Contact InformationX3078amoore@rwu.eduSchool of Law ED 82
Areas of ExpertiseSpecial Education, Inclusion
B.S., Manchester University, 2004
M.Ed., University of Massachusetts-Boston, 2007
Ph.D., University of Rhode Island and Rhode Island College, 2013
Adam Moore is an Associate Professor and Director of Special Education Graduate Programs at Roger Williams University (Bristol, RI). His research focuses on inclusive education, family-centered partnerships in special education, the experiences of college students with disabilities, and social justice in education. 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 18 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 7 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. Prior to teaching in higher education, Dr. Moore was a National Board-Certified special education teacher in the Boston Public Schools.
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. https://doi.org/10.1007/978-3-031-10642-2 (*RWU Graduate Student; **Pk-12 Classroom Teachers)
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. dio: 10.33043/JOSEP.2.2.42-51 (Journal Impact Factor: None provided)
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. http://doi:10.4018/978-1-7998-7706-6 (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. dio: 10.1080/00131725.2020.1738608 (*Graduate Student) (Journal Impact Factor: 1.09; 18% acceptance rate)
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. doi:10.4018/978-1-5225-9434-5.ch014.
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. doi:10.4018/978-1-5225-9434-5.ch019.