Courses Taught:

• Current courses
• Education 2300: Foundations of Inclusive Education
• Sped 2210: Diversity and Disability
• Sped 3520: Program Development for Students with Severe Disabilities
• Sped 4202: Senior Seminar For Moderate and Severe
• Sped 8024: Program Development in the Functional Domains
• Sped 9200: Consultation and Collaboration
• Supervision of student teaching in the early childhood, elementary, moderate and severe disabilities programs

Education:

• Ph.D, University of California at Berkeley (2004)
• Master's in Education, San Francisco State University (1990)
• Bachelor of Arts, San Francisco State University (1984)
• Regular Education Credential (1984)
• Credential in Severe Disabilities (1990)

Research Interests:

Inclusion of students with severe disabilities
Qualitative and quantitative research
Collaboration with families
Sheltered English Instruction
Diversity

Current Projects:

Chairperson for Search Committee for Special Education tenure Track Position
SPA report compiler for Elementary/Moderate NCATE Report
Member of All College Curriculum Committee
Member of the Leadership/Honors Committee
Member of the Board for ARC/Matson of Fitchburg
Member of the Undergraduate Curriculum Committee
Co-Director Special Olympics of North Central Massachusetts

Representative Publications:

Farron-Davis, F. (1998). Member Districts Provide a "Snapshot" of Diploma Granting Policies for
Students with Disabilities. Urban Special Education Research Briefs. Urban Special Education Leadership Collaborative, Newton, MA, 1 (1), 1-4.

Hunt, P., Farron-Davis, F., Wrenn, M., Hirose-Hatae, A., & Goetz, L. (1997).Contextual arrangements to promote interactive partnerships. Journal of The
Association for Persons with Severe Handicaps, 22 (3), 127-137.

Hunt, P., Alwell, M., Farron-Davis, F., & Goetz, L. (1996). Creating socially supportive environments for fully included students who experience multiple disabilities. Journal of The Association for Persons with Severe Disabilities. 21(3), 53-71.

Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L (1994). Evaluating the effects of placement of students with severe disabilities in regular education versus special classes. Journal of The Association for Persons with Severe Disabilities, 19(3), 200—214.

Hunt, P., & Farron-Davis, F. (1992). Engagement scale. San Francisco: California Research Institute, San Francisco State University.

Hunt, P., & Farron-Davis, F. (1992). A preliminary investigation of IEP quality and content associated with placement in general versus special education classes. Journal of The Association for Persons with Severe Disabilities, 17(4), 247—253.

Hunt, P., Haring, K., Farron-Davis, F., Staub, D., Rogers, J., Beckstead, S., Karasoff, P., Goetz, L., & Sailor, W. (1992). Factors associated with the integrated educational placement of students with severe disabilities. Journal of The Association for Persons with Severe Disabilities.

Haring, K., Farron-Davis, F., Karasoff, T., Zeph, L., Goetz, L., & Sailor, W. (1992). LRE and the placement of students with severe disabilities. Journal of The Association for Persons with Severe Handicaps.

Halvorsen, A., Doering, K., Farron-Davis, F., Usilton, R., & Sailor, W. (1989). The role of parents and family members in planning severely disabled students’ transition from school. In G. Singer & L.K. Irving (Eds.), Support for caregiving families. Baltimore: Paul H. Brookes.

Manuals

Hunt, P., Alwell, M., Farron-Davis, F., Wrenn, M., & Goetz, L. (1996). Promoting interactive partnerships: Contextual arrangements in inclusive educational settings. San Francisco State University: Friendship and Learning Project, California Research Institute.

Professional Affiliations:

Massachusetts Teacher Association
The Association for Persons with Severe Disabilities