Julie Maier
I’m Julie Maier and a proud SF State alum and graduate of the Extensive Support Needs and Multiple Subjects Credential Programs who earned a Masters of Arts Degree in Special Education from SF State in May 1997. I’ve been a member of Special Education Department since 1999, starting as research project assistant and fieldwork supervisor. In 2003 I added the role of course instructor and have taught several courses for the department including Extensive Support Needs core methods courses and courses in deafblindness, autism spectrum disorders, transition, and positive behavior supports. Prior to joining the SF State team I held the roles of a community support aide for adults with complex support needs in Oakland and a paraeducator in inclusive schools in the Berkeley Unified School District while pursuing my teaching credentials. Next I spent 5 years in my dream job as an inclusion support teacher in the Berkeley Unified School District. In 2013 I acquired yet another job and joined the team at California Deafblind Services as a deafblind educational specialist for this federally-funded training and technical assistance project. We provide resources, support, training and coaching to any families or educational team member of children and youth from deafblindness from birth-21 years of age across the entire state. Over the years I have written or co-authored multiple articles on collaborative teaming, social supports for students with extensive support needs, authentic assessment for individuals who are deafblind, self-determination, autism and deafblindness, literacy for students who are deafblind. I’ve also been invited to present at many state, national and international conferences related to both inclusive education and deafblindness.
I feel very fortunate to have been working a field that has brought me into contact with so many unforgettable and interesting students, families and colleagues and has constantly challenged me to expand my perspectives about all people’s innate abilities, contributions, and vulnerabilities. This field has also challenged me to constantly think outside of the box and practice empathy while interacting, instructing, or collaborating with others. Each job and position I’ve held over the years is filled with favorite stories and people (too many to list here) that have forced me to grow as an educator and a person. I find our field to be both expansive for all of the opportunities and journeys it presents and yet also a small field where worlds sometimes collide. Just last winter I attended a 16th birthday party for young woman I’d known for a few years as a family advocate and was reacquainted with a student I had taught in Berkeley over 20 years ago! This young woman and man were now in the same dance troupe and I’ll never forget the surprise we felt at that unexpected reunion.
Welcome to SF State’s Extensive Support Needs Program and the field of teaching. I promise you the students and colleagues you meet will have lasting impacts and change your life. Cue the soundtrack from the musical Wicked, “…because I knew you, I’ve been changed for the better. Because I knew you, I have been changed for good.”
Maier, J. (2020). Creating a photo story of your child to share with the educational team. reSources: California Deafblind Services Newsletter (PDF), 25 (2), 11-12. California Deafblind Services, San Francisco, CA.
Maier, J. (2020). Building partnerships through information provision. reSources: California Deafblind Services Newsletter (PDF), 25 (1), 1-4. California Deafblind Services, San Francisco, CA.
Maier, J. (2019). Creating connections requires opportunities, informed peers, and facilitation. reSources: California Deafblind Services Newsletter (PDF), 24 (2), 9-11. California Deafblind Services, San Francisco, CA.
Maier, J. (2019). The teacher of the deafblind in the state of California today: Purpose, role, training, and professional supports. reSources: California Deafblind Services Newsletter (PDF), 24 (1), 11-20. California Deafblind Services, San Francisco, CA.
Maier, J. (2017). Promoting literacy for all: thinking beyond just reading and writing. reSources: California Deafblind Services Newsletter (PDF), 22 (1), 4-12. California Deafblind Services, San Francisco, CA.
Maier, J. (2016). Wow, that sounds familiar: Parent-child playgroups to train, support, and build connections. reSources: California Deafblind Services Newsletter (PDF), 21 (2, 1-6). California Deafblind Services, San Francisco, CA.
Maier, J. & Medina, M. (2016). Moving forward with the transition to preschool through collaborative planning. reSources: California Deafblind Services Newsletter (PDF), 21, (2), 9-12. California Deafblind Services, San Francisco, CA.
Maier, J. (2016). It’s my life: Considering the student-directed IEP process. (Part 2 of 2). reSources: California Deafblind Services Newsletter (PDF), 21(1), 9-20. California Deafblind Services, San Francisco, CA.
Maier, J. (2016). It’s my life: Considering the student-directed IEP process. (Part 1 of 2). reSources: California Deafblind Services Newsletter (PDF), 20(1), 1-9. California Deafblind Services, San Francisco, CA.
Maier, J. (2015). The power of connection. reSources: California Deaf-Blind Services Newsletter (PDF), 20 (1), 14-16. California Deaf-Blind Services, San Francisco, CA.
Belote, M. & Maier, J. (2014). Why deaf-blindness and autism can look so much alike. reSources: California Deaf-Blind Services Newsletter (PDF), 19 (2), 1-16. California Deaf-Blind Services, San Francisco, CA.
Maier, J. (2014). Promoting interactions with siblings and peers. reSources: California Deaf-Blind Services Newsletter (PDF), 19 (2), 1-2. California Deaf-Blind Services, San Francisco, CA.
Maier, J. (2014). Planning family outings. reSources: California Deaf-Blind Services Newsletter (PDF), 19 (2), 1-3. California Deaf-Blind Services, San Francisco, CA.
Maier, J. (2014). Capacity or deficit? The lens we use to view use to view students does make a difference. reSources: California Deaf-Blind Services Newsletter (PDF), 19 (1),1-7. California Deaf-Blind Services, San Francisco, CA.
Nusbaum, E., Maier, J., & Rodriguez, J. (2013). Capacity or deficit? An examination of the lens that educators use to view student disability. SPEAKout Newsletter (Back to School Special, 2013). PEAK Parent Center Colorado Springs, Co.
Maier, J. (2013). Self-Determination: An Overview. reSources: California Deaf-Blind Services Newsletter (PDF), 18 (1), 1-5. California Deaf-Blind Services, San Francisco, CA.
Hunt, P., Doering, K., Maier, J, (2010). Three Building Blocks for Designing Implementing Social Supports for Students Who Use AAC. TASH Connections, 37(1), 15-20.
Hunt, P., Doering, K., Maier, J, & Mintz, E, (2009). Strategies to Support the Development of Positive Social Relationships and Friendships for Students Who Use AAC. In G. Soto & C. Zangari (Eds.) Practically Speaking: Language, Literacy, & Academic Development for Students With AAC Needs. Baltimore: Paul H. Brookes Publishing.
Hunt, P., Soto, G. Maier, J., Liboiron, N., & Bae, S. (2004). Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs. Topics in Early Childhood Special Education, 24(3), 123-142.
Hunt, P., Soto, G., Maier, J., & Doering, K. (2003). Collaborative teaming to support students at risk and students with severe disabilities in general education classrooms. Exceptional Children, 69(3), 315–332.
Hunt, P., Soto, G., Maier, J., Müller, E., & Goetz, L. (2002). Collaborative teaming to support students with AAC needs in general education classrooms. Augmentative and Alternative Communication, 18, 20–35.
Hunt, P., Doering, K., Hirose-Hatae, A., Maier, J., & Goetz, L. (2001). Across-program collaboration to support students with and without disabilities in a general education classroom: A program evaluation study. Journal of the Association for Persons with Severe Handicaps, 26(4), 240–256.
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