Kara Gustafson Hollins earned a B.S. in Inclusive Elementary & Special Education and Fine Arts from Syracuse University, her M.A. in Culture, Curriculum, and Change and Literacy Studies from the University of North Carolina at Chapel Hill, and an Ed.D. in Curriculum and Teaching at Teachers College, Columbia University. Her dissertation is titled: “Assistive Technology, Disability, and Access: Transforming Thinking and Practice Through Inquiry-Based Professional Development.” Her research interests include inclusive elementary and secondary education, accessible pedagogy, literacy and technology, preservice and in-service teacher preparation for inclusive instruction, and disability studies in education.
Kara has taught throughout the elementary and middle school grades and was a K-5 literacy coach. A former Teachers College Reading and Writing Project staff developer, Kara has supported teachers and administrators in New York City and across the country with inclusive literacy practices. Additionally, she has taught in the Literacy Specialist Program in the Department of Curriculum and Teaching at Teachers College.
Currently, Kara is a lecturer in the Preservice Elementary Inclusive Program in the Department of Curriculum and Teaching at Teachers College. As a part of her teaching load, she is the Critical Special Education field placement coordinator for students receiving dual certification. Additionally, Kara is a senior staff developer for the Teachers College Inclusive Classrooms Project and continues to work with schools in New York City on issues of equity, literacy, and inclusion. Kara holds professional educator’s licensure in North Carolina in the following areas: Academically Gifted (K-12); Cross Categorical Special Education (K-12); Elementary Education (K-6); and Reading (K-12).