| Degree | Major | School | Date |
| Ph.D. | Special Education | University of Michigan | 1986 |
| M. Ed.. | Special Education | Bowling Green State University | 1980 |
| B.A. | Psychology and Anthropology |
Kenyon College | 1977 |
Interests
| My principle area of scholarship is the application of technology for individuals with disabilities and at-risk learners. My current research and teaching orientation is one that emphasizes the use of instructional technology/computer-enhanced applications to facilitate student learning. This includes exploring the development of technology-based curriculum objects (e.g. thematic units) to promote authentic learning and positive behaviors/social skills. I have additional interests in (1) the use of technology to enhance the transition of secondary students with mild/moderate disabilities into post-secondary settings, (2) the motivational/affective beliefs of special needs students/learners using computers, and (3) examining the effectiveness of training special education teachers to use technology in meaningful instructional contexts. I also have a developing interest in the instructional use of multimedia to promote students' formation of mental models. As a special educator, my focus is cross-categorical and multidimensional. For example, I believe there are a number of underlying psychological and educational principles that facilitate cognitive and behavioral instruction in school and community-based environments for ALL students. At the same time I strongly believe we must consider the individual needs and environments of students. My experience in adult special education services and as a school psychologist help anchor my perspective regarding assessment and instruction for students with mild/moderate disabilities. As educators, when we try to understand learning problems in students, we must be problem solvers (i.e. principles of learning and instruction never work equally well for every student). In addition, we must always respect students' self-determination, and be prepared to let them make decisions (rather than us make the decisions for them without considering their input). |
Courses Commonly Taught
| EDSP-4023 | Technology Applications in Special Education. |
| EDSP-5183 | Advanced Assessment in Special Education. |
| EDSP-6203 | Professional Seminar in Special Education. |
| EDSP-5142 | Managing Behavior Problems |
Representative Publications
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Gardner, J.E., & Wissick, C.A. (in press). Enhancing thematic units using the world wide web: Tools and strategies for students with mild disabilities. Journal of Special Education Technology.
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| Gardner, J.E., Wissick, C.A., Schweder, W, & Smith, L. (in press). Enhancing interdisciplinary instruction in General and Special Education: Thematic units and technology. Remedial and Special Education. |
| Gardner, J.E., & Edyburn, D.L. (2000). Integrating technology to support effective instruction. In Lindsey, J. (Ed), Technology and Exceptional Individuals (3rd ed, pp. 191-240), Austin, Texas: PRO-ED. |
| Wissick, C.A., & Gardner, J.E. (2000). Multimedia or not to multimedia? That is the question for students with learning disabilities. Teaching Exceptional Children, 32(4), 34-43. |
| Wissick, C.A., & Gardner, J.E. (1998). A special educator's learner's permit to the world wide web. Teaching Exceptional Children, 30(5), 8-15. |
| Gardner, J.E, Scherman, A., Mobley, D., Brown, P., & Schutter, M. (1994). Grandparents' beliefs regarding their role and relationship with special needs grandchildren. Education and Treatment of Children, 17(2), 185-196. |
| Gardner, J.E., & Bates, P. (1991). Attitudes and attributions on use of microcomputers in school by students who are mentally handicapped. Education and Training in Mental Retardation, 26(1), 98-107. |
