Kathleen is an assistant professor in the Moderate/Severe Disabilities program in the Department of Special Education. Before joining the faculty at SFSU, she worked in Central Amercia and in Belgium on inclusion practice for students with moderate to severe disabilities. Her work included coordinating a community based rehabilitation project, advocating with the parents for inclusive placements in general education schools, coaching the school teams in using a ecological approach when designing curricula and supports for students with significant disabilities, training professionals and later students in Ghent University, conducting research, and participating in policy efforts on systems change towards more inclusive education. She teaches courses on communication and instructional strategies for students with moderate to severe disabilities.
Her research interests include inclusive education and the development of supports for students with intensive support needs who are part of the general education classroom; empowerment of parents and students through communities of practice and innovations and systems change moving in contexts of substantial fear and resistance toward inclusion.
Ghent University, Ghent, Belgium
Ph.D. Pedagogical Science, October 2010
San Francisco State University, San Francisco, California
M.A. Special Education, May 1998
Sint-Andreas Institute, Bruges, Belgium
B.A. Pedagogical Science, June 1991
- Mortier, K., & Ranschaert, I. (2015). Inclusieve waarden en normen in ons onderwijs: waarom en hoe? [Inclusive norms and values in education: why and how?]. School- en klaspraktijk, 23(1), 2-12.
- Mortier, K., Hunt, P., Desimpel, L., & Van Hove, G. (2012). Participatie van kinderen met een beperking en hun ouders in de realisatie van inclusief onderwijs [The participation of children with disabilities and thier parents in the realization of inclusive education]. Tijdschrift voor Orthopedagogiek, 51(4), 319-330.
- Mortier, K., Desimpel, L., De Schauwer, E., & Van Hove, G. (2011). ‘I want support, not comments,’ children’s perspectives on supports in their life. Disability and Society, 26(2), 207-221.
- Mortier, K., Hunt, P., Leroy, M., Van de Putte I., & Van Hove, G. (2010). Communities of practice in inclusive education. Educational Studies, 36(3), 345-355.
- Mortier, K., Van Hove, G., & De Schauwer, E. (2010). Supports for children with disabilities in regular education classrooms: an account of different perspectives in Flanders. International Journal of Inclusive Education, 14(6), 543-561.
- Mortier, K., Hunt, P., Desimpel, L., & Van Hove. (2009). With parents at the table: creating supports for children with disabilities in general education classrooms. The European Journal of Special Needs Education, 24(4), 337-354.
- Mortier, K., Van Hove, G., De Schauwer, E., Van de Putte, I., & Loots, G. (2008). “Het is gewoon een kind”- Onderzoek over inclusief onderwijs, ervaring van leerkrachten [“It's just a kid” - Research on inclusive education, teachers' experiences]. Signaal, 64(4): 4-21.
- Mortier, K. (2010). Creating supports for children with disabilities in general education classrooms, from an expert model to a partnership model. Gent: Orthopedagogische Reeks.
- Mortier, K. De Schauwer, E., Van de Putte, I., & Van Hove, G. (2010). Inclusief onderwijs in de praktijk [Inclusive education in practice]. Antwerpen: Garant.
- Mortier, K., De Schauwer, E, & Van Hove, G. (2005). Het onderzoek inclusief onderwijs [The inclusive education study]. Gent: Orthopedagogische Reeks.
- Devroey, A. & Mortier, K. (2002). Polyfonie in de klas. Een praktijkboek voor inclusie [Polyphony in the class: a manual for inclusion]. Leuven: Acco.