Federico Waitoller
Dr. Waitoller is a professor at the department of special education at the University of Illinois at Chicago. His research focuses on urban inclusive education. In particular, his work examines and addressees policies and practices that generates or reproduces inequities for students of color with disabilities. Dr. Waitoller is also interested in examining how these inequities are affected by the production of space in urban economies and the role of teacher learning and school/university partnerships in developing capacity for inclusive education.
Through engaged scholarship, Dr. Waitoller has collaborated with and presented research findings to various stakeholders in the Chicago area, including parent and neighborhood organizations, legal advocate groups for students with disabilities, Chicago Teacher Union, and school district administrators. He also testified in public hearings before local and national politicians.
Dr. Waitoller has published in numerous top-tier national and international journals such as Review of Educational Research, Journal of Special Education, Teaching and Teacher Education, Harvard Education Review, Teachers College Records, and Mind, Culture, and Activity, among others. He is the co-editor of Inclusive Education: Examining Equity in Five Continents by Harvard Education Press. Dr. Waitoller was honored with the American Educational Research Association (AERA) Minority Dissertation Fellowship and most recently with a Faculty Fellowship from the Institute for Research on Race and Public Policy.
Dr. Waitoller has presented his work at national and international conferences and research forums, and he belongs to the editorial panel of Education Policy Analysis Archives, The International Journal of Inclusive Education, and Multiple Voices. He currently teaches two classes: Socio-cultural and Political views of Special Education and Instructional Methods for Exceptional Learners
Through engaged scholarship, Dr. Waitoller has collaborated with and presented research findings to various stakeholders in the Chicago area, including parent and neighborhood organizations, legal advocate groups for students with disabilities, Chicago Teacher Union, and school district administrators. He also testified in public hearings before local and national politicians.
Dr. Waitoller has published in numerous top-tier national and international journals such as Review of Educational Research, Journal of Special Education, Teaching and Teacher Education, Harvard Education Review, Teachers College Records, and Mind, Culture, and Activity, among others. He is the co-editor of Inclusive Education: Examining Equity in Five Continents by Harvard Education Press. Dr. Waitoller was honored with the American Educational Research Association (AERA) Minority Dissertation Fellowship and most recently with a Faculty Fellowship from the Institute for Research on Race and Public Policy.
Dr. Waitoller has presented his work at national and international conferences and research forums, and he belongs to the editorial panel of Education Policy Analysis Archives, The International Journal of Inclusive Education, and Multiple Voices. He currently teaches two classes: Socio-cultural and Political views of Special Education and Instructional Methods for Exceptional Learners
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Books by Federico Waitoller
Book Features:
Presents a first-of-its-kind look at how Black and Latinx parents of students with disabilities experience market-driven approaches to education.
Identifies the consequences of push-out practices in charter schools and how families experience and resist these practices.
Situates school choice amid historical and compounding forms of exclusion associated with geographical (neighborhood) and social (disability, race, and class) locations.
Provides lessons learned and valuable guidance for creating a new generation of inclusive charter schools.
The authors examine how disparate approaches to inclusive education are mediated by the official and implicit goals of public education; by access to intellectual, human, and material resources; and by collective understanding of and educational responses to sociocultural differences. Inclusive Education provides critical reviews of research on this important education reform movement, as well as a refined theoretical understanding of the ways equity is addressed. It also offers lessons for future policy and research that are mindful of equity.
Papers by Federico Waitoller
In the introduction to the text, Sustaining Disabled Youth, editors Dr. Waitoller and Dr. Thorius expound upon the purpose of the book: The purpose of Sustaining Disabled Youth is to expand asset pedagogies through a cross pollination of ideas and practices across fields, as well as theoretical and practical arenas, with an emphasis on disability studies in education. The book curates a collection of works that situate disability as a key aspect of children and youth’s cultural repertoires and identity constructions, and thus, a necessary pillar for developing and practicing pedagogies that sustain them. The book creates a dialogical space for placing disability into conversations with asset pedagogies, centering how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. In Sustaining Disabled Youth, established and emerging community and university scholars and activists, many of whom identify as disabled, engage with the following critical questions:
• How can disability culture, identity, and anti-ableist teaching and learning develop and sustain asset pedagogies that attend to intersecting forms of oppression?
• How can understandings of cultures of disablement in schools serve to interrogate and/or complement the production and implementation of asset pedagogies that attend to intersecting forms of marginalization?
• How can disability culture, identity, and anti-ableist teaching transform teacher education programs?
Book Features:
Presents a first-of-its-kind look at how Black and Latinx parents of students with disabilities experience market-driven approaches to education.
Identifies the consequences of push-out practices in charter schools and how families experience and resist these practices.
Situates school choice amid historical and compounding forms of exclusion associated with geographical (neighborhood) and social (disability, race, and class) locations.
Provides lessons learned and valuable guidance for creating a new generation of inclusive charter schools.
The authors examine how disparate approaches to inclusive education are mediated by the official and implicit goals of public education; by access to intellectual, human, and material resources; and by collective understanding of and educational responses to sociocultural differences. Inclusive Education provides critical reviews of research on this important education reform movement, as well as a refined theoretical understanding of the ways equity is addressed. It also offers lessons for future policy and research that are mindful of equity.
In the introduction to the text, Sustaining Disabled Youth, editors Dr. Waitoller and Dr. Thorius expound upon the purpose of the book: The purpose of Sustaining Disabled Youth is to expand asset pedagogies through a cross pollination of ideas and practices across fields, as well as theoretical and practical arenas, with an emphasis on disability studies in education. The book curates a collection of works that situate disability as a key aspect of children and youth’s cultural repertoires and identity constructions, and thus, a necessary pillar for developing and practicing pedagogies that sustain them. The book creates a dialogical space for placing disability into conversations with asset pedagogies, centering how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. In Sustaining Disabled Youth, established and emerging community and university scholars and activists, many of whom identify as disabled, engage with the following critical questions:
• How can disability culture, identity, and anti-ableist teaching and learning develop and sustain asset pedagogies that attend to intersecting forms of oppression?
• How can understandings of cultures of disablement in schools serve to interrogate and/or complement the production and implementation of asset pedagogies that attend to intersecting forms of marginalization?
• How can disability culture, identity, and anti-ableist teaching transform teacher education programs?
This virtual roundtable provides a unique opportunity to engage with Dr. Waitoller and fellow participants in dynamic conversations about critical equity concerns related to the education of students of color receiving special education supports in charter school settings in this interactive virtual setting. In addition, Dr. Waitoller will moderate a truly engaging discussion on how to better serve students of color receiving special education amid school choice reform.