Virginia Walker

Associate Professor

University of North Carolina at Charlotte

United States

Research Interests

Explore related searches

Professors in United States

Contact this professor

ORCID

Google Scholar

About

Virginia Walker is an Associate Professor at the University of North Carolina at Charlotte. Her research focuses on special education, particularly in the areas of paraeducator training, behavioral interventions, and supports for students with intellectual and developmental disabilities. Through her recent articles, she explores the implications of educator confidence in universal design for learning and promotes effective strategies for supporting students with extensive support needs. Virginia's work contributes to the development of best practices in educational settings to enhance learning outcomes for all students.

Virginia Walker

Research Interests

Explore related searches

Contact this professor

About

Articles (21)

Paraeducator Training to Support Students’ Behavioral Needs: Administrator, Teacher, and Paraeducator Perspectives

Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature

Paraeducator Involvement in Positive Behavioral Interventions and Supports: A Brief Report

Special Education Teacher Preparation in PBIS for Students With Extensive Support Needs

Educators’ Perceptions on the Involvement of Students With Complex Support Needs in PBIS: The Role of Educational Placement

Implementing Function-Based Behavior Intervention Plans in General Education Settings for Students With Extensive Support Needs

Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives

Comparative Effects of Interdependent and Independent Group Contingencies for Pre-service Teachers in a College Classroom

Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision

Does planning and arranging individualized supports for students with intellectual and developmental disabilities influence educator confidence and competence in universal design for learning?

A Mixed-Methods Quality Analysis of Behavior Intervention Plans for Students With Extensive Support Needs

Functional Communication Training in Inclusive School Settings for Students With Intellectual and Developmental Disabilities: A Literature Review

Effects of check‐in/check‐out on the behavior of students with autism spectrum disorder who have extensive support needs

Behavior intervention plan implementation during emergency remote instruction: perspectives of caregivers

Systematically Planning Supports to Promote Access to and Meaningful Participation in General Education Settings for Students With IDD

A Comparison of Video Performance Feedback and Self-Monitoring Strategies to Improve Pre-Service Teachers’ Implementation of Systematic Instruction

Video Performance Feedback and Video Self-Monitoring to Improve Systematic Instruction Implementation for Pre-Service Teachers

Preparing General Education Teachers to Include Students With Extensive Support Needs: An Analysis of “SPED 101” Courses

School-wide positive behavioral interventions and supports and students with extensive support needs: a scoping review

Special education teachers’ perspectives of effective pre-service training practices in systematic instruction for students with extensive support needs

Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training

Collaborators (6)

Chuang Wang

Jennifer A. Kurth

Heather Haynes Smith

Ann Mickelson

Melissa Tapp

Zhi Li

How do I reach out?

Meet Kite AI