Associate Professor, Special Education
102P Miller Hall, Box 353600
Dr. West’s research agenda focuses on transforming communities to increase access and to improve outcomes for students with low incidence disabilities.
Specific research interests include: a) identifying instructional variables that will facilitate and enhance skill acquisition and generalization by students with low incidence disabilities, b) developing effective practices to positively influence outcomes for students with low incidence disabilities who are culturally and linguistically diverse, c) online course development, implementation, and use of technology to facilitate teacher and student learning and, d) establishing positive behavioral supports for a diverse society.
PhD, University of Washington, 2003
* Denotes Peer-Reviews Publication
Bull, G., George, M., Shoffner, M., Bolick, C., Lee, J., Anderson, J., Slykuis, D., Garofalo, J., Angotti, R., McKenna, M., West, E., Dexter, S., Herring, M., Hofer, M., and Brown, A. (2012). Editorial: Implementing the teacher education initiative. Contemporary Issues in Technology and Teacher Education, 12(2), 115-121.
*West, E., Semon, S., & Jones, P. (2012). Promoting community for online learners in special education. Journal of Digital Learning in Teacher Education, 28(3), 108-116.
*West, E., Jones, P., Chambers, D., & Whitehurst, T. (2012). A multi-perspective collaborative on teacher learning for teachers of students with autism spectrum disorders. Journal of International Special Needs Education, 15(1), 26-43.
*Jones, P., & West, E. (2010). Moving toward a hybrid teacher education course: Supporting the theory to practice challenge in special education. Journal of Special Education Technology, 25(2), 45-56.
*West, E., & Patton, H. (2010). Positive behaviour support and supported employment for adults with severe disability. Journal of Intellectual & Developmental Disability, 35(2), 1-23.
*West, E., & Hudson, R.F. (2010). Using early career special educators voice to influence initial teacher education. International Journal of Whole Schooling, 6(1), 63-74.
*Jones, P., & West, E. (2009). Reflections upon USA teacher education in severe disabilities: A shared concern of quantity and quality issues. British Journal of Special Education, 36(2), 69-75.
*West, E. (2008). Effects of verbal cues versus pictorial cues on the transfer of stimulus control for children with autism. Focus on Autism and Other Developmental Disabilities, 23(4), 229-241.
*West, E., & Jones, P. (2007). A framework for planning in technology: Considerations for low incidence teacher preparation programs that serve rural communities. Rural Special Education Quarterly, 26(4), 3-15.
*West, E., Leon-Guerrero, R.M., & Stevens, D. (Winter, 2007) Establishing codes of acceptable behavior in a multicultural society. Beyond Behavior, 32-38.
*West, E., Jones, P., & Stevens, D. (September, 2006). Teachers of students with low incidence disabilities talk about their own learning: An international insight. Research and Practice for Persons with Severe Disabilities, 39(3), 121-142.
*Jones, P., West, E., & Stevens, D. (2006). Nurturing moments of transformation in teachers – comparative perspectives on the challenges of professional development. British Journal of Special Education, 33(2), 82-90.
*West, E., & Billingsley, F. (June, 2005). Improving the system of least prompts: A comparison of procedural variations. Education and Training in Developmental Disabilities, 40(2), 131-144.
*Hourcade, J., Everhart, T., West, E., & Parette, P. (December, 2004). A history of augmentative and alternative communication (AAC) for individuals with severe and profound disabilities. Focus on Autism and Other Developmental Disabilities, 19(4),235-244.
West, E., & Pirtle, J. M. (2012). Mothers’ and Fathers’ Perspectives on Quality Special Educators in Northwestern United States: Attributes that Influence Inclusive Practice. In P. Jones (Ed.), Infusing Insider Perspectives into Inclusive Teacher Learning: Potentials and Challenges. Routledge.
West, E., & Chen, P. (2011). Cultural and linguistic diversity and learners with autism spectrum disorders. In D. Zager, M.L. Wehmeyer, & R. L. Simpson (Eds.),
Educating students with autism spectrum disorders: Research-based principles and practices. Routledge.
West, E. (2011). Assistive technology for students with autism. In A. Boutot, & B. Myles (Eds.), Autism spectrum disorders (pp. 261-276). Allyn and Bacon.
West, E. (2010). Initial teacher training to meet the needs of students with disabilities who are culturally and linguistically diverse. In C. Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (pp. 208-215). Routledge.
EDSPE 435 Introduction to Autism Spectrum Disorders (Online Format)
EDSPE 503 Classroom Management
EDSPE 505 Curriculum for Students with Severe Disabilities
EDTEP 542 Meeting the Needs of Students
EDSPE 507 Instruction for Students with Severe Disabilities
EDSPE 563 Issues in Working with Families of Students with Disabilities
EDSPE 468 Families, Professionals and Exceptional Children
EDSPE 404 Exceptional Children
EDSPE 496 Inclusion and Collaboration
EDSPE 496 Transitioning Adolescents with Disabilities
EDSPE 525 Educating Students with Autism or Severe Behavior Disorders
EDSPE 252 Assistive Technology
EDUC 350 Teaching Students with Exceptional Needs at the Secondary Level
EDSPE 355 Positive Behavior Interventions
EDUC 550 Teaching Secondary Students with Exceptional Needs at the Secondary Level
EDSPE 554 Students with Emotional and Behavioral Disorders
EDC 648 Inclusion and Collaboration (2008). Zayed University, United Arab Emirates.
EEX 6767 Assistive Technology for Students with Low-Incidence Disabilities in Special Education (2011). Online Format. University of South Florida, Tampa.
EDSPE 358 Introduction to Severe Disabilities (2006). Online Format. Boise, Idaho.
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600