Federico R Waitoller
Biographic Data
| ID | 641217 |
|---|---|
| NAME | Federico R Waitoller |
| GIVEN NAMES | Federico R |
| FAMILY NAME | Waitoller |
| SIGNATURE | WAITOLLER F R |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0002-7051-4328 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 65 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
A Comparative NLP-Based Sentiment Analysis of Basic Psychological Needs and Engagement Among Students with and Without Disability Accommodations in a Design Thinking Course with HyFlex Settings
Although HyFlex teaching has been studied for decades and has become part of the teaching norm since the 2020 pandemic, studies have generally not investigated the learning experiences of students with disabilities in HyFlex classrooms. This study compared the basic psychological needs (BPN) and engagement of undergraduate students who did (SwA) and did not (SwoA) request academic disability accommodations in an introductory, active learning, hum…
Students as agents of school change for inclusive education: International approaches and methodological pluralism
Disposable Spaces: How Special Education Enrollment Affects School Closures
Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share of students with an Individualized Education Program (SIEP) influences the way building utilization is measured because of the different instructional spaces required. We examine the case of elementary schools in Chicago, where 44 of 402 schools were cl…
School choice strategies at the intersections of disability, race, class, and geography
While parents of students with disabilities (SWD) select schools according to various factors, schools also choose students through different sorting mechanisms. Thus, parents of SWD may need to employ different strategies to enroll their child in their preferred school. We employed an intersectional approach for studying school choice, integrating ethnographic interviews and descriptive GIS to answer the following questions: (a) What strategies …
Can research help to deliver the promises of inclusive education? The case of students with disabilities in the education marketplace
In this paper, we engage with the question that frames this special issue: Can research help to deliver the promises of inclusive education? We argue that the answer is not so much a resounding and unquestionable “Yes!” but more of a “yes but...” it depends on what we consider and privilege as research evidence. Using the case of market-driven reforms and their impact on inclusive education for students with disabilities, we question the overemph…
A Kitchen-Table Talk Against Ableism: Disability Justice for Collective Liberation
Residing in a fundamentally ableist society while disability justice tends to be rendered invisible in many movements for equity and collective liberation, we aim to challenge the existing knowledge of disability and discuss how these understandings play out in education, policy, and other public spaces. In this kitchen-table talk, we begin by reflecting on our own positionalities in relation to disability to re/imagine alternative definitions of…
Untangling ideologies of disablement: The perils of the (in)visibility of dis/ability in urban teacher education programs
Research on urban teacher education (UTE) programs have studied teacher candidates’ (TCs) perceptions of urban communities and schooling, but have provided limited insights on how ideologies about dis/ability are entangled with race and other markers of difference, shaping TCs’ learning about urban education. In this paper, we present an analysis drawn from a 2-year qualitative study that answers the following questions: What social categories of…
Culture, context, and disability: A systematic literature review of cultural-historical activity theory-based studies on the teaching and learning of students with disabilities
Research on teaching students with disabilities has historically been dominated by behaviorist and cognitive theories that privilege the individual as the unit of analysis (Conway & Artiles, 2005)
The irony of rigor: ‘No-Excuses’ Charter Schools at the Intersections of Race and Disability
Across the United States, the ‘no-excuses’ charter school movement featuring strict discipline policies and rigorous academic standards has gained popularity among schools serving poor and working-class students of color. In this article, we examine how Black and Latinx parents of students with disabilities1 negotiated and experienced these charter school practices of rigor, which disciplined, managed, and regulated students’ social differences. …
A Longitudinal Comparison of Enrollment Patterns of Students Receiving Special Education in Urban Neighborhood and Charter Schools
The purpose of this study is to compare and examine special education enrollment trends across disability categories and grade spans for public neighborhood and charter schools in the City of Chicago. Using multilevel longitudinal data analysis methods, we examined annual school enrollment and demographic reports. Our findings indicated that neighborhood schools serve significantly higher proportions of students receiving special education servic…
Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability
In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to build…
Teacher learning as curating: Becoming inclusive educators in school/university partnerships
A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program
We reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is teacher learning examined in PD research for inclusive education? Systematic procedures were used to identify relevant research and analyze the target studies. We found that most PD research for inclusive e…
Becoming a Culturally Responsive Special Educator Amidst School/University Partnerships: Teaching and Learning in Boundary-Zone Activity
This study presents an activity theory analysis of how special educators learn about culturally responsive practices amidst school–university partnerships. Particular attention was paid to how culturally responsive pedagogy was privileged and appropriated by an in-service and a pre-service teacher in a boundary-zone activity. Findings demonstrate how culturally responsive pedagogy was appropriated in light of previous pedagogical artifacts that p…
Working in boundary practices: Identity development and learning in partnerships for inclusive education
The Miner’s Canary: A Review of Overrepresentation Research and Explanations
The authors reviewed the overrepresentation research published between 1968 and 2006 to answer two questions: (a) What are the characteristics of overrepresentation studies? (b) How do studies frame the problem? Systematic procedures were used to search four international databases, and criteria were applied to identify relevant studies. Findings suggest that overrepresentation research has been mostly published in special education journals, the…
Teacher learning for inclusive education: Understanding teaching as a cultural and political practice
In this article, we describe a model of teacher learning which is grounded in an apprenticeship approach to developing both practical knowledge and a critical understanding of the everyday practices that result in marginalisation. Beginning with an exploration of self and the lenses that teachers use to understand, assess and predict the performance of their students, apprentice teachers explore their practice from cultural perspectives. An inten…
Working in boundary practices: Identity development and learning in partnerships for inclusive education
Teacher learning as curating: Becoming inclusive educators in school/university partnerships
The irony of rigor: ‘No-Excuses’ Charter Schools at the Intersections of Race and Disability
Across the United States, the ‘no-excuses’ charter school movement featuring strict discipline policies and rigorous academic standards has gained popularity among schools serving poor and working-class students of color. In this article, we examine how Black and Latinx parents of students with disabilities1 negotiated and experienced these charter school practices of rigor, which disciplined, managed, and regulated students’ social differences. …
Teacher learning for inclusive education: Understanding teaching as a cultural and political practice
In this article, we describe a model of teacher learning which is grounded in an apprenticeship approach to developing both practical knowledge and a critical understanding of the everyday practices that result in marginalisation. Beginning with an exploration of self and the lenses that teachers use to understand, assess and predict the performance of their students, apprentice teachers explore their practice from cultural perspectives. An inten…
Untangling ideologies of disablement: The perils of the (in)visibility of dis/ability in urban teacher education programs
Research on urban teacher education (UTE) programs have studied teacher candidates’ (TCs) perceptions of urban communities and schooling, but have provided limited insights on how ideologies about dis/ability are entangled with race and other markers of difference, shaping TCs’ learning about urban education. In this paper, we present an analysis drawn from a 2-year qualitative study that answers the following questions: What social categories of…
Culture, context, and disability: A systematic literature review of cultural-historical activity theory-based studies on the teaching and learning of students with disabilities
Research on teaching students with disabilities has historically been dominated by behaviorist and cognitive theories that privilege the individual as the unit of analysis (Conway & Artiles, 2005)
Disposable Spaces: How Special Education Enrollment Affects School Closures
Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share of students with an Individualized Education Program (SIEP) influences the way building utilization is measured because of the different instructional spaces required. We examine the case of elementary schools in Chicago, where 44 of 402 schools were cl…
Students as agents of school change for inclusive education: International approaches and methodological pluralism
A Longitudinal Comparison of Enrollment Patterns of Students Receiving Special Education in Urban Neighborhood and Charter Schools
The purpose of this study is to compare and examine special education enrollment trends across disability categories and grade spans for public neighborhood and charter schools in the City of Chicago. Using multilevel longitudinal data analysis methods, we examined annual school enrollment and demographic reports. Our findings indicated that neighborhood schools serve significantly higher proportions of students receiving special education servic…
The Miner’s Canary: A Review of Overrepresentation Research and Explanations
The authors reviewed the overrepresentation research published between 1968 and 2006 to answer two questions: (a) What are the characteristics of overrepresentation studies? (b) How do studies frame the problem? Systematic procedures were used to search four international databases, and criteria were applied to identify relevant studies. Findings suggest that overrepresentation research has been mostly published in special education journals, the…
Teacher learning for inclusive education: Understanding teaching as a cultural and political practice
In this article, we describe a model of teacher learning which is grounded in an apprenticeship approach to developing both practical knowledge and a critical understanding of the everyday practices that result in marginalisation. Beginning with an exploration of self and the lenses that teachers use to understand, assess and predict the performance of their students, apprentice teachers explore their practice from cultural perspectives. An inten…
Working in boundary practices: Identity development and learning in partnerships for inclusive education
A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program
We reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is teacher learning examined in PD research for inclusive education? Systematic procedures were used to identify relevant research and analyze the target studies. We found that most PD research for inclusive e…
Becoming a Culturally Responsive Special Educator Amidst School/University Partnerships: Teaching and Learning in Boundary-Zone Activity
This study presents an activity theory analysis of how special educators learn about culturally responsive practices amidst school–university partnerships. Particular attention was paid to how culturally responsive pedagogy was privileged and appropriated by an in-service and a pre-service teacher in a boundary-zone activity. Findings demonstrate how culturally responsive pedagogy was appropriated in light of previous pedagogical artifacts that p…
Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability
In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to build…
Teacher learning as curating: Becoming inclusive educators in school/university partnerships
A Longitudinal Comparison of Enrollment Patterns of Students Receiving Special Education in Urban Neighborhood and Charter Schools
The purpose of this study is to compare and examine special education enrollment trends across disability categories and grade spans for public neighborhood and charter schools in the City of Chicago. Using multilevel longitudinal data analysis methods, we examined annual school enrollment and demographic reports. Our findings indicated that neighborhood schools serve significantly higher proportions of students receiving special education servic…
The irony of rigor: ‘No-Excuses’ Charter Schools at the Intersections of Race and Disability
Across the United States, the ‘no-excuses’ charter school movement featuring strict discipline policies and rigorous academic standards has gained popularity among schools serving poor and working-class students of color. In this article, we examine how Black and Latinx parents of students with disabilities1 negotiated and experienced these charter school practices of rigor, which disciplined, managed, and regulated students’ social differences. …
Culture, context, and disability: A systematic literature review of cultural-historical activity theory-based studies on the teaching and learning of students with disabilities
Research on teaching students with disabilities has historically been dominated by behaviorist and cognitive theories that privilege the individual as the unit of analysis (Conway & Artiles, 2005)
A Kitchen-Table Talk Against Ableism: Disability Justice for Collective Liberation
Residing in a fundamentally ableist society while disability justice tends to be rendered invisible in many movements for equity and collective liberation, we aim to challenge the existing knowledge of disability and discuss how these understandings play out in education, policy, and other public spaces. In this kitchen-table talk, we begin by reflecting on our own positionalities in relation to disability to re/imagine alternative definitions of…
Untangling ideologies of disablement: The perils of the (in)visibility of dis/ability in urban teacher education programs
Research on urban teacher education (UTE) programs have studied teacher candidates’ (TCs) perceptions of urban communities and schooling, but have provided limited insights on how ideologies about dis/ability are entangled with race and other markers of difference, shaping TCs’ learning about urban education. In this paper, we present an analysis drawn from a 2-year qualitative study that answers the following questions: What social categories of…
Can research help to deliver the promises of inclusive education? The case of students with disabilities in the education marketplace
In this paper, we engage with the question that frames this special issue: Can research help to deliver the promises of inclusive education? We argue that the answer is not so much a resounding and unquestionable “Yes!” but more of a “yes but...” it depends on what we consider and privilege as research evidence. Using the case of market-driven reforms and their impact on inclusive education for students with disabilities, we question the overemph…
School choice strategies at the intersections of disability, race, class, and geography
While parents of students with disabilities (SWD) select schools according to various factors, schools also choose students through different sorting mechanisms. Thus, parents of SWD may need to employ different strategies to enroll their child in their preferred school. We employed an intersectional approach for studying school choice, integrating ethnographic interviews and descriptive GIS to answer the following questions: (a) What strategies …
Students as agents of school change for inclusive education: International approaches and methodological pluralism
Disposable Spaces: How Special Education Enrollment Affects School Closures
Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share of students with an Individualized Education Program (SIEP) influences the way building utilization is measured because of the different instructional spaces required. We examine the case of elementary schools in Chicago, where 44 of 402 schools were cl…
A Comparative NLP-Based Sentiment Analysis of Basic Psychological Needs and Engagement Among Students with and Without Disability Accommodations in a Design Thinking Course with HyFlex Settings
Although HyFlex teaching has been studied for decades and has become part of the teaching norm since the 2020 pandemic, studies have generally not investigated the learning experiences of students with disabilities in HyFlex classrooms. This study compared the basic psychological needs (BPN) and engagement of undergraduate students who did (SwA) and did not (SwoA) request academic disability accommodations in an introductory, active learning, hum…
Sociology (14 works) · Psychology (13 works) · Pedagogy (11 works) · Political science (10 works) · Teacher Education and Leadership Studies (9 works) · Mathematics education (8 works) · Disability Education and Employment (6 works) · Gender Studies (6 works) · Social science (5 works) · Collaborative Teaching and Inclusion (4 works)