This is an article from the Add*Ed Research Group's inaugural edition of their magazine, ADD*ED Research in Inclusive Education.
The world of special education is one of continuous evolution and innovation. To delve into this work, we took the opportunity to speak with Dr. Bree Jimenez, a researcher known for her work on general curriculum access and assessment for students with extensive support needs (previously referred to as moderate to severe intellectual disability). Dr. Bree Jimenez’s career in special education is marked by exploration, passion, and a dedication to improving teaching methods and student learning experiences. As she prepares for a new chapter as the department chair of educational psychology at Baylor University, her story offers invaluable insights into the evolution of special education and the vital link between classroom experience and educational research.
Dr. Jimenez’s journey began in the late 1990s when she worked as a special education teacher. “I started in elementary school, then moved on to high school,” she shares with a reflective smile. Back then, the idea of providing students with intellectual disability and autism greater access to the general curriculum was still in its infancy. “Honestly, no one really knew what that meant,” she admits. It was during these early years that Dr. Jimenez encountered a transformative influence, Dr. Diane Browder, a prominent researcher who had just moved to North Carolina. “I had the opportunity to be part of a research study where Dr. Browder would come into my classroom and help me think through things and we would pilot work on alternate assessments.” This opportunity was transformative for Dr. Jimenez who reflected on how this led to her realization that her own teaching efforts were not resulting in the progress she had hoped for.
This realization ignited a desire in Dr. Jimenez to better understand how to support her students. She pursued a Master’s degree in curriculum and supervision at UNC Charlotte, hoping to gain the tools needed to make learning more accessible. However, she soon found that her true passion lay in research. “I really loved thinking about the curriculum, thinking about research and asking how we know if things work, and tying that research and practice piece together,” she explains. This curiosity led her to a doctoral program under Dr. Browder’s mentorship, all while she continued to teach high school. Dr. Jimenez’s experiences in the high school classroom helped to shape the questions she asked in her research work, “I realized that we were still doing the same thing with these kids in high school that we were doing in elementary and that led me to question, why? Is it that the kids can't learn? No, so it must be that we're not really sure how to teach them, and we're not using research to inform our practice.”
In her Ph.D. work, Dr. Jimenez delved into the challenges of general curriculum access for students with disabilities, a subject that would shape her career. Over the next 14 years, her research took her across the globe, including to Australia, where she collaborated with schools and universities to build a research-to-practice infrastructure. It was in Australia that she saw firsthand how evidence-based practices and a deliberate approach to professional development can directly inform and improve classroom practices. JiTHmenez notes however, that in order for these programs to work there needs to be a system wide commitment and teacher buy in. Dr. Jimenez illustrates this with a metaphor:
“Imagine someone insists you learn tennis, even though you don't enjoy it. You might go through the motions because they tell you it's great exercise, but your heart's not in it. Now, what if instead, they asked what sport you enjoy? Say you love bowling—it's not traditionally seen as the best workout, but as you practice, you build core strength and coordination. Then, when you decide to try tennis or another sport, you're already in better shape and more motivated. The same goes for professional development: if we start with what teachers are passionate about, their growth will be more meaningful and lasting.”
Dr. Jimenez was able to apply this approach while working in Australia, “we had a teacher who was resistant to change, focusing mostly on vocational training like cooking. However, knowing he loved cooking and technology, I suggested creating a video for his student to follow during cooking lessons. He was initially hesitant but agreed. As we walked through the process, he began to see the value of using least intrusive prompts and video modeling. The turning point came when he saw how well it worked, leading to an "aha" moment where he said, "This works, and I love it!" With that success, he was ready to apply these strategies to his writing lessons as well. By tapping into what he already cared about, I was able to introduce new methods effectively.” Despite these advances and positive experiences, Dr. Jimenez is deeply aware of a persistent challenge: the gap between research and practice. “There’s this immense pressure to figure out why evidence-based strategies aren’t consistently translating into classroom practice,” she notes. “We’ve made significant progress, but there’s still a disconnect. We know what works, but ensuring that it’s actually happening in schools is another story.”
Reflecting on the early days of her career, Dr. Jimenez recalls a time when the educational landscape was vastly different. “We didn’t have the literature base we have today,” she says. Back then, the focus was on systematic instruction and functional life skills, with little research on teaching academic subjects to students with intellectual disability. The introduction of the No Child Left Behind Act, a US mandate for assessment and curricular access for all students- including those with significant support needs, marked a turning point. This legislation initiated the process of setting higher expectations for students with disabilities and recognizing the importance of rigorous academic goals. This shift was exciting, but it also brought new frustrations. “It’s concerning that, years later, these practices still aren’t commonplace in classrooms,” Dr. Jimenez points out. The challenge now is not just to innovate but to ensure that foundational evidence-based practices are being consistently implemented.
One of Dr. Jimenez’s most groundbreaking projects is a collaboration with fellow researcher Dr. Ginevra Courtade, exploring engineering design and learning behaviors among students with extensive support needs. “We’re looking at how problem-solving and inquiry can enhance self-determination, a crucial skill for post-school success,” she explains. However, the project has encountered unexpected challenges. “We realized we needed to step back and focus on true tried foundational research based strategies before we could introduce something as complex as engineering design.”
This experience underscores a key lesson Dr. Jimenez has learned over the years: innovation in education must be balanced with a strong foundation. “It’s a balancing act—moving forward while also revisiting the basics,” she says.
As Dr. Jimenez prepares to take on her new role at Baylor, her mission remains clear: to bridge the gap between research and practice, ensuring that every student has access to a meaningful education. “The sky’s the limit when it comes to what we can teach our students,” she says with conviction. “But we must never lose sight of the foundational practices that have brought us this far. By valuing both the old and the new, we can continue to push the boundaries of what our students can achieve.” Our interview concluded with a powerful quote from Dr. Jimenez, highlighting a core principle of her approach: “When teachers know how, our students can.” For her, this means that when educators are equipped with the right knowledge and skills, they are better positioned to help their students reach their full potential.
Do you have thoughts or experiences in academic access for students with significant support needs that you’d like to share with our readership? Send us an email: added@queensu.ca