Faculty of Education

Faculty of Education
Faculty of Education
Jordan Shurr

Jordan Shurr

Associate Professor of Special Education
Office:
A303
Phone:
613-533-6000 ext. 77363
About:

About: B.A., M.S., Ph.D. (Purdue University, USA)

Jordan Shurr is an associate professor in the Faculty of Education at Queen’s University. He has received degrees in special education (BA), Educational Administration (MS), and Special Education (Ph.D.) from Purdue University, in Indiana (USA). Before coming to Queen’s University, Jordan worked as an associate professor of special education at Central Michigan University (USA), an elementary and preschool special education teacher, an assistive technology consultant, and a camp inclusion coordinator. Jordan's two main areas of research are 1) curriculum and interventions for students with significant disabilities and 2) the profession of teaching students with significant disabilities. In the area of curriculum, Jordan has published work on strategies to increase access to math and literacy for students with autism and intellectual disability. On the topic of educating students with developmental disabilities, his work includes a framework for teacher self-development as well as co-edited volume of texts on research based practices for the classroom. He is engaged in local, national, and international service through school training and research partnerships, professional journal and conference reviews, leadership in the Division on Autism and Developmental Disabilities of the Council for Exceptional Children, and cross-national collaborations in Ghana, Denmark, and Sweden. Through these efforts, Jordan works towards a central mission of improving the life opportunities and outcomes for students with significant disabilities and their families.

Research Interests

  • Curricular interventions and supports
  • Developmental disabilities
  • Autism
  • Intellectual disability
  • Teacher preparation and support
  • Assistive Technology
Selected Publications

Peer Reviewed Articles

Bouck, E. C., Shurr, J., Bassette, L., Park, J., Kerr, J., & Whorley, A. (2018). Adding it up: Comparing concrete and app-based manipulatives to support students with disabilities with adding fractions. Journal of Special Education Technology. Advance online publication. doi: 10.1177/0162643418759341

Shurr, J. & Hollingshead, A. (2017). Diversity, severe disability, and family: A systematic review of the literature. Research and Practice for Persons with Severe Disabilities, 42, 259-272. doi: 10.1177/1540796917728491

Shurr, J. & Kromer, G. (2017). Picture plus discussion with partners: Peer centered literacy supports for students with significant disabilities. International Journal of Developmental Disabilities. Advance online publication. doi: 10.1080/20473869.2017.1312060

Shurr, J. & Taber-Doughty, T. (2016). The PPD intervention: Text access for high school students with moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 32, 198-208. doi: 10.1177/1088357615625056

Shurr, J., Hirth, M., Jasper, A. D., McCollow, M., & Heroux, J. (2014). Another tool in the belt: Self-directed professional learning for teachers of students with moderate and severe disabilities. Physical Disabilities: Education and Related Services, 33(1), 17-38.

Shurr, J., & Bouck, E. C. (2013). Research on curriculum for students with moderate and severe intellectual disabilities: A systematic review. Education and Training in Autism and Developmental Disabilities, 48(1), 75-87.

Shurr, J. & Taber-Doughty, T. (2012). Increasing comprehension for middle school students with moderate intellectual disabilities on age-appropriate texts. Education and Training in Autism and Developmental Disabilities, 47(3), 359-372.

Selected Chapters

Drogran, R., Perner, D., & Shurr, J. (2018). Being a teacher leader and advocate. In J. Shurr, B. Jimenez, & E.C. Bouck, (Eds.) Research-Based Practices and Instructional Information for Students with Autism and Intellectual Disability. Crystal City, D.C.: The Council for Exceptional Children.

Bouck, E. C. & Shurr, J. (in press). Accessing a broad and relevant academic curriculum. In R. Jordan, J. Roberts, & K. Hume (Eds.). Autism and education: An international handbook, Thousand Oaks, CA: SAGE.

Shurr, J. & Taber-Doughty, T (2017). Teaching academic skills to secondary students with intellectual disability. In R. M. Garguilio & E. Bouck (Eds.). Instructional strategies for students with mild, moderate, and severe intellectual disability. Thousand Oaks, CA: SAGE.

Taber-Doughy, T. & Shurr, J. (2017). Life skills for secondary students with intellectual disability. In R. M. Garguilio & E. Bouck (Eds.), disabilities. Instructional strategies for students with mild, moderate, and severe intellectual disability. Thousand Oaks, CA: SAGE.

McCollow, M. M., Shurr, J., & Jasper, A. D. (2015). Best practices in teacher training and professional development for including learners with low-incidence disabilities. In E. A. West (Ed.), Including learners with low-incidence disabilities. Bingley, U.K.: Emerald Group Publishing Limited.

Edited Books

Jimenez, B., Shurr, J., & Bouck, E. C. (in press). Stages of Learning for Teaching Students with Autism and Intellectual Disability. Research-Based Practices and Instructional Information for Students with Autism and Intellectual Disability. Crystal City, D.C.: The Council for Exceptional Children.

Shurr, J., Bouck, E. C., & Jimenez, B. (in press). Foundational Concepts for Teaching Students with Autism and Intellectual Disability. Research-Based Practices and Instructional Information for Students with Autism and Intellectual Disability. Crystal City, D.C.: The Council for Exceptional Children.

Jimenez, B., Shurr, J., & Bouck, E. C. (in press). Research-Based Practices of the Key Elements to Teaching All Students with Autism and Intellectual Disability. Research-Based Practices and Instructional Information for Students with Autism and Intellectual Disability. Crystal City, D.C.: The Council for Exceptional Children.

Bouck, E. C., Jimenez, B., & Shurr, J. (in press). Research-Based Practices for Teaching Concepts to Students with Autism and Intellectual Disability and Transition. Research-Based Practices and Instructional Information for Students with Autism and Intellectual Disability. Crystal City, D.C.: The Council for Exceptional Children.