorary designation that may be awarded to recognize those who have retired with the earned rank of associate professor or professor after at least 10 years of full-time meritorious service to the university and their field of knowledge. While no longer full-time faculty members, some continue to teach on occasion as adjunct instructors.

Lawrence-Brown, Diana

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ACADEMIC DEPARTMENT
Inclusive Special Education
ACADEMIC SCHOOL
School of Education

TITLES/RESPONSIBILITIES
Professor, Inclusive Special Education
CONTACT
Send an email
OFFICE
COURSES TAUGHT
  • DIFF 503. Assessment of Students with Exceptionalities 
  • DIFF 511. Foundations of Inclusive Education 
  • DIFF 515. Assistive Technology 
  • SPED 450. Advanced Teaching Methods for Students with Disabilities 
ACADEMIC DEGREES
  • Ph.D., Department of Learning and Instruction, Inclusive Education, University at Buffalo
  • M.Ed., Educational Psychology, University at Buffalo
  • B.S.Ed., Elementary & Special Education, Clarion State College
OTHER EDUCATION
PROFESSIONAL BACKGROUND
ACCOMPLISHMENTS
    Publications
    • Lawrence-Brown, D. (2016). Collaborative teamwork and advocacy. In McGinley, V. & Trolley, B. (Eds.), Working with Students with Disabilities: Preparing School Counselors. Thousand Oaks, CA: Sage.
    • Lawrence-Brown, D.& Sapon-Shevin, M. (2014). Condition Critical: Key Principles for Equitable and Inclusive Schooling. New York: Teachers College Press (Disability, Culture, and Equity series).
    • Magiera, K., Lawrence-Brown, D., Bloomquist, K., Foster, C., Figueroa, A., Glatz, K. Heppeler, D., Rodriguez, P. (2006). On the Road to More Collaborative Teaching. Teaching Exceptional Children Plus, 2(5), 1-12
    • Lawrence-Brown, D. & Muschaweck, K. (2004). Getting Started with Collaborative Teamwork for Inclusion. Catholic Education, 8(2), 146-161
    • Richardson, G., Lawrence-Brown, D., & Paige, S. (2004). Rejecting Pygmalion: The Social and Cultural Capital of Working-Class Women Ph.D. Students. Race, Gender, and Class 
    • Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive Strategies for Standards-based Learning That Benefit the Whole Class. American Secondary Education, 32(3), 34-62
    • Lawrence-Brown, D. (2000). The Segregation of Stephen. In Cornbleth, C. (Ed.), Curriculum Politics, Policy, and Practice. Albany: SUNY Press
TEACHING PHILOSOPHY
Given individualized supports, all students can learn utilizing authentic instruction that is grounded, applied, and assessed in "real-life" community environments.
CURRENT RESEARCH INTERESTS/PROJECTS
  • Teacher education and curriculum, specializing in authentic and responsive pedagogy for diverse learners.
  • Interaction of education policy and practice, including how power is exercised in schools and who benefits.
  • History of education, especially inclusion of individuals with disabilities in schools, communities, and society.
PERSONAL INTERESTS/COMMUNITY INVOLVEMENT
  • Social justice issues
  • Reading
  • Music
  • Hiking/camping
  • Watching stand-up comedy.
LINKS

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