Samantha Gross Toews research focuses on instructional practices that support students with extensive support needs to access academic instruction in general education classrooms and professional development strategies that support teachers in implementing inclusive practices. Before coming to CSUN, Dr. Toews was a special educator at a fully inclusive urban elementary school.
Toews, S. G., McQueston J. A., & Kurth, J. A. (2021). Evaluation of the evidence base for shared reading to support literacy skill development for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, Advanced online publication. https://doi.org/10.1177/15407969211008531
Toews, S. G., Kurth, J. A., Turner, E. L., & Lyon, K. J. (2020). Ecobehavioral analysis of inclusive classrooms and instruction that support students with extensive support needs. Inclusion, 8(4), 259-274. https://doi.org/10.1352/2326-6988-8.4.259
Toews, S. G., Kurth, J. A., Miller, A. L., & Lockman Turner, E. (2020). Unit co-planning for academic and college and career readiness in inclusive secondary classrooms. Teaching Exceptional Children, 53(1), 44-51.
Toews, S. G., Johnston, R., Kurth, J. A., Ruppar, A. L., McQueston, J. A., McCabe, K. M. (In Press 2020, January). Alignment of supplementary aids and services with student needs and placement. Intellectual and Developmental Disabilities