Contact Information and Office Hours
|Contact Information||Office Hours|
Eureka Hall 322
*Please email to make appointments for office hours
Date Joined Faculty: Friday, August 1, 2003
Quote of Personal Interest
"I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized."
-- Haim Ginot
Areas of Research/Scholarly Activity
Inclusive Education All - systems change
Instructional methods for students with the most significant intellectual, physical, and sensory disabilities.
Augmentative and alternative communication for children who are nonverbal or minimally verbal.
Individualized positive behavioral interventions and supports
Friendships and social relationships between children and youth with and without disabilities
Integrated therapy and embedded instruction
EDS 205: Access to the core curriculum for student with mod/severe disabilities
EDS 207: Secondary, post-secondary, and transition methods for students with mod/severe disabilities
EDS 209: Augmentative and alternative communication: assessment and intervention
EDS 218: Advanced methods in Low incidence disabilities
EDS 235: Systematic Instruction for students with mod/severe disabilities
EDS 250: Educational Research
EDS 298: Comprehensive Masters Exam in Special Education
EDS 414, 415, 421: Student teaching in Mod/Severe Disabilities
- B.A. from University of California, Berkeley, 1976 - double major in Psychology and Social Work
- Multiple Subject Credential - San Francisco State University, 1978
- Specialist Credential in Severe Disabilities - San Francisco State University, 1978
- Masters in Education of the Exceptional Child from San Francisco State University, 1979
- Ph.D. from University of California, Berkeley in 1993 in Special Education (Joint program with San Francisco State University
Professional Awards or Commendations
Phi Delta Kappan - 1979
Outstanding Graduate Student Award - SFSU, 1979
Alice Hayden Award, TASH - 1987
Editorial Board, Research and Practice for Persons with Severe Disabilities, 2000 to present.
Board member, International TASH Association, 2000-2006
President, International TASH Association, 2003-2006.
Ex Officio Board member, California TASH, 2000 - present.
Gee, K., Graham, N., Goetz, L., & Sailor, W. (2014). Whose behavior needs changing? The Effects of “Typical” vs. “Least Intrusive” Teaching for Three Children with Intensive Behavioral Support Needs. Submitted to Research and Practice for Persons with Severe Disabilities.
Gee, K., Graham, N., & Goetz, L. (2014) Creating critical moments for instruction: Using “context instruction" to increase cognitive engagement and initiation. Submitted to Research and Practice for Persons with Severe Disabilities.
Gee, K. (2014).Designing curriculum & adaptations. To be published in, F. Orelove, D. Sobsey, & D. Gilles (Eds.). Educattng Children with Multiple Disabilities. (5th Ed.). Baltimore: Paul H. Brookes.
Selected Published articles:
Gee, K. (2004). Developing curriculum and instruction. In, F. Orelove, D. Sobsey, & R. Silberman (Eds.). Educattng Children with Multiple Disabilities. (4th Ed.). Baltimore: Paul H. Brookes.
Gee, K. (2001). Looking closely at instructional approaches which honor and challenge all children and youth in inclusive schools. In, W. Sailor (Ed.). Inclusive Education and School/Community partnerships. New York: Teachers College Press.
Sailor, W., Gee, K., & Karasoff, P. (2000). Inclusive, community schools. In, M. Snell & F. Brown (Eds.), Instruction of students with severe disabilities. (5th ed.). Columbus, OH: Charles Merrill Publishing Co.
Skrtic, T., Sailor, W., & Gee, K. (1996). Voice, participation, & inclusion:
Democratic themes in educational and social reform initiatives. RASE, 17, (3). pp. 142-157.
Gee, K. (1996). Least Restrictive Environment: Elementary and Middle School. In, Improving the Implementation of the Individuals with Disabilities Education Act: Making Schools Work for All of America's Children. National Council on Disability.
Gee, K., Graham, N., & Sailor, W., & Goetz, L. (1995). Use of integrated
regular school and community settings as primary contexts for skill instruction of students with severe, multiple disabilities. Behavior Modification, 19 (1), 33-58.
Gee, K. (1995). Facilitating active and informed learning in inclusive settings. In, N. Haring & L. Romer (Eds.), Welcoming students who are deaf-blind into typical classrooms: Facilitating school participation, learning, and friendships. Baltimore: Paul H. Brookes.
Gee, K., Houghton, J., Pogrund, R., & Rosenberg, R. (1995). Orientation and mobility: Access, information, and travel. In, N. Haring & L. Romer (Eds.), Welcoming students who are deaf-blind into typical classrooms: Facilitating school participation, learning, and friendships. Baltimore: Paul H. Brookes.
Gee, K., Alwell, M., Graham, N. & Goetz, L. (1995). Inclusive Instructional Design: Facilitating informed and active learning for individuals with deaf-blindness in inclusive schools. Book published by the California Research Institute (CRI), San Francisco State University.
Last updated: 25 August 2014
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