Shana Jackson Haines
Professor of Special Education
Program Coordinator for PhD in Social, Emotional and Behavioral Health and Inclusive Education (SHIE)
- Ph.D. in Special Education from University of Kansas
- M.A. in Education from City College, College of the University of New York (CUNY)
- B.A. in Urban Studies and Environmental Science from Barnard College, New York
BIO
Dr. Shana Haines works with undergraduate, graduate, and doctoral students in the Special Education and Education for Cultural and Linguistic Diversity programs. She is also the co-Director for the PhD in Social, Emotional, and Behavioral Health and Inclusive Education (SHIE). Her background includes service as a Peace Corps volunteer in Cote d鈥橧voire, West Africa and as a teacher in New York City and Portland, Maine before earning her PhD in Special Education with a focus on family-professional partnership from the University of Kansas in 2013.
Dr. Haines' research focuses on improving meaningful family, school, and community collaborations in order to increase well-being and belongingness. She has done this work in the U.S. as well as abroad as a Fulbright Scholar in 2020 at the Universidade dos A莽ores. Her preferred research methods involve partnering with community agencies and schools to conduct relevant and useful qualitative research. She appreciates working with students on research studies.
Dr. Haines is a co-PI on Project RESILIENCY, an OSEP-funded leadership grant funding scholars pursuing a PhD in SHIE. She is PI on Cultivating Collaborative and Resilience-Oriented Practitioners (C-CROPs), an OSEP-funded grant to address the shortage of special educators by providing tuition and innovative programming for graduate students to become licensed special educators prepared to serve students with high intensity social-emotional-behavioral needs and emotional disabilities. C-CROPs creates a network of educators working collaboratively to sustain their engagement in the profession.
Dr. Haines is the chair for AERA's Family, School, and Community Collaboration SIG #43. She serves on the editorial board of the School Community Journal and is involved in the Families Researchers Network. She recently co-authored two books, Humanizing Methodologies in Education Research (Teachers College Press, 2021) and Families and Professionals: Trusting Partnerships in General and Special Education (Pearson, 2022). Her record of scholarship includes more than 50 publications.
Courses
- Issues Affecting Persons with Disabilities
- Family, School, and Community Collaboration
- Early Literacy and Math Curriculum
- Global Resilience in Family, School, and Community Collaboration: Azores
- Special Education Practicum, Non-Endorsement
- ELL Practicum
- Curriculum and Technology in Special Education: Literacy
Publications
Awards and Achievements
- Fulbright Scholar, Portugal (2020)
- Core Fulbright Scholar, Council for International Exchange of Scholars (2019)
- Joseph A. Abruscato Award for Research, College of Education and Social Services, University of Vermont (2018)
- Kansas DEC Student Award (2013)
Area(s) of expertise
- Family, school, and community collaboration
- Inclusive practices in special education
- Teacher preparation
- Qualitative research
Bio
Dr. Shana Haines works with undergraduate, graduate, and doctoral students in the Special Education and Education for Cultural and Linguistic Diversity programs. She is also the co-Director for the PhD in Social, Emotional, and Behavioral Health and Inclusive Education (SHIE). Her background includes service as a Peace Corps volunteer in Cote d鈥橧voire, West Africa and as a teacher in New York City and Portland, Maine before earning her PhD in Special Education with a focus on family-professional partnership from the University of Kansas in 2013.
Dr. Haines' research focuses on improving meaningful family, school, and community collaborations in order to increase well-being and belongingness. She has done this work in the U.S. as well as abroad as a Fulbright Scholar in 2020 at the Universidade dos A莽ores. Her preferred research methods involve partnering with community agencies and schools to conduct relevant and useful qualitative research. She appreciates working with students on research studies.
Dr. Haines is a co-PI on Project RESILIENCY, an OSEP-funded leadership grant funding scholars pursuing a PhD in SHIE. She is PI on Cultivating Collaborative and Resilience-Oriented Practitioners (C-CROPs), an OSEP-funded grant to address the shortage of special educators by providing tuition and innovative programming for graduate students to become licensed special educators prepared to serve students with high intensity social-emotional-behavioral needs and emotional disabilities. C-CROPs creates a network of educators working collaboratively to sustain their engagement in the profession.
Dr. Haines is the chair for AERA's Family, School, and Community Collaboration SIG #43. She serves on the editorial board of the School Community Journal and is involved in the Families Researchers Network. She recently co-authored two books, Humanizing Methodologies in Education Research (Teachers College Press, 2021) and Families and Professionals: Trusting Partnerships in General and Special Education (Pearson, 2022). Her record of scholarship includes more than 50 publications.
Courses
- Issues Affecting Persons with Disabilities
- Family, School, and Community Collaboration
- Early Literacy and Math Curriculum
- Global Resilience in Family, School, and Community Collaboration: Azores
- Special Education Practicum, Non-Endorsement
- ELL Practicum
- Curriculum and Technology in Special Education: Literacy
Publications
Awards and Achievements
- Fulbright Scholar, Portugal (2020)
- Core Fulbright Scholar, Council for International Exchange of Scholars (2019)
- Joseph A. Abruscato Award for Research, College of Education and Social Services, University of Vermont (2018)
- Kansas DEC Student Award (2013)
Areas of Expertise
- Family, school, and community collaboration
- Inclusive practices in special education
- Teacher preparation
- Qualitative research