Amy Papacek

Clinical Assistant Professor
Faculty
TEMPE Campus
Mailcode
5411
Clinical Asst Professor
Faculty
TEMPE Campus
Mailcode
5411

Biography

Amy M. Papacek is a clinical assistant professor in the Mary Lou Fulton Teacher's College. Professor Papacek has more than 15 years of experience working with individuals with and without special needs in a variety of settings. She was a director of research and training at a private school for children with autism and other developmental disabilities prior to joining Arizona State University.

Professor Papacek is an interdisciplinary scholar and has engaged in research projects that explore the unique relationships among special education, inclusive classroom practices, and culturally responsiveness in various contexts, specifically exploring the persistent tensions that arise as social inequalities continue to be reproduced in classrooms. A motivating force behind her research is to promote opportunities to bring together special education and general education policymakers, researchers, practitioners, children, and families to transform the systems of care and education that are broken, incomplete, and often times exclusionary.

Professor Papacek serves as vice-president on the executive board of The Jirnai Project, a grass-roots nonprofit organization serving children in Kenya providing for their educational needs. Her research interests include pre-service teacher education, professional development for teachers, autism spectrum disorder, and inclusive education. Professor Papacek is an educator in teacher preparation interested in understanding how intersectionality helps to explain the ways in which ability, culture, language, race and other dimensions of human variation intersect in particular ways to complicate the structural and hegemonic forces that produce and maintain deficit views of children and adults. She utilized video-cued ethnography to complete interviews with siblings of an individual labeled on the autism spectrum as well as their parents to investigate how these factors impact their daily lives. She feels that the success of students is critically impacted by the lens in which their teachers approach curriculum and classroom activities and that providing future teachers with the views of families will begin to make systematic changes to inclusive education. 

Education

Ph.D. Curriculum and Instruction (Special Education), Arizona State University 2012

Research Interests

As an educator in teacher preparation, I am interested in understanding how intersectionality helps to explain the ways in which ability, culture, language, race, and other dimensions of human variation intersect in particular ways to complicate the structural and hegemonic forces that produce and maintain deficit views of children and adults.  Utilizing video-cued ethnography, I have focused on completing interviews with siblings of an individual labeled on the autism spectrum as well as their parents to investigate how these factors impact their daily lives. The success of our students is critically impacted by the lens in which the teacher approach curriculum and classroom activities, providing our future teachers with the views of families will begin to make systematic changes to inclusive education.  

Guiding research questions:

  • What teaching techniques will cultivate and encourage self-awareness, openness, and creativity by highlighting the value of diverse experiences in ways that assist in both inter- and intra-personal awareness?
  • How can we as teacher-educators challenge teachers begin to establish normalization of uniqueness and embrace individualism in a non-stigmatizing manner?

Publications

  • Papacek, A. M., Chai, Z., & Green, K. B. (2015). Play and Social Interaction Strategies for Young  Children With Autism Spectrum Disorder in Inclusive Preschool Settings. Young Exceptional  Children, 1096250615576802.
  • Papacek, A.M. (2015). The role of peer guided play for children with autism spectrum disorder. Journal of the American Academy of Special Education Professionals, Winter, p. 80-97.

  • Papacek, A.M. (2013). “I will tell you about playing with my brother, but I don’t want to talk about autism!”: Negotiating Play and Interaction with a Sibling Labeled with Autism.  PowerPlay, 5 (1) 581-611.

Courses

Fall 2018
Course NumberCourse Title
SPE 222Orient to Ed Exceptional Child
SPE 503Collaboration & Consultation
SPE 535Curricula, Methods, Tech/Adapt
SPE 575Survey, Issues, & Foundations
Summer 2018
Course NumberCourse Title
SPE 502Lnguage Dvlpmnt & Comm Dsrdrs
SPE 503Collaboration & Consultation
Spring 2018
Course NumberCourse Title
SPE 222Orient to Ed Exceptional Child
SPE 534Assessment and Evaluation
SPE 535Curricula, Methods, Tech/Adapt
SPE 575Survey, Issues, & Foundations
SPE 593Applied Project
Fall 2017
Course NumberCourse Title
SPE 222Orient to Ed Exceptional Child
SPE 501Intro to Research/Eval in Educ
SPE 524Effective Classroom Behav Mgmt
SPE 535Curricula, Methods, Tech/Adapt
SPE 575Survey, Issues, & Foundations
Summer 2017
Course NumberCourse Title
SPE 502Lnguage Dvlpmnt & Comm Dsrdrs
SPE 503Collaboration & Consultation
Spring 2017
Course NumberCourse Title
SPE 222Orient to Ed Exceptional Child
SPE 321Classroom and SPE Assessment
SPE 423Cross-Categorical Spec Ed I
SPE 424Cross-Categorical Spec Ed II
Fall 2016
Course NumberCourse Title
SPE 222Orient to Ed Exceptional Child
SPE 524Effective Classroom Behav Mgmt
SPE 575Survey, Issues, & Foundations
Spring 2016
Course NumberCourse Title
SPE 323Behavioral Strategies
Fall 2015
Course NumberCourse Title
TEL 311Instrctn/Mgmt in Inclusive Cls
Spring 2015
Course NumberCourse Title
SPE 417Inclusion Practices/Second Lvl
Fall 2014
Course NumberCourse Title
SPE 222Orient to Ed Exceptional Child