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University of Wyoming

Research in Teacher Education

Chatton, Barbara.  Critiquing the Critics: Adult Values, Children’s Responses, Postmodern Picture Books, and Arlene Sardine.  Journal of Children’s Literature. Volume 30, Number 1, Spring, 2004.

This is a revised version of “The Door into the Woods” the speech Dr. Chatton gave for the President’s Speakers Series in 2002. She worked with laboratory school children looking at a series of books that adults are uncomfortable with in order to garner their responses.

Simpson, E.S, & Yocom, D.J.  (2004). Every Child: A journey toward individualized education for all.  Teaching Exceptional Children. Accepted for publication.

This article is a program description of one elementary school’s journey to restructure and reform service delivery in order to meet the unique needs of every child.  The Every Child Program, modeled loosely on the Neverstreaming Program of Elk Grove Unified School District in Sacramento, CA, began in one elementary school in Casper, Wyoming in 1999 and has grown to include ten schools with more added every year. There are three main goals for the Every Child project: to prevent all students from failing, at any level, in reading and math, to reduce the number of students qualifying for special education services through prevention and early intervention activities, and to keep all students in the regular environment as much as possible.  These goals were conceived in 1999 and continue to support the program today.

Flying V Donor Assisted Fund Grant (2003) D.J. Yocom & L. Simpson, Wyoming Collaborative Mentorship Academy, University of Wyoming.

Funding from the Flying V Donor Advised Fund was used to supplement support received by the Special Education Department under the Wyoming Department of Education State Improvement Grant in order to deliver the Second Annual Wyoming Collaborative Mentorship Academy (WCMA) Summer Institute.  The primary purpose of the WCMA is to provide the state with highly qualified special education teachers as well as offer effective inclusionary strategies and practices for general educators.  The funds were sought to bring in national presenters, scholarships for attendance, and general support for the Institute.  The funding requested from this Donor Advised Fund focused on three complimentary areas of Institute support: 1) presenters, 2) scholarships, and 3) general support.