BIOGRAPHY
Dr. Katz received her PhD in 2008 from the University of British Columbia in inclusive education. She is the author of “Teaching to Diversity: The Three Block Model of Universal Design for Learning” and "Resource Teacher: A Changing Role in the Three-Block Model of UDL". Her third book "Ensouling Our Schools", written with Indigenous educator Kevin Lamoureux, was released in 2018. Dr. Katz has been a successful sessional lecturer, educational consultant, classroom teacher, resource teacher, special educator, editor, and guidance counselor. She taught in diverse classrooms from K-12 in Winnipeg and Vancouver for 16 years where she developed the Three-Block Model, including special education classrooms, inclusive classrooms, youth centres, and alternative high school programs. Her work as an advocate of inclusive education and universal design for learning (UDL) has spanned several countries, provinces and territories, and multiple audiences, including university courses, academic conferences, parent advocacy groups, educational conferences, school and division based professional development workshops, and most importantly, direct work with children and youth in schools and alternative settings. She is currently an Associate Professor in the Faculty of Education at the University of British Columbia where she teaches courses and conducts research related to inclusion and the Three-Block Model of UDL.
Selected Publications
Books
Katz, J. (2018). Ensouling Our Schools. Winnipeg, MB: Portage & Main Press
Katz, J. (2013). Resource Teachers: A Changing Role in the Three Block Model of Universal Design For Learning.
Winnipeg, MB: Portage & Main Press
Katz, J. (2012). Teaching to Diversity: The Three-Block Model of Universal Design for Learning. Winnipeg, MB:
Portage & Main Press.
Book Chapters
Sokal, L., & Katz, J. (2018). Inclusive and Special Education in Canada & The United States. Oxford Research
Encyclopedia of Education
Katz, J. (2017). Toward a vision of inclusive learning communities – It takes THE village. In K. Scorgie and D.
Sobsey (Eds.) Working With Families for Inclusive Education. Bingley, UK: Emerald press.
Katz, J. (2017). The case of Elvin. In A. Aucoin and K. Calder Stegemann (Eds.) Inclusive Education: Stories of
Success and Hope in a Canadian Context. Toronto, ON: Pearson Education.
Sokal, L. & Katz, J. (2017). Social and emotional learning and inclusion in schools. Oxford Research Encyclopedia of
Education. Oxford Press, October 2016. doi: 10.1093/acrefore/9780190264093.013.146
Specht, J., & Katz, J. (2014). Perspectives on teaching and diversity. In J. W. Andrews and J. L. Lupart (Eds.)
Understanding and addressing student diversity in Canadian schools. Toronto, ON: Nelson Education.
Journal Articles
Katz, J. & Lamoureux, K. (2020). Intersectionality, Indigeneity, and inclusive education: Reimagining business as usual.
Exceptionality Education International.
Katz, J., Mercer, S., Knight, V., Skinner, S. (2020). Effects of a universal school-based mental health program on the self-
concept, coping skills, and perceptions of social support of students with developmental disabilities (Journal of Autism and
Developmental Disorders).
Sokal, L., Trudel, L. E., Katz, J., Bradford, B., & Loreman, T. (2020). Innovative practices for preparing Canadian teachers for
inclusive classrooms, a review. Invited Manuscript for International Journal of Inclusive Education.
Hymel, S., & Katz, J. (2019). Designing classrooms for diversity: Fostering social inclusion. [invited peer commentary on the
special issue “Promoting inclusive school climate: Multiple approaches to uniting students across groups”] Educational
Psychologist, 54(4), 331-349.
Katz, J., Mercer, S., & Skinner, S. (2019). Developing self-concept, coping skills, and social support in grades 3–12: A cluster-
randomized trial of a combined mental health literacy and Dialectical Behavior Therapy skills program. School Mental Health,
12(2), 323-335. doi:10.1007/s12310-019-09353-x (IF = 2.00)
Katz, J., Sokal, L., Wu, A. (2019). Academic achievement of diverse K-12 learners in Three-Block Model Classrooms.
International Journal of Inclusive Education, 19(1), 1-20. https://doi.org/10.1080/13603116.2019.1613450
Sokal, L., & Katz, J. (2017). Effects of the Three-Block Model of Universal Design for Learning on teachers’ behaviours, efficacy,
and concerns about inclusive teaching. Teacher Education and Practice, 30(1), 157-176.
Katz, J., & Sokal, L. (2016). Universal design for learning as a bridge to inclusion: A qualitative report of student
voices. International Journal of Whole Schooling, 12(2), 36-63.
Katz, J. (2016). Effects of the three block model of UDL on inclusive teaching. Journal of Research in Special
Educational Needs, 16(S1), 898-899. doi:10.111/1471-3802.4_12347
Katz, J. (2014). Implementing the Three-Block Model of Universal Design for Learning (UDL): Effects on teachers’ self-
efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education. DOI:
10.1080/13603116.2014.881569.
Katz, J. (2013). The Three-Block model of universal design for learning (UDL): Engaging students in inclusive
education. Canadian Journal of Education, 36(1), 153-194.
Katz, J. (2012). Reimagining Inclusion. Canadian Association of Principals Journal, Summer, 22-26.
Katz, J. (2012). Making imagination real: Inclusive education and the Three Block Model of Universal Design for
Learning. Canadian Association of Principals Journal, Summer, 30-34.
Katz, J., & Epp, B. (2013). Leadership & Inclusion –Leading Inclusive Schools and the Three Block Model of UDL.
Canadian Association of Principals Journal, Winter, 8-11.
Katz, J., & Mirenda, P. (2002a). Including students with developmental disabilities in general education classrooms:
Educational benefits. International Journal of Special Education, 17, 14–24. Retrieved from
http://www.internationaljournalofspecialeducation.com/
Katz, J., & Mirenda, P. (2002b). Including students with developmental disabilities in general education classrooms:
Social benefits. International Journal of Special Education, 17, 25–35. Retrieved from
http://www.internationaljournalofspecialeducation.com/
Katz, J., Mirenda, P., & Auerbach, S. (2002). Instructional Strategies and Educational Outcomes for Students with
Developmental Disabilities in Inclusive "Multiple Intelligences" and Typical Inclusive Classrooms. Research &
Practice for Persons with Severe Disabilities, 27(4), 227.
Katz, J., & Porath, M. (2011). Teaching to diversity: Creating compassionate learning communities for diverse
elementary school communities. International Journal of Special Education, 26(2), 1-13.
Katz, J., Porath, M., Bendu, C., & Epp, B. (2012). Diverse Voices: Middle years students insights into life in inclusive
classrooms. Exceptionality Education International, 22(1), 2-16.
Katz, J. & Sokal, L. (2016). Universal design for learning as a bridge to inclusion: A qualitative report of student
voices. International Journal of Whole Schooling, 12(2). Retrievable at
http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSIndex.html
Katz, J., & Sugden, R. (i2013). The Three Block Model of universal design for learning: Implementation in a high
school. Canadian Journal of Educational Administration & Policy, 141, 1-28.
Sokal, L., & Katz, J. (2017). Effects of the Three-Block Model of Universal Design for Learning on teachers’
instructional practice, efficacy, and concerns about inclusive teaching. Teacher Education and Practice.
Manuscript in press for special issue.
Sokal, L., & Katz, J. (2015). Oh, Canada: Bridges and barriers to inclusion in Canadian schools. Support for Learning,
30(1), 42- 54. doi: 10.1111/1467-9604.12078
Sokal, L., & Katz, J. (2015). Effects of the Three-Block Model of universal design for learning on early and late middle
school students’ engagement. Middle Grades Research Journal, 10(2), 65-82.
Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P. Bennett, S., Gallagher, T., Young, G., Metsala, J., Aylward,
L. Katz, J…. Cloutier, S. (2015). Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice
teachers. International Journal of Inclusive Education. Retrieved from:
http://www.tandfonline.com/doi/full/10.1080/13603116.2015.1059501
Works Forthcoming
Katz, J., Sokal, L., and Wu, A. (In submission). Academic achievement of diverse learners in K- 12 inclusive classrooms
implementing the Three-Block Model of Universal Design for Learning (UDL).
Katz, J., Mercer, S., & Skinner, S. (In submission). Developing resiliency in grades 3-12: A cluster randomized trial of
a combined mental health literacy and dialectical behavior therapy skills program. (School Psychology Quarterly).
Katz, J., Mercer, S., Knight, V., Skinner, S. (in preparation). Tier 1 mental health programming for students with
significant disabilities: A cluster randomized trial of a combined mental health literacy and dialectical behavior
therapy skills program. (Journal of Autism and Developmental Disorders).
Katz, J. (2018). Ensouling Our Schools. Winnipeg, MB: Portage & Main Press
Katz, J. (2013). Resource Teachers: A Changing Role in the Three Block Model of Universal Design For Learning.
Winnipeg, MB: Portage & Main Press
Katz, J. (2012). Teaching to Diversity: The Three-Block Model of Universal Design for Learning. Winnipeg, MB:
Portage & Main Press.
Book Chapters
Sokal, L., & Katz, J. (2018). Inclusive and Special Education in Canada & The United States. Oxford Research
Encyclopedia of Education
Katz, J. (2017). Toward a vision of inclusive learning communities – It takes THE village. In K. Scorgie and D.
Sobsey (Eds.) Working With Families for Inclusive Education. Bingley, UK: Emerald press.
Katz, J. (2017). The case of Elvin. In A. Aucoin and K. Calder Stegemann (Eds.) Inclusive Education: Stories of
Success and Hope in a Canadian Context. Toronto, ON: Pearson Education.
Sokal, L. & Katz, J. (2017). Social and emotional learning and inclusion in schools. Oxford Research Encyclopedia of
Education. Oxford Press, October 2016. doi: 10.1093/acrefore/9780190264093.013.146
Specht, J., & Katz, J. (2014). Perspectives on teaching and diversity. In J. W. Andrews and J. L. Lupart (Eds.)
Understanding and addressing student diversity in Canadian schools. Toronto, ON: Nelson Education.
Journal Articles
Katz, J. & Lamoureux, K. (2020). Intersectionality, Indigeneity, and inclusive education: Reimagining business as usual.
Exceptionality Education International.
Katz, J., Mercer, S., Knight, V., Skinner, S. (2020). Effects of a universal school-based mental health program on the self-
concept, coping skills, and perceptions of social support of students with developmental disabilities (Journal of Autism and
Developmental Disorders).
Sokal, L., Trudel, L. E., Katz, J., Bradford, B., & Loreman, T. (2020). Innovative practices for preparing Canadian teachers for
inclusive classrooms, a review. Invited Manuscript for International Journal of Inclusive Education.
Hymel, S., & Katz, J. (2019). Designing classrooms for diversity: Fostering social inclusion. [invited peer commentary on the
special issue “Promoting inclusive school climate: Multiple approaches to uniting students across groups”] Educational
Psychologist, 54(4), 331-349.
Katz, J., Mercer, S., & Skinner, S. (2019). Developing self-concept, coping skills, and social support in grades 3–12: A cluster-
randomized trial of a combined mental health literacy and Dialectical Behavior Therapy skills program. School Mental Health,
12(2), 323-335. doi:10.1007/s12310-019-09353-x (IF = 2.00)
Katz, J., Sokal, L., Wu, A. (2019). Academic achievement of diverse K-12 learners in Three-Block Model Classrooms.
International Journal of Inclusive Education, 19(1), 1-20. https://doi.org/10.1080/13603116.2019.1613450
Sokal, L., & Katz, J. (2017). Effects of the Three-Block Model of Universal Design for Learning on teachers’ behaviours, efficacy,
and concerns about inclusive teaching. Teacher Education and Practice, 30(1), 157-176.
Katz, J., & Sokal, L. (2016). Universal design for learning as a bridge to inclusion: A qualitative report of student
voices. International Journal of Whole Schooling, 12(2), 36-63.
Katz, J. (2016). Effects of the three block model of UDL on inclusive teaching. Journal of Research in Special
Educational Needs, 16(S1), 898-899. doi:10.111/1471-3802.4_12347
Katz, J. (2014). Implementing the Three-Block Model of Universal Design for Learning (UDL): Effects on teachers’ self-
efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education. DOI:
10.1080/13603116.2014.881569.
Katz, J. (2013). The Three-Block model of universal design for learning (UDL): Engaging students in inclusive
education. Canadian Journal of Education, 36(1), 153-194.
Katz, J. (2012). Reimagining Inclusion. Canadian Association of Principals Journal, Summer, 22-26.
Katz, J. (2012). Making imagination real: Inclusive education and the Three Block Model of Universal Design for
Learning. Canadian Association of Principals Journal, Summer, 30-34.
Katz, J., & Epp, B. (2013). Leadership & Inclusion –Leading Inclusive Schools and the Three Block Model of UDL.
Canadian Association of Principals Journal, Winter, 8-11.
Katz, J., & Mirenda, P. (2002a). Including students with developmental disabilities in general education classrooms:
Educational benefits. International Journal of Special Education, 17, 14–24. Retrieved from
http://www.internationaljournalofspecialeducation.com/
Katz, J., & Mirenda, P. (2002b). Including students with developmental disabilities in general education classrooms:
Social benefits. International Journal of Special Education, 17, 25–35. Retrieved from
http://www.internationaljournalofspecialeducation.com/
Katz, J., Mirenda, P., & Auerbach, S. (2002). Instructional Strategies and Educational Outcomes for Students with
Developmental Disabilities in Inclusive "Multiple Intelligences" and Typical Inclusive Classrooms. Research &
Practice for Persons with Severe Disabilities, 27(4), 227.
Katz, J., & Porath, M. (2011). Teaching to diversity: Creating compassionate learning communities for diverse
elementary school communities. International Journal of Special Education, 26(2), 1-13.
Katz, J., Porath, M., Bendu, C., & Epp, B. (2012). Diverse Voices: Middle years students insights into life in inclusive
classrooms. Exceptionality Education International, 22(1), 2-16.
Katz, J. & Sokal, L. (2016). Universal design for learning as a bridge to inclusion: A qualitative report of student
voices. International Journal of Whole Schooling, 12(2). Retrievable at
http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSIndex.html
Katz, J., & Sugden, R. (i2013). The Three Block Model of universal design for learning: Implementation in a high
school. Canadian Journal of Educational Administration & Policy, 141, 1-28.
Sokal, L., & Katz, J. (2017). Effects of the Three-Block Model of Universal Design for Learning on teachers’
instructional practice, efficacy, and concerns about inclusive teaching. Teacher Education and Practice.
Manuscript in press for special issue.
Sokal, L., & Katz, J. (2015). Oh, Canada: Bridges and barriers to inclusion in Canadian schools. Support for Learning,
30(1), 42- 54. doi: 10.1111/1467-9604.12078
Sokal, L., & Katz, J. (2015). Effects of the Three-Block Model of universal design for learning on early and late middle
school students’ engagement. Middle Grades Research Journal, 10(2), 65-82.
Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P. Bennett, S., Gallagher, T., Young, G., Metsala, J., Aylward,
L. Katz, J…. Cloutier, S. (2015). Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice
teachers. International Journal of Inclusive Education. Retrieved from:
http://www.tandfonline.com/doi/full/10.1080/13603116.2015.1059501
Works Forthcoming
Katz, J., Sokal, L., and Wu, A. (In submission). Academic achievement of diverse learners in K- 12 inclusive classrooms
implementing the Three-Block Model of Universal Design for Learning (UDL).
Katz, J., Mercer, S., & Skinner, S. (In submission). Developing resiliency in grades 3-12: A cluster randomized trial of
a combined mental health literacy and dialectical behavior therapy skills program. (School Psychology Quarterly).
Katz, J., Mercer, S., Knight, V., Skinner, S. (in preparation). Tier 1 mental health programming for students with
significant disabilities: A cluster randomized trial of a combined mental health literacy and dialectical behavior
therapy skills program. (Journal of Autism and Developmental Disorders).
For links to these articles go to:
Follow us on twitter @3BlockModelUDL
Jennifer Katz