What we can do to help you transform opportunities to learn for students with disabilities:
We provide training and technical assistance, coaching, and professional development, research, and much more.
Some of our areas of expertise include: facilitating system change UDL, inclusive instruction, standards-based instruction, students with extensive support needs.
“My classroom management abilities are exponentially better because I know more about the kind of kids I get and what they need.” — A teacher engaged with coaching
“Dr. Debbie Taub has been instrumental in our work around improving inclusive practices for our students with the most significant cognitive disabilities. She is a key member of our District Leadership Team. Dr. Taub is data-driven, collaborative, and a great resource for stakeholders. CCPS is very thankful for her commitment to students, families, staff, and the greater community.” — Nick Shockney, District Director of Curriculum and Instruction
Clients & Colleagues
Dr. Deborah Taub
| 2014-16 | Post-Doctoral Fellow – University of Florida PRAIS: Preparing Researchers in Assistive Technology Application in Inclusive General Education Contexts for Students with Significant Disabilities |
| 2003 | Ph.D. Anthropology – American University Dissertation: Signs and Signifiers: Flexible Categorizations of Autism |
| 1996 | M.S. Early Childhood Special Education – Syracuse University |
| 1994 | B.A. Anthropology – Ithaca College |
| 2017 – 2019 | Trinity Washington University, Washington, DC Assistant Professor, Special Education |
| 2016 – 2017 | University of North Carolina, Greensboro, NC Visiting Professor, Program Coordinator: undergraduates, alternate certification, and Master’s students • SES 753: Special Issues and Topics in Special Education • SES 611: Universal Design for Learning |
| 2016 |
George Mason University, Fairfax, VA Lecturer – College of Education and Human Development • EDSE 533: Curriculum and Assessment in Severe Disabilities |
| 2015 – 2017 |
University of North Carolina, Greensboro, NC Lecturer – Department of Specialized Education Services • SES 640: Special Education Policies and Procedures • SES 540: Introduction to Exceptional Individuals |
| 2015 |
Trinity Washington University, Washington, DC Lecturer – Department of Education • EDTE 634: Teaching Students with Intellectual Disabilities |
| 2016, 2017 |
Akademia Pedagogiki Specjalnej, Warsaw, Poland Lecturer – Department of Specialized Education • Universal Design for Learning • Inclusive Education: Why and How • Research and Practice in Inclusive Contexts |
| 1998 – 2010 |
American University, Washington, DC Lecturer – Department of Anthropology • ANTH 225: Language and Human Experience • ANTH 215: Sex, Gender, and Culture • ANTH 110: Culture: The Human Mirror Lecturer – Department of Education • EDU 620: Theories of Educational Psychology and Human Development • EDU 541: Foundations of Special Education for Exceptional Children Teaching Assistant – Department of Anthropology • ANTH 215: Sex, Gender, and Culture • ANTH 110: Culture: The Human Mirror |
| 2001 – 2004 |
Washington College, Chestertown, MD Lecturer – Departments of Education and Anthropology • EDU 330: Diversity and Inclusion • EDU 211: Elementary Clinical Field Experience • GRW 101: Food and Culture (Global Writing Course) • ANTH 105: Introduction to Cultural Anthropology |
| 2003 |
Mary Washington College, Fredericksburg, VA Lecturer – Department of Anthropology • ANTH 322: Symbolic Anthropology • ANTH 101: Introduction to Cultural & Social Anthropology |
| 2003 |
Gettysburg College, Gettysburg, PA Lecturer – Department of Anthropology • ANTH 103: Introduction to Cultural Anthropology |
| 2000 |
University of District Columbia, Washington, DC Lecturer – Department of Anthropology • ANTH 115: Introduction to Anthropology |
| 2018 – current | TIES Center, Minneapolis, MN Technical Assistance Specialist • Supported state department of education, districts, schools, and educational teams to build capacity through evaluating and developing sustainable systems for inclusive education for students with the most significant cognitive disabilities • Developed and disseminated grant-based research, practice, and policy recommendations through white papers, trainings, Distance Learning resources, conferences, and collaborations with family groups • Collaborated with CAST and other stakeholders in a user experience process to design a collaborative lesson planning tool that promotes inclusive practices |
| 2016 – | OTL Education Solutions, LLC, Burke, VA Owner, Operator • Supported grant writing, program evaluation and technical assistance for state and federal grants related to sustainable systems change using implementation science • Provided technical assistance for TIES Center at the school, district, and state level to increase time, instructional effectiveness, engagement, and state support systems to build inclusive practices for students with the most significant cognitive disabilities • Collaborated to design content and user experience for 5/15/45 tool • Conducted state-wide standards-based professional development trainings • Designed and conducted qualitative and quantitative research to identify best practices in special education, coaching, technical assistance, family supports, and other areas • Writer and Developer for Intelligent Lives Educational Materials |
| 2011 – 2016 | ACERI Partners, LLC (formerly Keystone Assessment), Lenexa, KS Director of Research and Programs • Developed and conducted comprehensive program evaluation around systems change • Provided on-going, job-embedded professional development, including Professional Learning Communities and Communities of Practice to improve state, district, and school practices • Designed and conducted qualitative and quantitative educational research in areas such as teaching students with complex support needs, teacher evaluations, and school climate • Ensured technical quality in large-scale assessments, including test design, standard setting, alignment studies, developing validity arguments, and using the Criteria for Procuring and Evaluating High Quality Assessments (CCSSO, 2014) • Advised and informed state and national organizations on current research, state and federal legislation, and best practice related to students with special needs |
| 2009 – 2011 | edCount, LLC, Washington, DC Senior Associate, Alternate Assessment and Disabilities Specialist • Used Universal Design for Learning and Understanding by Design to develop accessible CCSS based curriculum and instruction, with a specific focus on students who are deaf/hard of hearing • Led a million-dollar contract as Project Director; managed and responsible for several Research Assistants, multiple timelines and projects • Provided technical assistance on large scale assessments; facilitating the design of performance level descriptors and coordinating standard-setting for identifying cut scores • Designed and conducted validity studies for large scale alternate assessments; developed an Interpretive Argument, executed alignment studies, and conducted other qualitative and quantitative analysis |
| 2006 – 2009 | Inclusive Large-Scale Standards and Assessment (ILSSA), University of Kentucky Human Development Institute, Technical Assistance Specialist • Developed and provided technical assistance on large scale assessments for students with significant cognitive disabilities • Facilitated professional development for teachers and administrators on curriculum, instruction, and assessment • Created grade level standards-based curriculum and instruction adapted for students who have significant cognitive disabilities • Presented reports on technical adequacy and grade level alignment to a variety of stakeholders at the district and state levels |
| 2003 – 2006 | Center for Inspired Teaching, Washington, DC Coordinator for School Reform Project • Managed school partnership to systematically evaluate and implement practices related to curriculum, climate, instruction, and assessment. • Created and led focused professional development through modified Japanese-model lesson studies, mentoring, and school-wide retreats Research Specialist • Developed and implemented qualitative and quantitative research methodology to assess education programs and changes in teacher practice • Analyzed data using SPSS, QSR NUD*IST, survey monkey, and other data analysis tools Mentor • Mentored DC Public School teachers providing feedback and suggestions for achieving their individualized teaching goals • Designed and facilitated workshops on literacy, differentiated instruction, mathematics, authentic assessment, and classroom management |
| 2001 – 2002 | Medical Anthropology Research Assistant, Baltimore, MD • Supported qualitative research, including interviews and participant observations to identify the heuristics involved in making feeding decisions for premature infants |
| 1996 – 1998 | Hollywood Elementary School, Hollywood, MD Special Education Teacher • Provided educational supports and services as a part of an inclusive team of educators for students with a wide-range of disability labels |
| 2015 – 2017 | Schoolwide Integrated Framework for Transformation (SWIFT Project), Kansas SWIFT-FIT Assessor • Conducted assessments at SWIFT schools to identify strengths and areas of need for schools involved in the SWIFT Project • Trained new assessors to use SWIFT tools and conduct evaluations |
| 2011 – 2014 | National Center and State Collaborative (NCSC), Minnesota NCSC Trainer • Provided training and technical assistance to states related to teaching and assessing students who participate in the national consortium alternate assessment • Supported state-wide Communities of Practice |
| 2001 – 2008 | Independent Education Consultant Friendship Public Charter School • Developed and facilitated weekend retreat for faculty and staff with a focus on community building and instructional practices Independent Autism Consultant • Advised educators and families on educational settings, strategies, and supports for students with autism Mary House Organization • Provided training and technical support related to instruction and social and emotional supports for English Language Learners and students from urban and low-income schools |
| 2000 | University of North Carolina – Chapel Hill, Division TEACCH Job Coach • Supported employment for adults with autism |
| 1999 – 2001 | Teaching, Learning and Technology Group, Washington, DC Program Assistant • Supported programs related to the Teaching, Learning and Technology Group mission and vision |
| 1999 | National Association of School Boards of Education, Alexandria, VA Research Assistant • Gathered data related to national policy and practice for organization members |
| 1996 | Center for Artistry in Teaching (Center for Inspired Teaching), Washington, DC Observer-Evaluator • Conducted classroom observations to gather data on program effectiveness |
Awarded
| 2017 | Trinity, Carnegie Grant Co-lead, Investigating Trauma Informed and responsive Practices $10,000 | 2017 | U.S. Department of Education, Project LEAPS, Co-Principal Investigator. $1,250,000 over 5 years. (MOVED) | 2016 | Development Grant, University of North Carolina, Greensboro | 2016 | USTEP Grant, University of North Carolina, Greensboro | 2013 | U.S. Department of Education Arts in Education Grant, TheatreBridge Project Evaluator—year 4, $947,278 over 4 years. | 1999 | Greenberg Research Grant, American University, Washington, DC | 1999 | Graduate Association Non-Competitive Research Grant, American University, Washington, DC |
Submitted, Not Awarded
| Dec. 2015 | National Science Foundation, Core Science, Principal Investigator. $902,576 over 3 years. | July 2015 | US Department of Education, Institute of Education Services. Transforming Opportunities to Learn (Project TOTL). Principal Investigator. $1,531,431.63 over 3 years | 2014 | National Science Foundation, Access to Practice: Increasing SWCIN Opportunity to Learn Science (A2P: Science), Principal Investigator. 434,675 over 2 years. | 2013 | Institute of Education Sciences, Small Business Innovation Research Program Individualized Teaching Supports for Accessing Common Core State Standards (ITS-ACCSS©). Principal Investigator. (resubmitted 2014, 2015). | 2011 | National Institute on Disability and Rehabilitation Research. Quest: arts for everyone. Evaluator. $225,983 over 3 years. |
Journal Articles: Refereed
Kurth, J. A., Allcock, H., Walker, V., Olson, A., & Taub, D. (2020). Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities. Teacher Education and Special Education, 0888406420921582. Taub, D., & Foster, M. (2020). Inclusion and Intellectual Disabilities: A Cross Cultural Review of Descriptions. International Electronic Journal of Elementary Education, 12(3), 275-281.
Rodriguez, A., Williams Diehm, Taub, D., Landmark, L. Scott, L., Sinclair, T., Copeland, S., Palmer, S., (2020). Reflecting on the Education Position Statement of AAIDD and The Arc. Inclusion, 8(1), 6-26.
Vandercook, T., Taub, D., Loiselle, T., & Shopa, A. (2019). Why Students with Severe Disabilities Are Not Being Placed in General Education Classrooms: Using the Frame of a Basic Change Model to Expand the Discussion. Research and Practice for Persons with Severe Disabilities, 1540796919895970.
Taub, D., Apgar, J., Rudka, M., Ryndak, D., Burdge, M. & Letson, S. (2019). Investigating the alignment between English language arts curricula developed for students with significant intellectual disabilities and the CCSS. Remedial and Special Education. 1-12.
Taub, D., McCord, J., & Ryndak, D. (2017). Opportunities to Learn for students with extensive support needs: A context of evidence-based practices for all in general education classes. Journal of Special Education. DOI 10.1177/0022466917696263.
Quirk, C., Ryndak, D. L., & Taub, D. (2017) Research and evidence-based practices to promote membership, learning in general education for students with extensive support needs. Inclusion, 5(2), 94-109.
Morningstar, M.E., Allcock, H. White, J., Taub, D., Kurth, J.A., Gonsier-Gerdin, J., Ryndak, D., Sauer, J., & Jorgensen, C. (2016). TASH inclusive education national research agenda: A call to action and advocacy. Research and Practice for Persons with Severe Disabilities. 41(3), 209-215. https://doi.org/10.1177/1540796916650975.
Taub, D., White, J. M., & Ryndak, D. L. (2014). Promising practices for professional development and school reform impacting students with complex instructional needs: Perceptions of an expert panel. Inclusion, 2(4), 265-285.
Ryndak, D., Taub, D., Jorgensen, C., Gonsier-Gerdin, J., Arndt, K, Sauer, J., Ruppar, A.L., Morningstar, M.M., Allcock, H. (2014). Policy and the impact on placement, involvement, and progress in general education: Critical issues that require rectification. Research and Practice for Persons with Severe Disabilities, 39(1), 65 –74.
Journal Articles: Non-Refereed
Taub, D., & Cosier, M. (Oct. 2019). Opportunity to Learn as Guidance for Free Appropriate Public Education (FAPE) TASH Connections.
Taub, D., & Burdge, M. (2017). Standards based IEPs-are they important and what should be in them? TASH Connections. Taub, D., & Burdge, M. (2013). Teaching the common core state standards: A process for inclusive practices. TASH Connections, 39(1), 12-15.
Taub, D. (2005). Brain friendly classroom. New Teacher Advocate, Winter, 1-2.
Taub, D. (1994). An anthropological study of our society’s dealings with people with autism. Collegiate Anthropologist, 15(2), 28-37.
Books and Chapters
Ryndak, D. L., Taub, D. J., Cavanaugh, C., & Alberque, K. (2020). The impact of opportunities to learn with grade-level classmates without disabilities on self-actualization and autonomy for students with extensive and pervasive support needs. In J. Glodkowska (Ed.), Inclusive education: Unity in diversity (p. 118- 136). Warszawa: Wydawnictwo Adademii Pedagogiki Specjalney.
Taub, D., Foster, M.H., Orlando, A., & Ryndak, D.L. (2017). Ethical Considerations for Inclusive Practices for Students with Extensive Support Needs. In Gaiewski, A. (Ed.). International Perspectives in International Education Volume 9: Ethics, Equity, and Inclusive Education. United Kingdom, Emerald Press.
Taub, D.A., McCord, J.A., Burdge, M. & Keefe, E.B. (2017). Inclusive literacy instruction: State and national standards and beyond. In S.R. Copeland and E.B. Keefe (Eds.), Effective literacy instruction for learners with complex support needs (2nd edition). Baltimore, MD: Paul H. Brookes.
Courtade, G., Taub, D., & Burdge, M. (2010). Science instruction and assessment linked to grade level standards. In H. Kleinert and J. Kearns (Eds.), Alternate assessment for students with significant cognitive disabilities: An educator’s guide (203-234). Baltimore, MD: Paul H. Brookes.
Taub, D. (2010). The language of autism. In G. Papanikos and N. Pappas (Eds.), Horizons in education (pp. 295-306). Athina, Greece: Athens Institute for Education and Research.
Taub, D. (2007). Language and ideology. In P. Rice and D. McCurdy (Eds.), Strategies in teaching anthropology (5th ed.) (pp. 66-68). Upper Saddle River, NJ: Prentice Hall.
Taub, D. (2006). The lens of culture. In P. Rice and D. McCurdy (Eds.), Strategies in teaching anthropology (4th ed.) (pp. 134-137). Upper Saddle River, NJ: Prentice Hall.
Technical Reports and Other Contributions
Taub, D., Kerbel, A., & Forte, E. (2011). Analysis of the Idaho Standards and Achievement Tests Alternate (ISAT-Alt): Using the links for academic learning model to study alignment quality, instructional program, and student access for reading, mathematics, and science in the ISAT-Alt system. Technical report for the Idaho State Department of Education. Towles-Reeves, E., Taub, D., & Forte, E. (2010). The Alternate Assessment Based on Alternate Achievement Standards validity evaluation: Performance level descriptor study. Technical report prepared for the Office of the State Superintendent of Education, Washington, DC.
Taub, D., Towles-Reeves, E., & Forte, E. (2010). Phase I study of alignment quality among the Hawaii Content and Performance Standards and the Hawaii State Alternate Assessment in reading, mathematics, and science. Technical report prepared for Hawaii State Department of Education.
Web Resources
Hartmann, E., Peters, J., Taub, D., & Zabala, J. (2021). Collaboration in the Trenches: Lessons Learned about Inclusive Technology During COVID (DL #29). TIES Center.
Taub, D., Hartmann, E., & Posey, A. (2020). The 5-15-45 Tool: Grab a Partners and Let’s Collaborate! TIES Center.
Taub, D., Reyes, E., & Bowman, J. (2020). The First Days of School (DL #19). In TIES Distance Learning Series. TIES Center.
Taub, D., Reyes, E., & Bowman, J. (2020). Preparing for the First Week of School (DL #18). In TIES Distance Learning Series. TIES Center.
Taub, D., & Posey, A. (2020). Data Collection and Distance Learning (DL #15). TIES Center.
Reyes, E. & Taub, D. (2020). Promoting engagement for students with significant cognitive disabilities on group learning platforms (DL #12). TIES Center.
Taub, D., & Kearns, J. (2020). Distance learning and communication systems (DL #10). TIES Center.
Posey, A., & Taub, D. (2020). Getting “unstuck:” Tips to help your child if they get stuck with their remote learning (DL #6). TIES Center.
Taub, D. (2020). Dealing with uncertainty: A plea for thoughtful plans and patient collaboration (DL #4). TIES Center.
Taub, D. (2020). Effectively specially designed instruction (SDI) within the distance learning environment: What in the world does that look like? (DL #3). TIES Center.
Taub, D. (2020). Morning meetings (DL #1). TIES Center.
Vandercook, T., Ghere, G., Sommerness, J., & Taub, D. (2020). Distance learning engagement an overview framework update!. Distance Learning Resource, TIES Center.
Taub, D., Wakeman, S., Saunders, A., Thurlow, M. L., & Lazarus, S. S. (2019). Using the least dangerous assumption in educational decisions (TIPS Series: Tip #6). Minneapolis, MN: University of Minnesota, TIES Center.
Kearns, J. F., Taub, D., & Thurlow, M. (2020). Standards-based grading and report cards in inclusive elementary and middle schools (TIPS Series: Tip #12). Minneapolis, MN: University of Minnesota, TIES Center.
Taub, D. (2015, July 28). Your first step toward a UDL-designed classroom: Change how you think about barriers. Guest blogpost, Brookes Publishing.
Taub, D. (2015, June 14). Your school might be the biggest barrier to inclusive education. Think Inclusive.
Taub, D. (2015, March) Making complex text accessible. Webinar for Keystone Assessment.
Taub, D. (2015, February 26). Let’s make science instruction available to all students. Think Inclusive.
Taub, D. (2014, August). Think Inclusive Podcast #011: What does alternate assessment have to do with inclusion? Think Inclusive.
Peer Reviewed Presentations
Burnette, K., Ryndak, D. & Taub, D. (Dec 2 – 9, 2020). Systemic, Sustainable Change for Inclusive Education: A District’s Story. TASH Virtual Conference.
Taub, D. & Hartmann, E. (July, 2020). Forging a new path for inclusive practices. Paper presented at KU Soars conference.
Taub, D., Sommerness, J. Ghere, G., Hartmann, E. & Vandercook, T. (August, 2020). Distance learning, online learning and students with disabilities: how do we do it?. Paper presented at ASCD virtual conference: Back to School.
Taub, D., Ghere, G., Hartmann, E., Sommerness, J., & Vandercook, T. (July, 2020). Distance learning, online learning and students with disabilities: how do we do it?. Paper presented at ASCD virtual conference: Respond, Reimagine, Restart.
Taub, D. & Ryndak, D. (October, 2019). The Juxtaposition of culture change, organizational change, and implementation science and sustainable inclusive education: the full meaning of context in inclusive education. Poster presented at AAIDD Annual Conference, Minneapolis, MN.
Taub, D., Burdge, M., & Apgar, J. (November, 2018). Accessible science: UDL, NGSS, and inclusion. Paper presented at TASH Annual Conference, Portland, OR.
Taub, D., Toson, A., Cosier, M., Morningstar, M., & Ryndak, D. (November, 2018). The state of inclusion for students with significant cognitive disabilities. Paper presented at TASH Annual Conference, Portland, OR.
White, J., Li, S., Ashby, C., Taub, D., Cosier, M., Ferri, B., Wang, Q., Evans, A., & Bern, P. (November, 2018). The nexus of race, ability, and place in one urban school district: mapping for reform. Paper presented at TASH Annual Conference, Portland, OR.
White, J., Cosier, M., & Taub, D. (November, 2018). Variation across state special education regulations and their relationships to outcomes for students with disabilities. Paper presented at the annual meeting of the American Educational Studies Association. Greenville, SC.
White, J. Cosier, M., & Taub, D. (April, 2017). Academic inclusion or exclusion? Examining research on school laws and policies affecting at-risk students. Roundtable Presentation at AERA Annual Conference, San Antonio, TX.
White, J., Cosier, M. & Taub, D. (December, 2017). State continuum regulations and their relationships to inclusion for students with intellectual disability. Paper presented at TASH Annual Conference. Atlanta, GA.
White, J., Cosier, M., & Taub, D. (June, 2017). State least restrictive environment regulations and their relationships to students with intellectual disability. Paper presented at the American Association of Intellectual and Developmental Disabilities. Hartford, CT.
White, J., Cosier, M. & Taub, D. (April, 2017). State special education regulations and their relationships to inclusion for students with intellectual disability. Paper presented at the American Educational Research Association. San Antonio, TX.
Cosier, M., & Taub, D. (December, 2016). Teacher perspectives on tools for planning grade-level standards-based instruction for students with complex support needs. Paper presented at TASH Annual Conference, St. Louis, MO.
Taub, D., Ryndak, D., Kurth, J.A., White, J.M., Morningstar, M.E., & Foster, M. (December, 2016). Critical research and equity of access: the status of in(ex)clusion in the U.S.. Panel presented at TASH Annual Conference, St. Louis, MO.
McCord, J., Trader, B., White, J., Taub, D., Cosier, M., Jackson, L., & Land, L. (December, 2015). TASH IDEA principles for the future — Forging a framework for education equity. Panel presentation at the TASH Annual Conference, Portland, OR.
Taub, D., McCord, J., & Ryndak, D. (2015, December). Opportunities to learn for students with extensive learning needs. Paper presented at the TASH Annual Conference, Portland, OR.
Taub, D., McCord, J., Foster, & M., Ruppar, A. (2015, December) Investigating alignment between Common Core State Standards and curricula for students with extensive learning needs. Paper presented at the TASH Annual Conference, Portland, OR.
McCord, J., Thomas, M., & Taub, D. (2015, December). Building systemic capacity for inclusion. Paper presented at the TASH Annual Conference, Portland, OR.
Erickson, K., Kearns, J., Siegel, E., Swenson, S., Taub, D., Trader, B., Vuong, H. (2015, December). Sound the alarm: Addressing the ongoing crisis in communication services and supports. Paper presented at the TASH Annual Conference, Portland, OR.
Taub, D., McCord, J., Foster, J., Ruppar, A., Helman, A., McCaleb, K., & Roberston, P. (2015, December). Research symposium on education systems and leadership. Paper presented at the TASH Annual Conference, Portland, OR.
Land, L., Norman, J., & Taub, D. (2015, December). Scientific literacy: The benefits of well- designed science instruction for all students. Paper presented at the TASH Annual Conference, Portland, OR.
Taub, D., Ruppar, A., McCord, J., & Foster, M. (2014, December). The future of teacher evaluation: Supporting all teachers in inclusive practices. Paper presented at the TASH Annual Conference, Washington, DC.
Land, L., Hinkle, S., & Taub, D. (2014, December). College and career readiness and the hidden curriculum. Paper presented at the TASH Annual Conference, Washington, DC.
Ruppar, A., Orlando, A., Keefe, L., Copeland, S., Taub, D., & McCord, J. (2014, December). Providing literacy opportunities for all in natural contexts. Paper presented at the TASH Annual Conference, Washington, DC.
Taub, D., Brinkley, J., Thomas, M., Palmerio, J. (2014, December). Optimized Inclusive Practices: state-wide technical assistance project. Paper presented at the TASH Annual Conference, Washington, DC.
Taub, D., Land, L, & Norman, J. (2013, December). Common Core State Standards: How can higher education help prepare special educators for Common Core State Standards? Paper presented at the TASH Annual Conference, Chicago, IL.
Taub, D., White, J., Jackson, L., & Ryndak, D. (2013, December). Research to practice in inclusive education: Curriculum, assessment, instruction, and outcomes. Paper presented at the TASH Annual Conference, Chicago, IL.
Taub, D. (2012, April). Designing accessible grade-level aligned lessons: A guide to success. Paper presented at the Council for Exceptional Children Convention and Expo, Denver, CO.
Cole, A., Taub, D., & Land, L. (2012, December). Is it really inclusion?: Reexamining what makes inclusive education really inclusive. Paper presented at the TASH Annual Conference, Long Beach, CA.
Taub, D., Burdge, M., & Clayton, J. (2012, November). Designing accessible grade-level aligned lessons: A guide for success. Paper presented at the TASH Annual Conference, Long Beach, CA.
Taub, D., Burdge, M., Clayton, J., & Denham, A. (2012, November). There is no such thing as special education. Paper presented at the TASH Annual Conference, Long Beach, CA.
Taub, D. (2012, April). Designing accessible grade-level aligned lessons: A guide to success. Paper presented at the Council for Exceptional Children Convention and Expo, Denver, CO.
Taub, D. (2012, April). Using free resources to make grade-level content accessible. Poster presented at the Council for Exceptional Children Convention and Expo, Denver, CO.
Denham, A., Land, L., & Taub, D. (2011, November). Yes, we can support grade appropriate academic content in inclusive environments. Paper presented at the TASH Annual Conference, Atlanta, GA.
Taub, D. & Clayton, J. (2011, November). Yes we can develop aligned grade level content. Paper presented at the TASH Annual Conference, Atlanta, GA.
Kennedy, S., Lupp, L., Land, L., & Taub, D. (2011, June). The Common Core State Standards: Instruction and assessment for students with significant disabilities. Paper presented at the CCSSO National Conference on Student Assessment, Orlando, FL.
Hall, T., Arathoon, I., Kloo, A., & Taub, D. (2011, April) Assessment of learning in universal design for learning. Paper presented at the Council for Exception Children Convention, National Harbor, MD.
Land, L., Norman, J., Denham, A., & Taub, D. (2010, December). Common Core State Standards. Paper presented at the TASH Annual Conference, Denver, CO.
Lohrmann, S., Dukes, C., Fullerton, E. & Taub, D. (2009, November). Open networking session for early to mid-career university personnel. Paper presented at the TASH Annual Conference, Pittsburgh, PA.
Land, L., Taub, D., & Burdge, M. (2009, November). Teacher competencies needed for conducting alternate assessments based on alternate achievement standards. Paper presented at the TASH Annual Conference, Pittsburgh, PA.
Taub, D., Land, L., Burdge, M., & Denham, A. (2009, November). Social and educational advocacy: Partners, potential partners and barriers. Paper presented at the TASH Annual Conference, Pittsburgh, PA.
Taub, D., Land, L. (2008, December). Blending two curricula to build social justice. Paper presented at the TASH Annual Conference, Nashville, TN.
Taub, D., Denham, A., Burdge, M., Clayton, J., & Land, L. (2008, December). Making academic complexity more accessible. Paper presented at the TASH Annual Conference, Nashville, TN.
Taub, D., Land, L, & Denham, A. (2008, December). Educators unite: best practice for all. Paper presented at the National Staff Development Council Annual Conference, Washington, DC.
Taub, D. (2007, December). Understanding the standards: Step one. Paper presented at the TASH Annual Conference, Seattle, WA.
Wickham, D., Taub, D., Burdge, M., Land, L., Clayton, J., & Denham, A. (2007, December). Best practices in educating students with significant cognitive disabilities and alternate assessment: Completing or complementary practices? Paper presented at the TASH Annual Conference, Seattle, WA.
Taub, D., Pierre-Farid, M., & Zeller, M. (2007, December). Quality professional development: It’s not just for general educators anymore. Paper presented at National Staff Development Council Conference, Dallas, TX.
Taub, D. & Hudson, M. (2007, November). Alternate assessments and school reform: The apple, the serpent, or Eve? Paper presented at the Association of University Centers on Disability Conference, Washington, DC.
Kearns, J., Burdge, M., Wickham, D., Clayton, J., Denham, A., Land, L., & Taub, D. (2006, November). NCLB and IDEA focus on grade level curriculum and the role of alternate assessments. Paper presented at the TASH Annual Conference, Baltimore, MD.
Clayton, J., Land, L., Burdge, M., Denham, A., Taub, D, Wickham, D., & Kearns, J. (2006, November). Identifying grade-level curriculum that is relevant to a student’s life and teaching that. Paper presented at the TASH Annual Conference, Baltimore, MD.
Wickham, D., Kearns, J., Burdge, M., Clayton, J., Denham, A., Taub, D., & Land, L. (2006, November). Crackerbarrel: How to appropriately teach students with significant cognitive disabilities in an age of accountability. Paper presented at the TASH Annual Conference, Baltimore, MD.
Taub, D. (2006, April). The power of qualitative and quantitative research in teacher leadership school reform models. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Invited Presentations
Hartmann, E. & Taub, D. (2019, August). The Elephant in the Other Room: Implementing UDL to Bring Together General and Special Educators. CAST’s 5th Annual UDL Symposium: Becoming Expert Learners. Boston, MA.
Taub, D. (2018, October). When we presume competence…. Professional development conference presented in Indiana, PA.
Lord Nelson, L. & Taub, D. (2017, June). Coming at access from all directions: Using the universal design for learning framework to identify possibility. Pre-conference workshop AAIDD annual conference.
Taub, D. (2017, October). The Best Practice of UDL in Inclusive Education in U.S., Warsaw, Poland
Taub, D. (2016, February). What Does a “Standards Based IEP” Really Look Like?. Denver, CO.
Taub, D. (2016, February). Universal Design for Learning: Providing Opportunity to Learn by Building Accessible Lessons. Denver, CO.
Taub, D. (2016, August). MythBusters: Inclusion Edition. Virginia ARC. Williamsburg, VA.
Taub, D. & Burdge, M. (2015, January). Common Core Standards for English Language Arts: Instructional strategies to support students with complex instructional needs. The Council for Exceptional Children, online.
Taub, D. (May, 2013). Technology and the Common Core State Standards [Unrecorded Webinar]. Office of the State Superintendent of Education, Washington, DC.
Staehr Fenner, D., Taub, D. (2013, April). Special education and ELL interface: Effective practice for dually identified English Language Learners. Presented for the Lincoln Intermediate Unit. New Oxford, PA.
Taub, D., Burdge, M., Clayton, J., & Denham, A. (2013, March). Common Core instruction driven by best practices. Training presented at the Pennsylvania Department of Education Annual Conference. Hershey, PA.
Taub, D. (2012, November). Successfully accessing the Common Core curriculum in an inclusive classroom. Keynote speech delivered at the Autism Society of Middle Tennessee Fall Conference, Nashville, TN.
Taub, D. (2012, April). Accessing the general education curriculum: A legal, pedagogical, and empirical discussion of what it means. Roundtable panelist at the Council for Exceptional Children Convention and Expo, Denver, CO.
Taub, D. (2011, August). Aligning Instruction and Assessment to the Common Core. Invited presenter at the 2011 Pennsylvania Low Incidence Institute, State College, PA.
| 2021 – | TASH, Board Member |
| 2020 – 2021 | AERA Chair, Special and Inclusive Education Research Special Interest Group |
| 2020 | Smithsonian K-12 Science Education Action Planning Institute, Board Member |
| 2019-2020 | Smithsonian Zero Barriers in STEM Project, collaborator |
| 2019 | Guest Editor TASH Connections |
| 2019 – 2020 | AERA Vice Chair, Special and Inclusive Education Research Special Interest Group |
| 2018 – present | Co-Chair Initiative on Adverse Childhood Experiences and Trauma |
| 2018 – present | Reviewer Public Library of Science |
| 2017 – 2018 | AERA Secretary, Special and Inclusive Education Research Special Interest Group |
| 2017 – present | Professional Development Committee, Trinity |
| 2017 | Program Coordinator UNCG |
| 2017 – present | Reviewer for Inclusion (AAIDD) |
| 2017 – present | American Educational Research Association |
| 2015 – 2018 | National Universal Design for Learning Task Force, Co-Chair |
| 2015 – present | American Association on Intellectual and Developmental Disabilities |
| 2017-2018 | AAIDD Chair, Education Special Interest Group |
| 2016-2017 | AAIDD Secretary, Education Special Interest Group |
| 2015 – 2018 | Chair, TASH Inclusive Education Committee |
| 2015-2017 | TASH Communication Work Group |
| 2015-2018 | TASH Chair, Inclusive Education National Agenda Committee TASH IDEA Work Group |
| 2012 – 2015 | Collaboration to Promote Self-Determination, Senior Advisor |
| 2012 | National Council on Disability’s Expert Symposium, Invited member |
| 2008 – 2018 | TASH Connections, Editorial Board |
| 2007- current | TASH Inclusive Education Committee Member |
| 2002 – 2004 | Lambda Alpha, Anthropology Honor Society, Chestertown, MD |
| 2019- present | National Science Teachers Association | 2017- present | AERA | 2016- present | AAIDD | 2006- present | Council for Exceptional Children | 2006- present | TASH | 2007-2012 | ASCD | 2007-2012 | NSDC | 1994-2010 | Sigma Xi Scientific Research Society | 1998-2009 | American Anthropology Association | 1998-2007 | Society for Applied Anthropology | 2001-2004 | Lambda Alpha, Gamma Chapter of Maryland, Washington College | 1996-1998 | National Educators Association | 1996-1998 | Education Association of Saint Mary’s County | 1994 | Phi Kappa Phi, Honor Society |
| 1998 – 2001 | Graduate Assistantship Award, American University, Washington, DC |
| 1996 | Burton Blatt Scholarship, Syracuse University, Syracuse, NY |
| 1994 | Phi Kappa Phi Honor Society |
| 1991 | Oracle Honor Society |
| 2008 | Infancy and Early Childhood Training Course: The Basic Course on the DIR/Floortime Model |
| 2000 | TEACCH Summer Training |
| 2000 | Independent Reading: Cultural Constructions of Special Education, Dr. Tesconi |
| 1999 | The Infancy and Early Childhood Training Course, Dr. Stanley Greenspan and Dr. Serena Wieder |
| 1999 | Third Annual International Conference on Autism and Disorders of Relating and Communicating, The Interdisciplinary Council on Developmental & Learning Disorders |
Implementation science informs the work she does
