Corrine Aramburo
I am the fieldwork coordinator and a fieldwork supervisor for the Extensive Support Needs program here at San Francisco State University. In addition to being the fieldwork coordinator and a lecturer for SF State, I am pursuing my Ph.D in special education at UC Berkeley and SF State. My doctoral studies focus on administrative leadership for students with extensive support needs and their teachers, special education teacher attrition, special education administration, and the integration of the social-medical model of disability and attribution theory. I completed my B.A. in English and History Education at Brigham Young University-Idaho and my M.A. in Extensive Support Needs at San Francisco State University.
Being a first-year special education teacher for students with extensive support needs has its many trials; I know it did for me. I felt like my classroom was always on fire. But having my cohort at SF State of new special education teachers, seasoned paraprofessionals, and knowledgeable, supportive professors made my first-year teaching journey one to remember. They pushed me, commiserated with me, and above all, accepted me. I am still friends with many of my cohort members sharing in the joys and triumphs of special education teaching as we now become “veteran” in the field- just don’t call us old. The long days of teaching followed by hours of class seemed never ending at the time, but those days were loved, and, now, missed. Coming to SF State’s Extensive Support Needs program was one of the best choices I made in my young adult life and it set me on a trajectory that I never dreamed possible.
A quote that I love and keep with me: “You may be here tomorrow, but your dreams may not” — Cat Stevens/Yusuf Islam. On its face this quote may not appear to be inspirational or motivating, but I find that as I grow as a person dreams change, ebb, and flow. Life takes us different and, often times, surprising directions and we need to embrace that who we were yesterday may not be who we are today, or even who we want to be in the future.
Firestone, A.R., Aramburo, C. M., Cruz, R. (2021). Special educators’ knowledge of high-leverage practices: Construction of a pedagogical content knowledge measure. Studies in Educational Evaluation, 70, 1–13.
Aramburo, C. M., & Rodl, J. E. (2020). Boosting school administrator confidence when evaluating special educators through district support and training. JSARD, 5(2), 86–95.
Mortier, K., Brown, I., Aramburo, C. M. (2021). Cultural brokers in special education. Research and Practice for Persons with Severe Disabilities, 46(1), 3-17. doi.org/10.1177/1540796920975386
Hunt, P., Kozleski, E., Jaehoon, J., Mortier, K., Fleming, D., Hicks, T., Balasubramanian, L., Leu, G., Bross, L., Munandar, V., Dunlap, K., Stepaniuk, I., Aramburo, C.M., & Oh, Y. (2019). Implementing comprehensive literacy instruction for students with significant disabilities in general education classroom. Exceptional Children.
Book Chapter
Mortier, K. & Aramburo, C. M. (in press). Collaborative teaming to support quality inclusive education for students with disabilities. In Jung, L.A. (Ed.), Special Education Section; D. Fisher (Ed.), Routledge Encyclopedia of Education (online). Taylor & Francis.