Elizabeth Barker, PhD
Accessibility Research Manager

Researcher Bio
Elizabeth Barker began her career in education as a middle school and elementary special education teacher, specifically of students with mild-to-moderate disabilities in Michigan and Colorado. She received her doctoral degree with an emphasis on growth trajectories for students with learning disabilities in mathematics and reading comprehension from the University of Oregon. Her current research focuses on how growth trajectories vary among students with visual impairments, deafness and hearing loss, and other disabilities.
Research by Elizabeth Barker


Why students with dyslexia aren’t “at risk”
Researchers have made substantial gains in our knowledge around dyslexia. It’s time to dispel the outdated notion that students can somehow “get” dyslexia and stop using erroneous, ableist language of students “at risk” for dyslexia.
By: Elizabeth Barker
Topics: Equity, Reading & language arts


Fact or fiction? The 4 myths of dyslexia
It can be tricky to understand what dyslexia is and what it isn’t. In this blog, learn the facts about four myths about dyslexia and about possible indicators for dyslexia from preschool years through high school.
By: Elizabeth Barker
Topics: Equity, Reading & language arts


Growth patterns and distance learning tips for students who are deaf and hard of hearing webinar
In this webinar, learn what new research shows about the academic growth trajectories of students who are deaf or hard of hearing (DHH), and tips for supporting students who are DHH in distance learning.
By: Stephanie Cawthon, Elizabeth Barker, Johny Daniel, Jessica Meissner, North Cooc
Topics: Accessibility, Equity, Growth modeling


5 patterns in math skills of new kindergarteners—and 4 ways to address them
Learn what research shows about the variation in math skills early learners have when they enter kindergarten and ways to support building of these foundational skills.
By: Elizabeth Barker
Topics: Early learning, Equity, Math & STEM


Individualize instruction, remove barriers, track student progress: Some tips for making distance-learning special ed work
How can educators effectively engage students with disabilities in distance learning? Elizabeth Barker shares shares four ingredients for effective special education in this piece by The 74’s Beth Hawkins.
The 74.
Mentions: Elizabeth Barker
Topics: COVID-19 and schools, Accessibility, Equity


The 4 ingredients you need for reaching students with disabilities online
The Universal Design for Learning (UDL) framework, formative assessment strategies, student data, and individualized or small-group instruction can help educators provide quality instruction for students with in distance learning.
By: Elizabeth Barker
Topics: Accessibility, COVID-19 and schools, Equity


The pandemic is a crisis for students with special needs
Some students rely on schools for the personal, hands-on attention of specialists. What do they do now?
The Atlantic (2020, April 18)
Mentions: Elizabeth Barker
Topics: COVID-19 and schools, Accessibility, Equity