Jennifer Coots

Professor
Advanced Studies in Education and Counseling

 

EDUCATION:

1992

University of California, Los Angeles & California State University, Los Angeles. PhD degree. Major: Special Education, Emphasis in Developmental Psychology.

1986

California State University, Los Angeles. MA degree. Major: Special Education, Emphasis in Severe Handicaps.

1979

Occidental College. AB degree. Major: Psychology and Education.

CERTIFICATION:

1983

California State University, Los Angeles. Multiple Subjects and Severely Handicapped Specialist Life Teaching Credentials.

PROFESSIONAL EXPERIENCE, UNIVERSITY AFFILIATIONS:

2006 - present
Professor, California State University, Long Beach, Department of Advanced Studies in Education and Counseling  (Previously the Department of Educational Psychology, Administration, and Counseling)

  • Coordinator of Master of Science in Special Education Degree program and Education Specialist Level II credential Program 2002-2007.
  • Courses taught:
    • Child Development: Cross-Cultural Perspectives (EDP 301)
    • Foundations of Inclusive Ed: Hist, Legal, and Philosophical (EDP 480),
    • Collaborative Partnerships and Effective Communication in School Settings (EDP 535)
    • Advanced Methods for Individuals with Moderate/Severe Disabilities (EDP 563)
    • Advanced Child Development (EDP 604)
    • Advanced Practicum in Special Education (EDP 546C)
    • Field Supervision and Thesis Supervision
  • Primary research interests in family organization of daily routines, the impact of services and schooling on families of children with disabilities, and intervention for children with severe disabilities.

2007-2013
Department Chair, California State University, Long Beach, Department of Advanced Studies in Education and Counseling

  • Elected to lead large department with 40 full-time faculty and many adjunct faculty.  7 programs in the Department offer 7 different credentials and 9 different Masters degrees/options.

2001-2006
Associate Professor (tenure-track), California State University, Long Beach, Department of Educational Psychology, Administration, and Counseling

  • Early Tenure and Promotion granted in 2001.
  • Coordinator of Master of Science in Special Education Degree program and Education Specialist Level II credential Program 2002-2007.
  • Courses taught:
    • Child Development: Cross-Cultural Perspectives (EDP 301)
    • Foundations of Inclusive Ed: Hist, Legal, and Philosophical (EDP 480),
    • Collaborative Partnerships and Effective Communication in School Settings (EDP 535)
    • Advanced Methods for Individuals with Moderate/Severe Disabilities (EDP 563)
    • Advanced Child Development (EDP 604)
    • Advanced Practicum in Special Education (EDP 546C)
    • Field Supervision and Thesis Supervision
  • Primary research interests in family organization of daily routines, the impact of services and schooling on families of children with disabilities, and intervention for children with severe disabilities.

1997-2001
Assistant Professor (tenure-track), California State University, Long Beach, Department of Educational Psychology, Administration, and Counseling

  • Courses taught:
    • Child Development: Cross-Cultural Perspectives (EDP 301)
    • Foundations of Inclusive Ed: Hist, Legal, and Philosophical (EDP 480),
    • Collaborative partnerships and effective communication in school settings (EDP 535)
    • Field Supervision
    • Thesis Supervision
  • Primary research interests in family organization of daily routines, the impact of services and schooling on families of children with disabilities, and intervention for children with severe disabilities.

1997-2001
Assistant Research Psychologist, University of California, Los Angeles, Department of Psychiatry.

  • Maintained appointment at UCLA to provide consultation to federally-funded, large sample (N=103), longitudinal, inter-disciplinary research project studying the accommodations of the families of children with developmental delays.

1991- 1997
Director, Project CHILD, Department of Psychiatry, University of California, Los Angeles.

  • Project director for federally-funded, large sample (N=103), longitudinal, inter-disciplinary research project studying the accommodations of the families of children with developmental delays.  Principal Investigators: Ronald Gallimore, PhD, and Thomas S. Weisner, PhD.
  • Direct and coordinate all research activities including maintenance of sample, development of instruments, data analysis, planning for future research activities, publication of results, management of office, and training of staff and student researchers.

1985-1993 & 1996
Assistant Professor (non-tenure), Special Education Division, California State University, Los Angeles.

  • Courses taught:
    • Laboratory in Special Education Instruction (EDSP 403),
    • Teaching the Mentally Retarded (EDSP 480),
    • Teaching the Autistic and Seriously Emotionally Disturbed (EDSP 481),
    • Cognitive and Linguistic Development in Persons with Disabilities (EDSP 408),
    • Research Methods in Special Education (EDSP 500).
    • Practicum supervision.

 

PROFESSIONAL EXPERIENCE, DIRECT SERVICE:

1982-1987
Teacher of Students with Severe Disabilities in Pasadena Unified School District.

  • Developed and implemented Functional, Chronological Age Appropriate, Community-Based educational program for students with severe disabilities in an integrated setting moving class from segregated special education center to neighborhood elementary school site.
  • Member of district-wide Special Education Curriculum writing team and district-wide Integration Task Force which planned systematic integration of all with students with disabilities to age-appropriate regular education schools.

 

RELATED EXPERIENCE:

1985-1987
Mentor Teacher for Pasadena Unified School District.

  • Selected as a mentor teacher by the Pasadena Unified School District based upon demonstrated excellence as a teacher, leadership ability, and training ability.  Responsibilities included developing and managing a model demonstration classroom program for students with severe disabilities and advising and guiding individual teachers.

1985-1987
Master Teacher for California State University, Los Angeles.

  • Recruited by the Special Education Division at California State University, Los Angeles to serve as a Master Teacher based upon demonstrated ability to design and implement quality educational services for students with severe disabilities.  Responsibilities included training student teachers to develop and manage quality educational programs.

1985-1987
Demonstration Teacher for Special Education Resource Network, California State Department of Education.

  • Recruited by personnel from the California State Department of Education to serve as a demonstration teacher for Individual Critical Skills Model (ICSM) group from the Special Education Resource Network.  Responsibilities included developing and managing a model demonstration program for students with severe disabilities.

 

OTHER RESEARCH ACTIVITIES:

1988-1993
Research Assistant/ Consultant, PEERS.

  • Conducted research to evaluate federally funded statewide systems change grant of the California State Department of Education entitled "Providing Education for Everyone in Regular Schools."

1987-1991
Research Assistant, Project CHILD.

  • Data Manager for federally-funded longitudinal research project (N=103), studying the accommodations of the families of children with developmental delays of unknown etiology.

Inclusive models of education

Collaboration with parents of children with disabilities

Bernheimer, L. P., Keogh, B. K., & Coots, J. J. (1993).  From research to practice: Support for developmental delay as a preschool category of exceptionality.  Journal for Early Intervention, 17 (2), 97-106.

Coots, J. J. (2008). Special Education in Russia and the USA: Different models and experiences. In With hope for the future and faith in success: Special Education in Russia and the USA.  N. Kitzel, T. Tysrilina-Spady, C. Zitzer-Comfort, and N. Hansuvadha (Eds).  Publishing House of the Regional Open Social Institute, Kursk, Russia.

Coots, J. J. (2007).  Building bridges with families: Honoring the mandates of IDEIA.  Issues in Teacher Education, 16 (2), 33-40.

Coots, J. J. (2005).  Instructors Resource Manual to accompany Cole & Cole: The Development of Children (5th ed).  New York:  Worth.

Coots, J. J. (2001).  Instructors Resource Manual to accompany Cole & Cole: The Development of Children (4th ed).  New York:  Worth.

Coots, J. J. (2000).  Test Bank to accompany Cole & Cole: The Development of Children (4th ed).  New York:  Worth.

Coots, J. J. (1998). Family resources and parent participation in schooling activities for their children with developmental delays.  Journal of Special Education, 31 (4), 498-520.

Coots, J. J. (1998).  Questions frequently asked about special education:  A guide for parents [Brochure].  Culver City, CA.:  Westside Regional Center.

Coots, J. J. (1998).  Questions frequently asked about inclusion:  A guide for parents [Brochure].  Culver City, CA.:  Westside Regional Center.

Coots, J. J., Bishop, K. D., & Grenot-Scheyer, M.  (1998).  Supporting elementary age students with significant disabilities in general education classrooms:  What teachers say and do.  Education and Training in Mental Retardation and Developmental Disabilities.

Coots, J. J., Bishop, K. D., Grenot-Scheyer, M., & Falvey, M. A. (1995).  Practices in general education: Past and present.  In M. Falvey (Ed.)  Community and school inclusion:  Curriculum and instruction for students with significant disabilities.  Baltimore, MD:  Paul H. Brookes Publishing Company.

Coots, J. J., & Falvey, M. A. (1989).  Communication skills.In M. A. Falvey, Community-Based Curriculum: Instructional Strategies for Students with Severe Handicaps (2nd Edition). Baltimore: Paul H. Brookes Publishing Co.

Coots, J. J., & Piker, R. A. (2009). Instructors Resource Manual to accompany Cole & Cole: The Development of Children (6th ed).  New York:  Worth.

Coots, J. J. & Stout, K. (Eds). (2007). Vignettes for guided reflections on effective teaching.Boston: Allyn and Bacon.

Falvey, M. A., Bishop, K. B., Grenot-Scheyer, M. & Coots, J. J. (1988).  Issues and trends in mental retardation.  In S. N. Calculator & J. Bedrosian (Eds.), Communication Assessment and Intervention for Adults with Mental Retardation.  Boston: College-Hill Press.

Falvey, M. A., & Coots, J. J. (1989).  Recreation skills.  In M. A. Falvey, Community-Based Curriculum: Instructional Strategies for Students with Severe Handicaps (2nd Edition). Baltimore: Paul H. Brookes Publishing Co.

Falvey, M. A., Coots, J. J., & Bishop, K. D. (1990).  Developing a caring community to support volunteer programs.  In W. Stainback & S. Stainback (Eds.), Support networks for inclusive schooling.  Baltimore: Paul H. Brookes Publishing Co.

Falvey, M. A., Coots, J. J., Bishop, K. D., & Grenot-Scheyer, M. (1989).  Educational and curricular adaptations.  In S. Stainback, W. Stainback, & M. Forest (Eds.), Educating All Students in Regular Education.  Baltimore: Paul H. Brookes Publishing Co.

Falvey, M. A., Coots, J. J., & Terry-Gage, S. (1991).  Extra-curricular activities. In S. Stainback & W. Stainback (Eds.), Curriculum considerations in inclusive classrooms: Facilitating learning for all students.  Baltimore: Paul H. Brookes Publishing Co.

Falvey, M. A., Grenot-Scheyer, M., Coots, J. J., & Bishop, K. D. (1995).  Services for students with disabilities: Past and present.  M. Falvey (Ed.)  Community and school inclusion:  Curriculum and instruction for students with significant disabilities.  Baltimore, MD:  Paul H. Brookes Publishing Company.

Gallimore, R. G., Coots, J. J., Weisner, T. S., Garnier, H., & Guthrie, D.  (1996). Family responses to children with developmental delays II: Accommodation activity in early and middle childhood.  American Journal on Mental Retardation., 101 (3), 215-232.

Grenot-Scheyer, M., & Coots, J. J. (2004) (Eds)  Issues in Teacher Education, 13.

Grenot-Scheyer, M., & Coots, J. J. (2004).  From the Guest Editors. Beyond policy and rhetoric: Perspectives and challenges for General and Special Education.  Issues in Teacher Education, 13, 3-6.

Grenot-Scheyer, M., Coots, J. J., & Bishop-Smith, K. (2004).  A consideration of what educational faculty need to know and be able to do: Federal and state policies and best practices for collaborative preparation programs.  Issues in Teacher Education, 13, 95-114.

Grenot-Scheyer, M., Coots, J. J., & Falvey, M. A. (1989). Friendships.  In M. A. Falvey, Community-Based Curriculum: Instructional Strategies for Students with Severe Handicaps (2nd Edition). Baltimore: Paul H. Brookes Publishing Co.

Grenot-Scheyer, M., Coots, J. J., & Falvey, M. A. (1989). Integration issues and strategies.  In M. A. Falvey, Community-Based Curriculum: Instructional Strategies for Students with Severe Handicaps (2nd Edition). Baltimore: Paul H. Brookes Publishing Co.     

Grenot-Scheyer, M., Jubala, K., Bishop, K. D., & Coots, J. J. (1996).  The inclusive classroom.  Westminister, CA.:  Teacher Created Materials.

Grenot-Scheyer, M., Williams, D., Abernathy, P., Jubala, K., & Coots, J. J. (1995).  Elementary curriculum and instruction.  M. Falvey (Ed.)  Community and school inclusion:  Curriculum and instruction for students with significant disabilities.  Baltimore, MD:  Paul H. Brookes Publishing Company.

Keogh, B. K. , Coots, J. J., & Bernheimer, L. P., (1995).  School placement of children with non specific developmental delays: Findings from a 6-year follow-up.  Journal of Early Intervention., 20 (1), 65-97.

Weisner, T. S., Matheson, C., Coots, J. J., and Bernheimer, L. P. (2004).  Sustainability of daily routines as a family outcomes.  In A. Maynard and M. Martini (Eds), The Psychology of Learning in Cultural Context.  New York: Kluwer/Plenum.

Department Chair, Advanced Studies in Education and Counseling, 2007-present