Dr. Kathleen Mortier

Kathleen Mortier

( She/Her/Hers )
Associate Professor
Special Education (SPED)
Phone: (415) 338-7847
Email: kmortier@sfsu.edu

Kathleen Mortier is an associate professor in the Extensive Support Needs (moderate/severe disabilities) Program in the Department of Special Education. Before joining the faculty at SFSU she was involved in systems change and inclusive education in Central America and in Belgium. Her primary teaching responsibilities include courses in instruction of students with extensive support needs, research methods, and inclusive education. Her research interests focus on inclusive education, communities of practice, family-school partnerships for Latinx families with children with disabilities, and literacy instruction for students with extensive support needs.

Educational Background

  • Ghent University, Ghent, Belgium
    Ph.D. Pedagogical Science, October 2010
  • San Francisco State University, San Francisco, California
    M.A. Special Education, May 1998


  • Mortier, K. & Aramburo, C. (2022). Collaborative teaming to support quality inclusive education for students with disabilities. In Jung, L.A. (Ed.), Special Education Section; D. Fisher (Ed.), Routledge Encyclopedia of Education (online). New York: Taylor & Francis.
  • Hunt, P., Mortier, K., Aramburo, C., Fleming, D., & Balasubramanian, L. (2022). Identifying commonly used literacy instructional practices for students with extensive support needs: Implications from a control group analysis. Education and Training in Autism and Developmental Disabilities, 57(3), 272–286.
  • Mortier, K., Brown, I., Aramburo, C.  (2021). Cultural brokers in special education. Research and Practice for Persons with Severe Disabilities, 46(1), 3-17. doi.org/10.1177/1540796920975386
  • Kozleski, E., Hunt, P., Mortier, K., Stepaniuk, I., Fleming, D., Balasubramanian, L., Leu, G.,Munandar, V. (2021). What peers, educators, and principals say: the social validity of inclusive,comprehensive literacy instruction. Exceptional Children, 87(3), 289-306.
  • Mortier, K., & Arias E. (2020). “The Latino community is not accustomed to arguing for the rights of their children”: how Latina mothers navigate special education. Journal of Latinos and Education.
  • Brown, I., & Mortier, K. (2020). “Watch your tone”: The experiences of African American parents of students on the autism spectrum in parent-school partnerships. Multicultural Education,8(1-2), 31-38.
  • Hunt, P., Kozleski, E., Jaehoon, J., Mortier, K., Fleming, D., Hicks, T., Balasubramanian, L., Leu, G., Bross, L., Munandar, V., Dunlap, K., Stepaniuk, I., Aramburo, C., & Oh, Y. (2019). Implementing comprehensive literacy instruction for students with significant disabilities in general education classroom. Exceptional Children, 86(3), 330-347.
  • Mortier, K. (2018). Communities of practice: a conceptual framework for inclusion of students with significant disabilities. International Journal of Inclusive Education, 24(3), 329-340.
  • Mortier, K., & Vandelanotte, P. (2017). Belgium. In M. Wehmeyer & J. Patton (Eds.), The Praeger International Handbook of Special Education: Vol. 2 (pp. 249-262). New York: Praeger
  • 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.