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Michael D. Eisner College of Education

College of Education

Personnel Directory

Wendy Murawski

Wendy  Murawski
Professor
Department of Special Education
Office:ED 1222
Phone:818 677 7037
Email:wendy.murawski@csun.edu

Research

Click each research item to view details on it.

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Murawski, W.W., Carter, N., Sileo, N., & Prater, M.A. (2012). Communicating and Collaborating with Families (Chp 3, pp.59-90). In N. Sileo and M.A. Prater (Eds)., Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles. Upper Saddle River, NJ: Pearson.

Abstract

This book addresses the issues related to families and schools who work with students with special needs. The chapter focuses on how to establish best practices between family-school collaboration. It provides the research behind communication, problem-solving, conflict management, and collaboration.

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Murawski, W. W., & Goodwin, V. A. (2014). Effective inclusive schools and the co-teaching conundrum. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of research and practice for inclusive schools (pp. 289-305). New York: Routledge.

Abstract

Although teachers have been working together for decades, research on the actual implementation and outcomes related to co-teaching as a preferred practice remains confusing at best. This chapter provides a brief synopsis of what is known about co-teaching, which can ultimately be viewed as a three c’s conundrum related to research and practice: confusion, contradiction, and cautious optimism.

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Murawski, W.W., & Lochner, W.W. (2011). Observing co-teaching: What to look for, listen for, and ask for. Intervention in School and Clinic, 46(3), 174-183.

Abstract

Schools are becoming more inclusive in nature and many students with disabilities are having their needs met in the general education classrooms. Co-teaching is a service delivery option for meeting those needs. However, many administrators and supervisors do not have the skills or background for knowing how to observe and collect feedback. This article provides supervisors with clear guidelines on what to look for, listen for, and ask for to improve co-teaching outcomes.

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Techaviratanakul, D. & Murawski, W.W. (2011, Winter). Collaboration between Educational Therapists and their Potential School Partners. The Educational Therapist, 32(1), 9-10, 16-17.

Abstract

This article describes a study that investigated preK-12 school personnel's (N=135) background knowledge and opinions regarding educational therapists (ETs) and the effect those opinions have on subsequent collaboration between school personnel and ETs. Results showed that school personnel had limited knowledge and experiences with ETs but were amenable to those collaborations.

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Murawski, W.W. & Spencer, S.A. (2011, Fall). The importance of collaboration in today's diverse schools. The LAUSD Ladder, 25, 35.

Abstract

This article highlights work from the book "Collaborate, communicate and differentiate" (2011) by Murawski & Spencer. It emphasizes ways for faculty to collaborate in order to meet the diverse needs of students.

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Murawski, W.W. (2012). 10 tips for co-planning more efficiently. Teaching Exceptional Children, 44(4), 8-15.

Abstract

Co-teaching is a service delivery option for meeting the needs of students with disabilities in a general education class. Co-teaching involves two or more professionals working collaboratively in the same class. Murawski (2003) clarified that co-teaching requires "co-planning, co-instructing, and co-assessing". Yet the research shows that co-planning is not occurring and, when time is provided, it is not used efficiently. This article provides co-teachers with clear strategies for using co-planning time efficiently and strategically using a What/How/Who format.

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Iland, E., Weiner, I., & Murawski, W.W. (2012). Obstacles Faced by Latina Mothers of Children with Autism. Californian Journal of Health Promotion, 10, 25-36.

Abstract

The CDC’s most recent autism prevalence estimates document the continued trend of higher prevalence among non-Hispanic white children compared to Hispanic children. The disproportionate under- representation of Latino children in the health, education and service systems is measurable, disadvantaging the child and family. This quantitative study identifies support needs and obstacles experienced by 96 Latina mothers of children with autism, active in Spanish-language parent groups in California. Study measures included the Family Needs Survey and the Caring for My Child Survey. To determine the significance of the results on the Family Needs Survey, an item-by-item chi-square analysis compared results to those of to a similar population from a different study that used the same measure. A high proportion of mothers reported substantial levels of unmet needs in their role as primary caregiver using the Family Needs Survey: all 35 survey items were unmet for at least 50% of mothers; 28 items were common needs. The level and number of unmet needs of mothers in the present study in areas such as social support and care services were significantly greater than the comparison group. On the Caring for My Child Survey, mothers identified multiple barriers personally encountered in obtaining assistance for their children including psychosocial, economic, political, and healthcare factors. Findings are relevant to improve access for Latinos in the health, education and service systems, and to establish a baseline for comparison.

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Techaviratanakul, D. & Murawski, W.W. (2012). Educational therapists seek to be healers in times of tight budgets. Kappan, 93(5), 48-50.

Abstract

As funding cuts require schools to do more with less, one main concern is how to continue high-quality learning. That’s an ever-more difficult proposition where students who have any of a variety of learning difficulties are involved. In such situations an educational therapist can be helpful.This article describes what educational therapy is and how educational therapists (ET) can be helpful in collaborating with schools.

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Murawski, W.W. (2009). Collaborative Teaching in Secondary Schools. Thousand Oaks, CA: Corwin Press.

Abstract

Many districts across the nation are incorporating co-teaching into their schools in order to create the best learning environment for all students. This practical, easy-to-use resource offers administrators and teachers a wealth of strategies and tools for setting up, conducting, and maintaining a successful co-teaching relationship that addresses the diverse needs in today's inclusive classrooms. Offered in a lighthearted, humorous manner that compares the co-teaching relationship to a marriage, this comprehensive guide provides substantive, field-tested differentiation and application strategies strongly supported by research and years of expert, hands-on experience. Numerous replicable forms, worksheets, checklists, and examples are included as well as helpful references, Web sites, co-teaching scenarios and case studies, and much more. Each chapter is packed with straightforward ideas for:Dealing with difficult contentMastering scheduling challenges and personality conflictsSetting roles and responsibilities Various approaches for co-instructionCo-planning and co-assessementThis resource is ideal for helping schools improve current programs or as a reference for teachers who have no experience with co-teaching and are ready to initiate a new relationship.

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Murawski, W.W. (2010). Collaborative Teaching in Elementary Schools. Thousand Oaks, CA: Corwin Press.

Abstract

Using the metaphor of marriage, this lighthearted, highly practical, and teacher-friendly resource from the author of Collaborative Teaching in Secondary Schools provides readers with the tools to successfully set up, conduct, and successfully maintain co-teaching partnerships in any learning environment.Based on the author's extensive experience, this book blends solid educational research and literature with lighthearted humor to help readers nurture co-teaching partnerships through the stages of co-planning, co-instructing, and co-assessing. Divided into four relationship stages, each section offers: Case studies and scenarios of co-teachers in action Field-tested instructional and behavioral strategies with authentic examplesSelf-assessments to determine teachers' readiness to proceed to the next step in the co-teaching relationshipInformation on the role of the administrator and how to communicate with parentsNumerous reproducibles, helpful Web sites, and a list of teacher resourcesCollaborative Teaching in Elementary Schools is an easy-to-access, one-stop guide for schools getting started with co-teaching or looking to refine their existing programs.

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Murawski, W.W. & Spencer, S. (2011). Collaborate, Communicate, & Differentiate! How to increase student learning in today's diverse schools. Thousand Oaks, CA: Corwin Press.

Abstract

Teachers in both general and special education classrooms are being asked to collaborate to give all students access to the general education curriculum. The challenge is that teachers receive very little training in how to work together to educate students successfully. Do you wonder how to get started, how much time it will take, and what the results will be? Collaborate, Communicate, and Differentiate! addresses those issues and more, taking collaboration out of the abstract and supplying easy-to-use strategies that apply to daily tasks such asPlanning and differentiating instruction Communicating with families Using Universal Design for Learning to form instructionAssessing students with diverse backgrounds and abilitiesCo-teachingCoordinating with all staff membersThis reader-friendly text ties each strategy to the goal of improving student outcomes. Included are vignettes, In a Nutshell and Eye on the Research quick-reference guides, reproducible forms, Principal Points to share with administrators, and a companion website. Educators who have wondered how to make collaboration reasonable, feasible, and time-efficient will find the answers in this book!

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Murawski, W.W. & Dieker, L.A. (2013). Leading the co-teaching dance: Leadership strategies to enhance team outcomes. Arlington, VA: Council for Exceptional Children.

Abstract

This invaluable resource provides school leaders with the strategies, resources, best practices, techniques, and materials they will need to establish and maintain successful co-teaching teams in their schools. Murawski and Dieker draw on their own extensive experience and research to address the critical key factors: defining what co-teaching is and is not; understanding the menu of options and the benefits of co-teaching, the 5 keys to co-teaching and to leading co-teaching; developing the school culture and necessary structure to support co-teaching; scheduling strategies; planning strategies; implementing co-teaching and understanding co-instruction; observation and feedback; data collection; institutionalizing co-teaching; and disseminating your success.

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Murawski, W.W. (2012, Nov 8). Co-teaching and student teaching: A logical combination. Presentation for the national Teacher Education Division of the Council for Exceptional Children, Grand Rapids, MI.

Abstract

The purpose of this research study was to examine the differences between traditional student teaching and student teaching through a co-teaching methodology. A pilot study was conducted at California State University, Northridge with student teachers in Elementary Education. Results showed that both master and student teachers were more positive about the co-teaching experiences over the traditional experiences. A follow-up study is in progress.

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