Lauren Katzman, EDd, is a longtime advocate for people with disabilities and is committed to framing disability rights as a civil right. She has worked to improve special education services for more than 30 years, as a district administrator in higher education and as a teacher addressing issues such as the segregation of students with disabilities, the overrepresentation of students of color in special education, the connection between disability and student dropout, the school-to-prison pipeline, and whole-school reform.
Katzman has led special education programs in large, complex urban school districts, including New York City and Newark, New Jersey. She has conducted research and developed and taught courses at Boston University on effective inclusive urban schools. She has also worked closely with pre-service teachers, administrators, and researchers, helping them to build and support effective and inclusive practices.
Katzman holds an EdD in administration, planning, and social policy from the Harvard Graduate School of Education.
“Implementing a philosophy of inclusive education and high academic standards is an extremely complex process. An important aspect of change is a focus on philosophy; however, equally important is attention to political support, human resources, and support structures.”
Special Education in a City in Crisis: Examining the Effectiveness and Relevancy of Bolman and Deal’s Four Frames of Systemic Change
Hehir, T., & Katzman, L. (2012). Effective inclusive schools: Designing successful schoolwide programs. San Francisco, CA: Jossey-Bass.
Katzman, L., Ghandi, A., Harbour, W. S., & LaRock, J. D. (Eds.). (2005). Special education for a new century. (Harvard Educational Review Reprint Series.) Cambridge, MA: Harvard Education Press.
Katzman, L., Karger, J., & Hehir, T. (2005, December 21). Reforming urban special education. Teachers College Record.
Staff from the Urban Special Education Leadership Collaborative contributed to the development of this monograph, which discusses the severely disproportionate high school drop-out rates among Amer