Sommerness, J. (2020). A collaborative start to behavioral supports (DL #2). TIES Center.

Sommerness, J. (2020). Reflections about individualizing supports for children and families: Olivia’s story (DL #5). TIES Center. 

Ghere, G., Sommerness, J., & Vandercook, T. (2020).  Planning for instruction both at school and distance learning: The 5C Process (DL #17). TIES Center.

Ghere, G., Sommerness, J., & Reyes, E. (2020). Pivoting between Paraprofessional Support in Inclusive Schools and Distance Learning. TIES Center.

Online Learning Center for Kids Included Together, IACET standard-based, best in class online webinars, eLearning online courses and job-embedded curriculum.

Personal website and educational blog, with an online presence since November, 2010.

Guest blogger for Peter Block and John McKnight’s Abundant Community website, from March-June, 2011.

SpecialNeedsTalkRadio interview and podcast for Inclusive Class with Terri Mauro and Nicole Eredics. Topic: Inclusive IEPs. November 4th, 2011.

Book Chapter
York-Barr, J., Sommerness, J., Hur, J. (2008). Teacher leadership: Leading from the middle…learning side-by-side. In Good, T. (2008). 21st Century Education: A Reference Handbook. Thousand Oaks, CA: Sage Publications.

Journal Articles (refereed)
York-Barr, J., Ghere, G.S., & Sommerness, J. (2007). Collaborative teaching to increase ELL student learning. Journal of Education for Students Placed at Risk, 12(3), 301-335.

York-Barr, J., Sommerness, J., Ghere, G., & Duke, K. (2005). Special educators in inclusive education programmes: Reframing their work as teacher leadership. International Journal of Inclusive Education, 9(2), 193-215.

Professional Development Curricula
York-Barr, J., Sommerness, J., & Ghere, G. (2005). Teachers as leaders of inclusive schooling: What, why and how. Burlington, VT: University of Vermont, National Institute on Leadership for Disability and Students Placed at Risk. [peer-reviewed, online university course]

Ghere, G.S., York-Barr, J., & Sommerness, J. (2002). Job-embedded paraprofessional development: A curriculum guide for special educators. Minneapolis, MN: Institute on Community Integration. Includes the following components:

  • Facilitator Manual
  • Unit 1: What is inclusive education?
  • Unit 2: What to teach: Learning opportunities for students
  • Unit 3: How to instruct: Prompt, wait, fade
  • Unit 4: How to instruct: Natural cues, consequences, and supports
  • Unit 5: How to instruct: Individualized adaptations
  • Unit 6: How to interact: Behavior as communication
  • Unit 7: How to interact: Student relationships

Newsletters and Newsletter Articles

Sommerness, J., Ghere, G. (2019). Paraprofessional roles and layers of instruction. IMPACT. Minneapolis: University of Minnesota, Institute on Community Integration, p. 39-41.

York-Barr, J., Ghere, G., & Sommerness, J. (2003). Special educators as teacher leaders in inclusive settings. In T. Vandercook, J. York-Barr, & V. Gaylord (Eds.), IMPACT: Feature issue on revisiting inclusive education. Minneapolis: University of Minnesota, Institute on Community Integration, p. 16.

York-Barr, J, Ghere, G., & Sommerness, J. (2003). What’s working and what’s not for your team? In T. Vandercook, J. York-Barr, & V. Gaylord (Eds.), IMPACT: Feature issue on revisiting inclusive education. University of Minnesota, Institute on Community Integration, p. 14-15.

Manuscripts in Review or Revision
York-Barr, J., Sommerness, J., & Ghere, G.S. (in review). Teachers as leaders in inclusive schooling: Three exemplary cases. Journal of Cases in Educational Leadership.

Reports and Evaluations
York-Barr, J., Sommerness, J., Duke, K., & Ghere, G. (March 2000). Special educator roles and responsibilities in inclusive settings: Findings and recommendations from an expert focus group. Minneapolis, MN: University of Minnesota, Institute on Community Integration.