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, is due out in October. Dr. Katz has been a successful sessional lecturer, educational consultant, classroom teacher, 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 Assistant 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. (in press). 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
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. (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., (In submission). Academic achievement of diverse learners as measured by critical thinking in K-
12 inclusive classrooms implementing the Three-Block Model of Universal Design for Learning (UDL).
Katz, J., & Sokal, L. (In Submission). Inclusion in High School: The Promise of Universal Design for Learning.
Katz, J. (in press). 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
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. (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., (In submission). Academic achievement of diverse learners as measured by critical thinking in K-
12 inclusive classrooms implementing the Three-Block Model of Universal Design for Learning (UDL).
Katz, J., & Sokal, L. (In Submission). Inclusion in High School: The Promise of Universal Design for Learning.
For links to these articles go to:
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Jennifer Katz
