Kathleen Farrand
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Mail code: 5411Campus: Tempe
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Kathleen M. Farrand is an associate professor in Mary Lou Fulton Teachers College. She is interested in practices that improve the social and academic success of all learners in inclusive educational settings. Dr. Farrand's areas of research focus on the use of dramatic inquiry in inclusive classrooms found along a continuum of educational placements to support student achievement. More specifically, her research focuses on inclusive practices with the use of multiple modes through dramatic inquiry to support teaching and learning in inclusive settings. Dr. Farrand develops authentic curriculum with teachers and community partners to support improved engagement and academic success. Dr. Farrand is also researching the use of therapy dogs in PK-12th grade classrooms and educational spaces to support social emotional wellness for students, faculty, and staff.
Dr. Farrand is the editor for the Visual Impairment and DeafBlind Education Quarterly journal and serves on the executive board for the Council for Exceptional Children-Division on Visual Impairments and Deafblindness (DVIDB). She is also co-editor of Journal for the Arts and Special Education (JASE) by the Council for Exceptional Children’s Division of Visual and Performing Arts Education (DARTS). She is past president (2022-2024) for the Council for Exceptional Children-Division of Visual and Performing Arts Education. Dr. Farrand is on the board for the Foundation for Blind Children and the Paws and Peers Foundation. She has presented at multiple conferences, such as the Council for Exceptional Children, AERA, Literacy Research Association, and First Things First. Her recent work can be found in the British Journal of Visual Impairment, Journal of Visual Impairment and Blindness, British Journal of Special Education, TEACHING Exceptional Children, Multiple Voices for Ethnically Diverse Exceptional Learners, Journal of the Arts and Special Education, and Toward Inclusion of all Learners through Science Teacher Education.
- Ph.D. Language, Education and Society (Inclusion and Teacher Inquiry). Cognate Areas: Inclusion, IDEA Policy, Dramatic Inquiry/Literacy, The Ohio State University, 2015
- M.A. Educational Administration, The Ohio State University, 2014
- M.Ed. Elementary Education, University of Florida-Gainesville, 2006
- B.A. Film Studies, University of California-Santa Barbara, 2001
Guiding Research Questions:
- How is the inclusion of students in collaborative activities affected by the classroom teacher's changing practices in response to his/her awareness of how teacher and students are positioning one another?
- How do multi modal approaches to learning impact the academic and social success of all students in inclusive educational environments?
- How does the use of active and dramatic approaches to learning impact students and teachers in inclusive educational settings?
Current Research Projects:
Farrand is researching the use of therapy dogs to promote well-being and social emotional supports for students, faculty, and staff in PK-12th grade education.
Past Research Projects:
Farrand researched Dual Language Learning in early childhood classrooms with the use of the Early Years Educators at Play (EYEPLay) professional development program. This mixed methods study had qualitative data collected through focus groups with classroom teachers, paraprofessionals, and teaching artists. The quantitative data focused on teacher’s self-efficacy, confidence and success, knowledge of key literacy and drama frame terms and strategies, emotional support, classroom organization and instructional support over the course of three years.
As an educator in teacher preparation, Farrand has researched collaboration amongst pre-service early childhood special education (ECESPED) teachers and pre-service occupational therapists (OTs). She is working with a team of highly trained early childhood educators at the Mary Lou Fulton Teachers College Preschool and an expert from NAU to identify pre-service OTs and ECESPED’s self-efficacy and views about collaboration through a collaborative planning and implementation model.
Farrand, K. M., Koehler, K., & Vasquez, A.* (2024). Authentic braille literacy development through interdisciplinary instruction and learning. British Journal of Visual Impairment. https://doi.org/10.1177/02646196241230264
Farrand, K. M., Oakes, W. P., Deeg, M. T.*, Jaworski, K., & Leon, V.** (2023). Engaging community partners to enrich preschoolers learning experiences with dramatic inquiry. Journal for the Arts and Special Education, 3(1), 14-22. https://docs.lib.purdue.edu/jase/vol3/iss1/6
Farrand, K. M., & Deeg, M. T. * (2022). Pre-K families learning together: Examining dual
language learning and literacy with drama. UBIQUITY: The Journal of Literature, Literacy, and the Arts, 9(1), 65-99. http://ed-ubiquity.gsu.edu/wordpress/farrand-deeg-vol-9-no-1/
Farrand, K. M., Koehler, K., & Vasquez, A.* (2022). Literary braille instruction: A
review of university personnel preparation programs. Journal of Visual Impairment and
Blindness, 116(5), 617-628. https://doi.org/10.1177/0145482X221130356
Farrand, K. M., & Deeg, M. T.* (2021). Implementing co-teaching with paraprofessionals to include all pre-K students in dual language. British Journal of Special Education. http://doi.org/10.1111/1467-8578.12364
Deeg, M. T.*, Farrand, K. M., & Oakes, W. P. (2020). Creating spaces for interactive dialogue during preschool circle time using play-based pedagogies and dramatic inquiry. Journal of Early Childhood Research. https://doi.org/10.1177/1476718X20956256
Farrand, K. M., & Deeg, M. T.* (2020). Dramatic inquiry: An inclusive approach to learning using collaboration and multiple modes. TEACHING Exceptional Children, 52(3), 128-137. https://doi.org/10.1177/0040059919889335
Farrand, K. M., Troxel, M. N.*, Kilinc, S., & Kelley, M. (2019). “We’re building frameworks”: Administrator and educator perspectives on implementing a dual language pre-k program to include all students. Multiple Voices for Ethnically Diverse Exceptional Children, 19(1), 58-78. https://doi.org/10.5555/2158-396X.19.1.58
Anderson, A., Farrand, K. M., Dobson, C., Oakes, W.P., Deeg, M.T.*, & Valero, L. (2019). Dramatic arts integration practices for learning and growth across PK12 development. Journal of the Arts and Special Education, 1(1), 64-104.
Farrand, K. M., Oakes, W.P., & Deeg, M.T.* (September, 2019). Bee-coming entomologists: Using dramatic inquiry to bring excitement into the inclusive science classroom. Science and Children, 57(2), 71-76. Document URL:
http://login.ezproxy1.lib.asu.edu/login?url=https://search-proquest-com…
Farrand, K. M., Deeg, M. T.*, Rogers, O., Mullady, A. M., Williams, S. S., & LeSueur, B. T. (2019). Enhancing collaborative practices with pre-professional occupational therapists and early childhood special education students: A tool for fostering collaboration. The Open Journal of Occupational Therapy, 7(1). Available at: https://doi.org/10.15453/2168-6408.1482
Farrand, K. M., Shaheen, N., Wild, T., Averil, J.*, & Fast, D.* (2018). Improving student self-efficacy: The role of inclusive and innovative out of school programming for students with blindness and visual impairments. The Journal of Blindness Innovation and Research, 8(2). DOI: http://dx.doi.org/10.5241/8-151
Bernstein, K. A., Kilinic, S., Troxel Deeg, M.*, Marley, S., Farrand, K. M., & Kelley, M. (2018). Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: Pro-multilingual beliefs, practical concerns. International Journal of Bilingual Education and Bilingualism, 1-24. DOI: 10.1080/13670050.2018.1476456
Farrand, K. M. (2018). Redefining inclusion in educational settings across the least restrictive environment continuum. In T. Wild, M. Koomen, S. Kahn, & C. Atchinson, (Eds.) Toward inclusion of all learners through science teacher education (79-89). Boston, MA: Sense Publishers. ISBN: 978-90-04-36840-8
Kilinc, S., Farrand, K., Chapman, K.*, Kelley, M., Millinger, J., & Adams, K. (2017). Expanding opportunities to learn to support inclusion through drama-enhanced literacy practices. British Journal of Special Education, 44(4), 431-447. DOI: 10.1111/1467-8578.12186
Farrand, K., Wild, T., & Hilson, M. (2016). Self-efficacy of students with visual impairments before and after participation in an inquiry-based camp. Journal of Science Education for Students with Disabilities,19(1), 50-60.
Courses
2025 Spring
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
2024 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
2024 Spring
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
2023 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
2023 Spring
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
2022 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
2022 Spring
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| TEL 493 | Honors Thesis |
| DCI 790 | Reading and Conference |
2021 Fall
| Course Number | Course Title |
|---|---|
| TEL 492 | Honors Directed Study |
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
2021 Spring
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
2020 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| EDA 792 | Research |
| DCI 784 | Internship |
| DCI 790 | Reading and Conference |
2020 Spring
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
2019 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| EDA 792 | Research |
| DCI 784 | Internship |
| DCI 790 | Reading and Conference |
2019 Arizona State University, Mary Lou Fulton Teachers College, Faculty Achievement Award, Excellence in Integrating Scholarship & Teaching, Winner
2017 Council for Exceptional Children Division on Visual Impairments and Deafblindess Dissertation of the Year Award, Winner
2015 Council for Exceptional Children Outstanding Graduate Student Award, Winner
2010 Highlands Elementary, Teacher of the Year, Winner
2003 Oprah Civic Leadership Award, Winner
https://dvidb.exceptionalchildren.org/dvidb-publications/vidbeq-issues
Editor of the Visual Impairment and Deafblind Education Quarterly Journal
Council for Exceptional Children
Division for the Visual and Performing Arts Education, Council for Exceptional Children
Division of Visual Impairments and Deafblindness, Council for Exceptional Children
Division of Early Childhood Education, Council for Exceptional Children
Division of Teacher Education, Council for Exceptional Children
Amerincan Educational Research Association
Megan T. Deeg (Ph.D.), (2021, graduate), Learning, Literacies, and Technology, Arizona State University.
Institutional
University
2022-present Member (elected), University Senate, Arizona State University (Fall 2022)
2021 Member, Student-Faculty Policy Committee, University Senate, Arizona State
University (Fall)
2021 Member, University Senate, Arizona State University (Fall)
College
2023 Representative (elected), Doctoral Executive Council, Mary Lou Fulton Teachers
College, Arizona State University (Start Fall 2023)
2022-2023 Chair, NTE Clinical Asst/Assoc Professor in Early Childhood Education Search
Committee, Mary Lou Fulton Teachers College, Arizona State University (Fall 2022-
Spring 2023)
2021-present Chair, Learning Literacies and Technology (LLT) Admissions Committee, Mary Lou
Fulton Teachers College, Arizona State University (Fall 2021- present)
Community
2023-present Board Member, Foundation for Blind Children. Phoenix, AZ. United States.
2022-present Board Member, Paws & Peers Foundation. Therapy dog program, Mesa Public Schools, Mesa, AZ, United States.
2022- present
President (elected), Council for Exceptional Children, Division of Visual and Performing Arts Education
2022-present
Secretary (elected), Council for Exceptional Children, Division on Visual Impairments and Deafblindness
2023-present
Board Member, Foundation for Blind Children. Phoenix, AZ. United States. (May 25, 2023- present)
2022-present
Board Member, Paws & Peers Foundation. Mesa, AZ, United States.