- Associate Professor
- Special Education
- Email: adam_moore@uri.edu
- Office Location: Chafee Hall, 7th floor
Biography
Dr. Adam Moore is an Associate Professor of Special Education and Coordinator of Special Education Graduate Programs at the University of Rhode Island (URI). Prior to teaching in higher education, Dr. Moore was a National Board-Certified special education teacher in the Boston Public Schools. As a national leader in the Teacher Education Division of the Council for Exceptional Children (CEC), Dr. Moore has worked to support teacher educators in small special education programs for the last five years. Spanning over 19 years in the field, his area of expertise includes special education teacher preparation program design, accreditation, and program improvement. He currently serves as one of seven national experts on the CEC Accreditation Commission, as a member of the CEC Student Teacher Support Network working group, and as a member of the Rhode Island CEEDAR Center Collaborative. Dr. Moore served on the advisory board of the Institute of Education Sciences (IES) Regional Educational Laboratory for the Northeast & the Islands Teacher Preparation Research Alliance from 2017-2022.
Dr. Moore has been awarded several awards for his research, service, and teaching, including the New England Educational Research Organization (NEERO) Schmitt Research Award (2015), the URI Kappa Delta Pi Outstanding Teaching Award (2016), and the Roger Williams University Faculty Advisor of the Year Award for advising RWU Best Buddies (2023).
Research
Dr. Moore’s research focuses on inclusive education, family-centered partnerships in special education, the experiences of college students with disabilities, and social justice in teacher preparation. With over two dozen peer-reviewed publications to date, Dr. Moore has served as PI or Co-PI on 5 externally funded projects which have aimed to support Prek-16 practitioners, teacher educators, and families as they resist ableist educational practices.
Education
- Ph.D., University of Rhode Island/Rhode Island College, 2013
- M.Ed., University of Massachusetts-Boston, 2007
- B.A., Manchester University (formerly College), 2004
Selected Publications
Moore, A., Vaccaro, A., Newman, B., Daly-Cano, M, & Ruise, B. (accepted, 2023). “I
shouldn’t have to rely on them anymore”: College Students with Disabilities on the Journey toward Self Advocacy. The Journal of The First-Year Experience & Students in Transition.
Lynn, T. G., Farnan, S., Rueter, J. A., & Moore, A. (2022). Looking behind
virtual lenses: Field experience, modeling, coaching, partnerships, supervision, and feedback. Journal of Special Education Preparation, 2(1), 42-51.
Moore, A., *Higgins, A., *Doulette, C., **Hoff, K., & **Sarbh, S. (2022).
Teaching in a global pandemic: Experiences of five educators supporting students with disabilities in inclusive classrooms in the United States. In L. Meda, & J. Chitiyo (Eds.), Inclusive Pedagogical Practices Amidst a Global Pandemic: Issues and Perspectives Around the Globe. New York: Springer. (*RWU Graduate Student; **Pk-12 Classroom Teachers)
Moore, A., & Brand, S. T. (2021). A grand challenge: Facilitating service-learning for social justice. In Management Association, I. (Ed.). (2021). Research Anthology on Instilling Social Justice in the Classroom. (pp. 122-137). IGI Global. (republication of a book chapter originally published in 2018)
Moore, A., *Kern, V., *Carlson, A., Vaccaro, A., Kimball, E. W., Abbott, J. A., Troiano, P. F., & Newman, B. M. (2020). Constructing a sense of purpose and a professional teaching identity: Experiences of teacher candidates with disabilities. The Educational Forum. (*Graduate Student)
Moore, A. (2020). Disability as a social justice imperative: Historical, theoretical, and practical implications. In S. Brand, & L. Ciccomascolo (Eds.), Social Justice and Putting Theory Into Practice in Schools and Communities (pp. 210-226). Hershey, PA: IGI Global.
Flippin, M., Moore, A., & Clapham, E. D. (2020). Including all abilities: Pedagogies, programs, and projects for inclusion. In S. Brand, & L. Ciccomascolo (Eds.), Social Justice and Putting Theory Into Practice in Schools and Communities (pp. 294-308). Hershey, PA: IGI Global.
*Connolly, J., Adamy, P., & Moore, A. (2019). Seven underlying conditions leading to
the seclusion of students with disabilities in schools. Journal of Special Education Leadership, 32(2), 86-102. (*Pk-12 Special Education Administrator)
Vaccaro, A., Moore, A., Kimball, E. W., Troiano, P. F., & Newman, B. M. (2019).
“Not gonna hold me back”: Coping and resilience in students with disabilities. Journal of Student Affairs Research and Practice, 56(2), 181-193.
Newman, B. M., Vaccaro, A., Kimball, E. W., Moore, A., & Troiano, P. F. (2019).
Diverse pathways to purpose for college students with disabilities. Career Development and Transition for Exceptional Individuals, 42(2), 1-11.