Jessica Bowman

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  • Research Associate
Email
bowman@umn.edu
Phone
+1 612-624-5832
Address
Institute On Community Integration
Masonic Institute For The Developing Brain [map]
2025 E River Pkwy
Annex 2-506a
Minneapolis, MN 55414-3604

Jessica Bowman is a Researcher with the National Center on Educational Outcomes and the TIES Center. In this position, she works to improve inclusion of students with significant cognitive disabilities in general education classrooms by creating resources for parents and educators and providing targeted and intensive technical assistance to states, districts, and schools related to systems change and professional development. Dr. Bowman began her education career as a teacher of students with significant cognitive disabilities and has experience developing, delivering, and evaluating professional development efforts at the state level. Her research has focused on inclusion and access to the general education curriculum in mathematics for students with significant cognitive disabilities. Dr. Bowman holds a PhD in Special Education from the University of Utah.

Projects

Project

TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities

Creates sustainable changes in school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional …

Project

TIES-SCOE

TIES Center is engaged in a year-long collaboration (2024-2025) with the Sacramento County Office of Education (SCOE) for the "California Includes" initiative. The project aims to develop comprehen…

Project

Minnesota Principal Leadership for Inclusive Education Manual

This project develops the Minnesota Principal Leadership for Inclusive Education Manual , an online resource to support school principals in envisioning, designing, and implementing inclusive …

Products

Separate School Placement for Students With Extensive Support Needs and the Potential Impact of Locale and Charter School Enrollment

Separate school placements persist for students with extensive support needs (ESN) despite longstanding federal mandates for all students with disabilities to be educated in the least restrictive …

Published: 2024

MIDAS Project Reports: A Mixed Methods Study on Teaching Students Who Moved From the AA-AAAS to General State Assessment (#102)

This report presents the findings of a study that examined the successes and barriers that teachers faced when instructing students with disabilities who have moved from the alternate assessment …

Published: July 2024

Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms

In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional …

Published: 2024

TIES Center Briefs: Providing Meaningful General Education Curriculum Access to Students with Significant Cognitive Disabilities (TIES Center Brief #4)

This brief addresses the question of what access to and progress in the general education curriculum means for students with the most significant cognitive disabilities. It provides examples of …

Published: August 2020

TIES Center Reports: Separate School Placement Trends by Category and Age for Students with Extensive Support Needs (#105)

The purpose of this report is to examine the trends across the country over the past decade related to the placement of students with extensive support needs (ESN) in separate schools.Published: 8/1/2022

NCEO Reports: Universal Design and K-12 Academic Assessments: A Scoping Review of the Literature (#442)

This report summarizes an investigation of literature published in 1985-2023 on universal design (UD) of large-scale assessments. State education agencies, K-12 assessment vendors, teacher trainers…

Published: February 2024