Faculty & Staff

Federico Waitoller, PhD

Assistant Professor

Dr. Waitoller is an assistant professor at the department of special education at the University of Illinois at Chicago. His research focuses on urban inclusive education. In particular, his work examines and addressees policies and practices that generates or reproduces inequities for students of color with disabilities. Dr. Waitoller is also interested in examining how these inequities are affected by the production of space in urban economies and the role of teacher learning and school/university partnerships in developing capacity for inclusive education.  

Follow Dr. Waitoller's work in twitter and Academia.edu 

Education

2011- PhD, Arizona State University, Tempe, Special Education
2007- MEd, University of Washington, Seattle, Special Education
2003- BA, Columbia College, Psychology

Research & Teaching Interests

Dr. Waitoller is an assistant professor at the department of special education at the University of Illinois at Chicago. His research focuses on urban inclusive education. In particular, his work examines and addressees policies and practices that generates or reproduces inequities for students of color with disabilities. Dr. Waitoller is also interested in examining how these inequities are affected by the production of space in urban economies and the role of teacher learning and school/university partnerships in developing capacity for inclusive education.  

Through engaged scholarship, Dr. Waitoller has collaborated with and presented research findings to various stakeholders in the Chicago area, including parent and neighborhood organizations, legal advocate groups for students with disabilities, Chicago Teacher Union, and school district administrators.  He also testified in public hearings before local and national politicians.  

Dr. Waitoller has published in numerous top-tier national and international journals such as Review of Educational Research, Journal of Special Education, Teaching and Teacher Education, Harvard Educational Review, Teachers College Records, and Mind, Culture, and Activity, among others. He is the co-editor of Inclusive Education: Examining Equity in Five Continents by Harvard Education Press. Dr. Waitoller was honored with the American Educational Research Association (AERA) Minority Dissertation Fellowship and most recently with a Faculty Fellowship from the Institute for Research on Race and Public Policy. 

Selected Publications

Thorius, K. A. K, & Waitoller, F. R. (in press). Strategic coalitions against exclusion at the intersection of race and disability—A rejoinder.  Harvard Educational Review.

Waitoller, F. R., Super, G. (2017).  School choice or the politics of desperation? Black and Latinx parents of students with dis/abilities selecting a charter school in Chicago. Education Policy Analysis Archives, 25(55). http://dx.doi.org/10.14507/epaa.25.2636  

Gutttierez, R. R., Waitoller, F. R., (2017). Introduction to the special issue:  Restructuring and resisting education reforms in Chicago’s public schools. Education Policy Analysis Archives, 24(53). http://dx.doi.org/10.14507/epaa.25.3061

Waitoller, F. R., Maggin, D. M., & Trzaska, A. (2017). A longitudinal comparison of enrollment patterns of students receiving special education in urban neighborhood and charter schools. Journal of Disability Policy Studies, 28(1), 3-12.

Waitoller, F. R., & Thorius, K. K. (2016). Cross-Pollinating Culturally Sustaining Pedagogy with Universal Design for Learning: Toward an inclusive pedagogy that accounts for student dis/ability. Harvard Educational Review,86(3), 366-389.

Waitoller, F. R., & Pazey B. L. (2016). Examining competing notions of social justice at the intersections of highs-stake testing practices and parents’ rights: An inclusive education perspective. Teachers College Record, 118(14).  

Waitoller, F. R., & Artiles, A. J. (2016). Teacher learning as curating: Becoming inclusive educators in school/university partnerships. Teaching and Teacher Education, 59, 360-371. 

Waitoller, F. R., Kozleski, E. B., & Gonzalez, T. (2016). Professional inquiry for inclusive education: Learning amidst institutional and professional boundaries. Journal of School Effectiveness and School Improvement, 27(1), 62-79.

Waitoller, F. R., & Thorius, K. K.  (2015). Playing hopscotch in inclusive education reform: Examining promises and limitations of policy and practice in the U.S. Support for Learning, 30(1), 23-41. 

Waitoller, F. R., & Kozleski, E. B. (2015). No stone left unturned: The emergence of New Capitalism in inclusive education reform. Education and Policy Analysis Archives, 23(18). http://dx.doi.org/10.14507/epaa.v23.1779

Waitoller, F. R. (2014). Becoming culturally responsive special educators amidst school/university partnerships: Teaching and learning in boundary-zone activity. Mind, Culture, and Activity, 21(1), 53-73. 

Waitoller, F. R., Artiles, A. J. (2013). A decade professional development research in inclusive education: A critical review and notes for a research program.  Review of Educational Research. DOI0034654313483905 

Kozleski, E. B., Artiles, A. J., & Waitoller, F. R. (in press). Equity issues in inclusive education: Across borders and around the world. In L. Florian (Ed.). The sage handbook of special education. London: Sage. 

Waitoller, F. R., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 25-45.

Waitoller, F. R., & Kozleski, E. B. (2013). Understanding and dismantling barriers for partnerships for inclusive education: A cultural historical activity theory perspective. International Journal of Whole Schooling, 9(1), 23-42. 

Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (Eds.). (2011). Inclusive education: Examining equity in five continents.   Cambridge, MA: Harvard Education Press.

Artiles, A. J., King Thorius, K., Bal, A., Neal, R., Waitoller, F. R., & Hernandez Saca, D. (2011). "Beyond culture as group traits: Future learning disabilities ontology, epistemology, and inquiry on research knowledge use." Learning Disabilities Quarterly, 34(3), 167-179.

Waitoller, F. R., Artiles, A. J., & Cheney, D. (2010). "The miners’ canary: A review of overrepresentation research and explanations." Journal of Special Education, 44(1), 29-49.

Kozleski, E. B., & Waitoller, F. R. (2010). "Teacher learning for inclusive education: Understanding teaching as a cultural and political practice." International Journal of Inclusive Education, 14(7), 655-666.

Waitoller, F. R., & Kozleski, E. B. (2010). Inclusive professional learning schools. In Forlin, C. (Ed.).Teacher education for inclusion: Changing paradigms and innovative approaches (pp. 65-73). New York: Routledge.

Artiles, A. J., Waitoller, F. R., & Neal, R. (2010). Grappling with the intersection of language and ability differences: Equity issues for Chicano/Latino students in special education. In R. Valencia (Ed.), Chicano school failure and success. New York: Routledge.

Artiles, A. J., Sullivan, A., Waitoller, F., & Neal, R. (2010). Unraveling language, culture, and ability differences: Latino students in special education. In E. G. Murillo (Ed.). Handbook of Latinos and education: Research, theory & practice (pp. 361-381). Mahwah, NJ: Lawrence Erlbaum.

 

Courses Taught

461 Political and Socio-Cultural Perspectives on Special Education

Hours
3

 Students will examine issues of access and equity through legislation, litigation, and socio-cultural perspectives and be introduced to major theoretical frameworks that influence special education programs. Same as SPED 461. Field work required.

416 Methods of Instruction for Exceptional Learners

Hours
2
Prerequisites
  • Junior standing or above
  • Admission to the Bachelor of Arts in Elementary Education program
  • Successful completion of SPED 415

The purpose of this course is to address issues of instruction for individuals with special needs. Topics include effective instructional and accommodative practices and strategies in multiple areas (math, literacy, science, social studies, art).

592 Seminar on Theory and Research in Special Education

Hours
4
Prerequisites
  • SPED 500 \
  • Consent of the instructor

Systematic in depth review of theory and research on selected topics in special education. May be repeated to a maximum of 12 hours. Students may register in more than one section per term.