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Aleksandra Hollingshead

Aleksandra Hollingshead

Associate Dean of Inclusion, Associate Professor, Special Education

Office

ED 506

Phone

208-885-0629

Mailing Address

875 Perimeter Drive MS 3080
Moscow, ID 83844-3080

  • Ed.D Emphasis Special Education, University of Cincinnati 2013
  • M.Ed. Emphasis Mild/Moderate and Moderate/Severe Intervention Specialist, K-12, Antioch University McGregor 2008
  • M.A. Emphasis Political Science, Silesian University, Poland 2003
  • B.A. Emphasis Political Science and Philosophy, Silesian University, Poland 2003

  • Excellence in Outreach and Engagement Award nomination, University of Idaho, 2017

  • Hoffman Teaching Excellence Award nomination, University of Idaho, 2017

  • Hoffman Teaching Excellence Award nomination, University of Idaho, 2016

  • Excellence in Outreach and Engagement Award nomination, University of Idaho, 2016

  • The Darwin T. Turner Scholars Program, Faculty Recognition Award, University of Cincinnati, 2013

  • Outstanding Doctoral Student Award, University of Cincinnati, 2013

Aleksandra Hollingshead is an associate professor of special education at the University of Idaho. Dr. Hollingshead also serves as a part-time Associate Dean of Inclusion at the College of Education, Health and Human Sciences and a program coordinator for special education. She received her doctorate in special education from the University of Cincinnati in 2013. Dr. Hollingshead was born in Poland and moved to the United States in 2003. Dr. Hollingshead earned her master degree in special education and worked as an intervention specialist with students with severe autism and significant behavior challenges. Dr. Hollingshead’s main research interests include academic engagement of students with autism and severe disabilities, as well as topics related to instructional and assistive technology. Dr. Hollingshead examines student engagement through a lens of Universal Design for Learning framework. Dr. Hollingshead serves as a board of directors member for the Education Northwest and the REL Northwest. She also serves as an associate editor for the FOCUS on Autism and Other Developmental Disabilities journal.

  • SIT-STEM project, Principal Investigator Moscow, Idaho, Collaborate with Dr. Wappett and Ms. Carson on educational outreach to a special education classroom. We will conduct technology needs assessment, purchase and incorporate instructional and assistive technology, collect data, conduct intervention-based single subject studies. October, 2013 - August 2014

Outreach Service

Popular Press

  • Halas, M. (06.13.2016). American students taught English at a local high school. Zycie Bytomskie, a local Polish newspaper.
  • Halas, M. (06.02.2014). American professor from Bytom. Zycie Bytomskie, a local Polish newspaper.
  • Nowacka-Goik, M. (05.30.2014). “Smoleniaczka” from America”. Dziennik Zachodni, a regional Polish newspaper.
  • College of Education January 2014 Newsletter. Alex Hollingshead spent part of her winter break in Poland, where she is planning a faculty-led study abroad opportunity for students.

Technology

  • Engaging special education teachers from rural areas: A virtual community of practice to share technology implementation ideas. Funded by the Doceo Center for Innovation and Learning, University of Idaho.
  • Systematic Integration of Technology for STEM Support in a Special Education Classroom (SIT STEM) — outreach project in Moscow City Schools. Funded by the Doceo Center for Innovation and Learning, University of Idaho.

Workshops

  • Chapman, E., Hollingshead, A., & Taylor, A. (November, 2020) Keeping it accessible; keeping it inclusive. CETL  professional development workshop for faculty at the University of Idaho, Moscow, ID.
  • Chapman, E., Hollingshead, A., & Taylor, A. (July, 2020). Making HyFlex, online, and other classes accessible and inclusive. CETL professional development workshop for faculty at the University of Idaho, Moscow, ID.
  • Hollingshead, A. (October, 2019). Unpacking UNIVERSAL in Universal Design for Learning for students with most complex learning needs. Infinitec webinar series, Chicago, IL.
  • Hollingshead, A. (October, 2019). Unpacking DESIGN in Universal Design for Learning for students with most complex learning needs. Infinitec webinar series, Chicago, IL.
  • Hollingshead, A. (November, 2019). Unpacking LEARNING in Universal Design for Learning for students with most complex learning needs. Infinitec webinar series, Chicago, IL.
  • Hollingshead, A. (September, 2018). Facilitating inclusion using the UDL framework. A professional development workshop for teaching staff, Moscow School District, Moscow, ID.
  • Hollingshead, A. (August, 2018). Facilitating inclusion using the UDL framework. A professional development workshop for special education staff, Kellogg, Wallace, Mullan, ID.
  • Hollingshead, A. (February, 2018). Creating inclusive learning experiences through UDL. A professional development workshop for faculty at the University of Idaho, Moscow, ID.
  • Hollingshead, A. (January, 2018). Creating inclusive learning experiences through UDL. A professional development workshop for faculty at the University of Idaho, Moscow, ID.
  • Hollingshead, A. (March, 2017). Universal Design for Learning and student engagement.  A professional development workshop for faculty at the University of Idaho, Moscow, ID.
  • Hollingshead, A. (December, 2016). Universal design for learning and student engagement. An invited workshop for special education teachers in Lake Pend Orielle School District, Sandpoint, ID.
  • Hollingshead, A. (December, 2016). Visual supports in the classroom. An invited workshop for teachers and paraprofessionals in Moscow School District, Moscow, ID.
  • Hollingshead, A. (October, 2016). Universal design for learning and student engagement. An invited workshop for Region 1 and Region 2 special education directors¸Coeur d’Alene, ID.
  • Hollingshead, A. (October, 2016). Universal design for learning and student engagement. An invited workshop for special education teachers in Kellogg, Mullan, and Wallace school districts.  Kellogg, ID.
  • Hollingshead, A. (September, 2016). Multiple means of engagement. A state-wide UDL symposium, Coeur d’Alene, ID.
  • Hollingshead, A. & Barrio, B. (August, 2015). Setting up for a successful school year: Strategies for behavior management. A professional development workshop for paraprofessionals from rural areas- project funded by the WSU and U of I Colleges of Education Faculty Funding.
  • Hollingshead, A. & Barrio, B. (April, 2015). Strategies for meaningful inclusion and collaboration: How to facilitate social acceptance of students with disabilities. A professional development workshop for paraprofessionals from rural areas- project funded by the WSU and U of I Colleges of Education Faculty Funding.
  • Hollingshead, A. & Barrio, B. (January, 2015). The principles of structured teaching to support behavior management, communication, and small group instruction. A professional development workshop for paraprofessionals from rural areas- project funded by the WSU and U of I Colleges of Education Faculty Funding.
  • Hollingshead, A. & Barrio, B. (November, 2014). Assistive technology supports and evidence-based practices for students with learning disabilities, autism, and intellectual disabilities. A professional development workshop for paraprofessionals from rural areas- project funded by the WSU and U of I Colleges of Education Faculty Funding.

Funded projects:

Current ($5500)

  • Hollingshead, A. (Awarded $1500, January, 2021). Exploring Universal Design for Learning Framework in an Online Class. Teaching Innovation Program. Center on Teaching and Learning, University of Idaho.
  • Scheef, A., & Hollingshead A. (Awarded $4000, September, 2019). Vandal QUEST: Inclusive postsecondary opportunities at the University of Idaho. Steppingstones, Inc.
  • Hollingshead, A. & Haltinner, K. (Awarded $4998, summer 2017). Cultural competency and Universal Design for Learning: Providing relevant instruction to all students. College of Education and College of Letters, Arts, and Social Sciences Funding, University of Idaho.

Completed ($56,027.14)

  • Hollingshead, A. & Haltinner, K. (Awarded $4998, summer 2017). Cultural competency and Universal Design for Learning: Providing relevant instruction to all students. College of Education and College of Letters, Arts, and Social Sciences Funding, University of Idaho.
  • Hollingshead, A. (Awarded $2000, December 2013). It is More than Pierogies: Engaging students in exploration of diversity Through Teaching and Sightseeing in Poland. International Programs, University of Idaho.
  • Hollingshead, A. (Awarded $18,544.41, September 2014). Engaging special education teachers from rural areas: A virtual community of practice to share technology implementation ideas. Doceo Center for Innovation & Learning, University of Idaho.
  • Barrio, B., & Hollingshead, A. (Awarded $5000, May 2014). Reaching out to paraprofessionals: Engaging professional development in rural communities. Washington State University College of Education Faculty Funding.
  • Hollingshead, A. & Barrio, B. (Awarded $5000, May 2014). Reaching out to paraprofessionals: Engaging professional development in rural communities. University of Idaho College of Education Faculty Funding.
  • Hollingshead, A., Carson, J., Wappett, M. (Awarded $15,000, October 2013). Systematic Integration of Technology for STEM Support in a Special Education Classroom (SIT STEM). Doceo Center for Innovation and Learning, University of Idaho.
  • Hollingshead, A., & Servilio, K. (Awarded $1,500, November 2013). Partnerships that Enhance Practice (PEP). A mini grant funded by the Teacher Education Division of CEC.
  • Carnahan, C., Williamson, P., Hollingshead, A., Snyder, K., & Tan, C. (Awarded, $2000, April 2012). What’s the difference? Evaluating iPads, Laptops, and Traditional Books to promote engagement and learning for individuals with autism spectrum disorders. College of Education, Criminal Justice, and Human Services Instructional Research and Development Technology Grant, University of Cincinnati.
  • Carnahan, C., Williamson, P., Snyder, K., Hollingshead, A., & Li, X. (Awarded $1985, April 2012). Virtual coaching: A new model of providing support to pre-service teachers in the field. College of Education, Criminal Justice, and Human Services Instructional Research and Development Technology Grant, University of Cincinnati.
  • Hollingshead, A. (Awarded $2000, December 2013). It is More than Pierogies: Engaging students in exploration of diversity Through Teaching and Sightseeing in Poland. International Programs, University of Idaho.
  • Hollingshead, A. (Awarded $18,544.41, September 2014). Engaging special education teachers from rural areas: A virtual community of practice to share technology implementation ideas. Doceo Center for Innovation & Learning, University of Idaho.
  • Barrio, B., & Hollingshead, A. (Awarded $5000, May 2014). Reaching out to paraprofessionals: Engaging professional development in rural communities. Washington State University College of Education Faculty Funding.
  • Hollingshead, A. & Barrio, B. (Awarded $5000, May 2014). Reaching out to paraprofessionals: Engaging professional development in rural communities. University of Idaho College of Education Faculty Funding.
  • Hollingshead, A., Carson, J., Wappett, M. (Awarded $15,000, October 2013). Systematic Integration of Technology for STEM Support in a Special Education Classroom (SIT STEM). Doceo Center for Innovation and Learning, University of Idaho.
  • Hollingshead, A., & Servilio, K. (Awarded $1,500, November 2013). Partnerships that Enhance Practice (PEP). A mini grant funded by the Teacher Education Division of CEC.
  • Carnahan, C., Williamson, P., Hollingshead, A., Snyder, K., & Tan, C. (Awarded, $2000, April 2012). What’s the difference? Evaluating iPads, Laptops, and Traditional Books to promote engagement and learning for individuals with autism spectrum disorders. College of Education, Criminal Justice, and Human Services Instructional Research and Development Technology Grant, University of Cincinnati.
  • Carnahan, C., Williamson, P., Snyder, K., Hollingshead, A., & Li, X. (Awarded $1985, April 2012). Virtual coaching: A new model of providing support to pre-service teachers in the field. College of Education, Criminal Justice, and Human Services Instructional Research and Development Technology Grant, University of Cincinnati.

(see the CV for a full list)

Peer Reviewed/Evaluated

  • Hollingshead, A. (2021). Designing engaging online environment: Universal Design for Learning principles. Research Anthology on Developing Effective Online Learning Courses. IGI Global. (p. 516-530).
  • Hollingshead, A., Lowrey, K. A., & Howery, K. (2020). Universal design for learning: When policy changes before evidence. Educational Policy. Online first
  • Scheef, A., Hollingshead, A., & Barrio, B. (2020). Supporting students with intellectual disability in postsecondary education. Journal of College Student Development. 61(4), 528-531.
  • Hollingshead, A., & Carr-Chellman, D. (2019). Engaging learners in online environments utilizing Universal Design for Learning principles. E-Learn. (https://elearnmag.acm.org/archive.cfm?aid=3310383)
  • Hollingshead, A., Williamson, P., & Carnahan, C. (2018). Cognitive and emotional engagement for students with severe intellectual disability defined by the scholars with expertise in the field. Research and Practice for Persons with Severe Disabilities, 43(4), 269-284.
  • Hollingshead, A. (2018). Designing engaging online environment: Universal Design for Learning principles. In K. L. Milheim (Ed.). Cultivating Diverse Online Classrooms through Effective Instructional Design.  Hershey, PA: IGI Global.
  • Hall, C., Hollingshead, A., & Christman, J. (in press, 2017). Implementing video modeling to improve transitions within activities in inclusive classrooms. Intervention in School and Clinic.
  • Lowrey, K. A., Hollingshead, A., Howery, K. & Bishop, J. (in press, 2017). More than one way: Stories of UDL, inclusive classrooms, and students with intellectual disability. Research and Practice for Persons with Severe Disabilities.
  • Lowrey, K. A., Hollingshead, A. & Howery, K. (2017). A closer look: Examining teachers’ language around UDL, inclusive classrooms, and intellectual disability. Intellectual and Developmental Disabilities, 55(1), 15-24.

  • Hollingshead, A., Carnahan, C., Lowrey, K. A., & Snyder, K. (2017). Engagement for students with severe cognitive disabilities: The need for a common definition in education. Inclusion, 5(1), 1-15.

  • Barrio, B. L., Miller, D., Hsaio, Y-J., Dunn, M., Petersen, S., Hollingshead, A., & Banks, S.  (2017). Cultural considerations for the Individualized Education Programming. Intervention in School and Clinic, 1-6 (online first).

  • Servilio, K., Hollingshead, A., & Hott, B. (2016). Partnerships enhancing practice: A preliminary model of technology-based peer-to-peer evaluations of teaching in higher education. Journal of Special Education and Technology, 1-13 (online first).

  • Hollingshead, A., Kroeger, S., Altus, J., & Trytten- Brubaker, J. (2016). A case study of positive behavior supports-based interventions in a seventh grade urban classroom. Preventing School Failure 60(4),1-8.

  • Hollingshead, A., Wappett, M., & Erickson, N. (2015). Examining the effectiveness of technology-based intervention on student engagement and products of learning in an Earth science class. DADD Online Journal 2(1), 146-156.

  • Klein, E., & Hollingshead, A. (2015). Collaboration between special and physical education: The benefits of a healthy lifestyle for all students. TEACHING Exceptional Children, 47(3), 163-171.

  • Hollingshead, A. & Streagle, K. (2015). Modeling Universal Design for Learning Principles in a College Classroom: A Means to Engage Pre-service Teachers. UDL-IRN monograph. 117-122.

  • Carnahan C., Williamson, P., Hollingshead, A., & Israel, M. (2012). Using technology to support balanced literacy instruction for students with significant disabilities. TEACHING Exceptional Children, 45(1), 20-29.

  • Carnahan, C., Basham, J., Christman, J, & Hollingshead, A. (2012). Overcoming challenges: Going mobile with your own video models.  TEACHING Exceptional Children, 45(2), 50-59. 

Refereed/Adjudicated

  • Hollingshead, A. (2020). How education leaders can support students with autism during school closures. REL Northwest blog, https://ies.ed.gov/ncee/edlabs/regions/northwest/blog/support-students-with-autism.asp.

  • Hall, C., Mullins, R., Hollingshead, A., Dousay, T. (2019). Boosting communication: Using point of view (POV) video for students with disabilities as a powerful communication piece with parents. Proceedings of Society for Information Technology & Teacher Education International Conference (pp.241-244), Las Vegas, NV. Association for the Advancement of Computing in Education (AACE). Retrieved April 12, 2019 from https://www.learntechlib.org/p/208465.

  • Hollingshead, A. & Barrio, B. (2019). Working with paraprofessionals to support students with intellectual disability and autism spectrum disorders. In J. Shurr,  Jimenez, B., & E. Bouck, (Eds.). Evidence Based Practices for Students with Intellectual Disability and Autism Spectrum Disorder. (47-71). Arlington, VA: Council for Exceptional Children.

  • Hollingshead, A. (October 13, 2016). Article misrepresents universal design for learning framework. A letter to the editor of The Chronicle of Higher Educationhttp://www.chronicle.com/blogs/letters/article-misrepresents-universal-design-for-learning-framework/

  • Klein, E. & Hollingshead, A. (2016). Planning physical education within Universal Design for Learning framework to ensure quality instruction for all students. SHAPE Idaho: A Journal for Idaho’s Health and Physical Educators, Coaches, & Recreation Directors, Winter 2016, 14-18.

  • Hollingshead, A. (2013). Teaching math content to students with significant disabilities: A textbox. In B. Billingsley, M. Brownell, M. Israel, & M. Kamman, (2013). The Beginning Special Education Teacher’s Survival Guide. (p. 264-284). San Francisco, CA: Jossey-Bass.

  • Hollingshead, A. (2013). Teaching academic content to students with significant disabilities: A textbox. In In B. Billingsley, M. Brownell, M. Israel, & M. Kamman, (2013). The Beginning Special Education Teacher’s Survival Guide. (p. 285-302). San Francisco, CA: Jossey-Bass.

  • Hollingshead, A. (2010).  Use of visual schedules for students with autism- a case study. ABA India 1(2), 1-4.

Contact

Department of Curriculum and Instruction

Mailing Address:
College of Education, Health and Human Sciences
University of Idaho
875 Perimeter Drive
Moscow, Idaho 83844-3082

Phone: 208-885-6587

Fax: 208-885-1071

Email: teached@uidaho.edu

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