Felicia Farron-Davis

ASSOCIATE PROFESSOR
Education School of Education
FFD- EDUC -Head shot
978.665.4030 Office: McKay C248
Office Hours
Fall 2020

TBA

Biography

Dr. Felicia Farron-Davis holds a Ph. D. in Special Education from the University of California at Berkley.  She is a full-time faculty member in our Education Department.  Felicia supervises our students in the severe, moderate, elementary, and early childhood education programs.  She is also on the university Diversity Committee and a Board Member of the ARC of Fitchburg.  She currently teaches Developing Culturally Proficient Educators for a Democratic Society, Intro to Special Education, Foundations of Inclusive Education, Collaboration: Co-Teaching , Instruction, and Working with Families, Sheltered English Immersion, and Program Development in the Functional Domains. Her research interests include Sheltered English Instruction, diversity, collaboration with families and inclusion of students with severe disabilities.

Courses Taught

Developing Culturally Proficient Educators for a Democratic Society (EDUC 1005)
Foundations of Inclusive Education (EDUC 1006)
Collaboration: Co-Teaching, Instruction, and Working with Families (EDUC 4550)
Introduction to Special Education (SPED 1001)
Program Development for Students with Severe Disabilities (SPED 3520)
Program Development Across the Life Span (SPED 8026)
Consultation and Collaboration Strategies (SPED 9200)

Background

Ph.D., University of California at Berkeley, 2004
M.Ed., San Francisco State University, 1990
Credential in Severe Disabilities, 1990
B.A., San Francisco State University, 1984
Regular Education Credential, 1984

Inclusion of Students with Severe Disabilities
Qualitative and Quantitative Research
Collaboration with Families
Sheltered English Instruction/Immersion
Program Development in the Functional Areas
Diversity

Co-Director Special Olympics of North Central Massachusetts
Sabbatical on Exploring Inclusive Bilingual Education in Spain (2017)
Supervision of student teaching in the early childhood, elementary, moderate and severe disabilities programs

Scholarly Papers & 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.
  • Doering, K., Usilton, R., Farron-Davis, F., & Sailor, W. (1989).  Preparing people with severe disabilities to move from school to work and independent living.  Unpublished manual.  San Francisco: San Francisco State University, California Research Institute.

Professional Conference Presentations

  • Facilitating Positive Social Relationships in Inclusive Education.   Presented to The Association for Persons with Severe Handicaps (TASH), New Orleans, LA, November, 1996.
  • Creating Socially Supportive Environments for Fully Included Students. Presented to The Association for Persons with Severe Handicaps (TASH), San Francisco, CA, December, 1995.
  • Facilitating the Social Inclusion of Students in General Education Classrooms. Presented to The California Association for Persons with Severe Handicaps (Cal-TASH), Visalia, CA, April, 1995.
  • Evaluating the Effects of Placement of Students with Severe Disabilities in Regular Education Versus Special Classes. Presented to The Association for Persons with Severe Handicaps (TASH), San Francisco, CA, November, 1992.
  • Factors that Affect Integrated Placement.  Presented to The Association for Persons with Severe Handicaps (TASH), San Francisco, CA, December, 1989.
  • The Transition Planning Process.  Presented to The Association for Persons with Severe Handicaps (TASH), Washington, D.C., December, 1988.
  • The Transition Planning Process.  Presented to The Association for Persons with Severe Handicaps (Cal-TASH), Oakland, March, 1988.
  • The Transition from School to Work and Adult Life.  Presented to The Association for Persons with Severe Handicaps (TASH), Chicago, November, 1987.

TASH, The Disability Advocacy Organization