Acerca de Understood

Somos la organización sin fines de lucro líder que empodera a los 70 millones de personas con diferencias en la manera de pensar y aprender en los Estados Unidos. Proporcionamos recursos y apoyo gratuitos aprobados por expertos para que las personas que piensan y aprenden de manera diferente puedan prosperar en la escuela, en el trabajo y a lo largo de la vida.

Shaqwana Freeman-Green, PhD

Associate Professor, University of North Florida

A destacar

Co-editor for the journal TEACHING Exceptional Children
Chairperson, Cultural and Linguistic Diversity Committee for the Division for Learning Disabilities
At-Large Director, Colleges and Universities with the Florida Association of Teacher Educators
Researches empirically based teaching and learning strategies for students with learning and thinking differences

Shaqwana Freeman-Green, PhD, is an associate professor in the Department of Teaching, Learning, and Curriculum at the University of North Florida. With over 15 years of experience, she has dedicated her career to working with adolescents with disabilities.

Her research and practice are centered around preparing teachers and implementing empirically based teaching and learning strategies to support students with high-incidence disabilities. She is passionate about providing academic support in urban settings for individuals with learning disabilities. She leverages innovative technology and culturally sustaining practices to bridge the gap between research and practice in special education.

Freeman-Green serves as a co-editor for the journal TEACHING Exceptional Children and is the chairperson for the Cultural and Linguistic Diversity Committee for the Division for Learning Disabilities through the Council for Exceptional Children. She also holds the position of At-Large Director for Colleges and Universities with the Florida Association of Teacher Educators. She earned her doctorate in special education from the University of North Carolina at Charlotte.

Publications, media, and appearances

Culturally sustaining practices in content area instruction for CLD students with learning disabilities (Learning Disabilities Research and Practice, 2021)
Self-regulated strategy development instruction to solve multi-step equations for middle school students with learning disabilities or identified at-risk (Journal of Special Education, 2016)
Effects of the SOLVE strategy on the mathematical problem solving skills of secondary students with learning disabilities (Learning Disabilities Research and Practice, 2015)