My research focuses on disability awareness and teacher dispositions. I'm specifically interested in the ways in which students, parents, counselors, administrators, K-12 schools, and universities conceive of and engage with disability.
Bialka, C.S. (2018, November 5). College students with disabilities are too often excluded. The Conversation: Boston, MA.
Recent Publications (for updates, follow me on Researchgate)
Bialka, C.S. & Havlik, S. (2020) Understanding elementary and middle school counselor's experiences with disability awareness and advocacy. Journal of School Counseling, 18(25).
Bialka, C.S. (2020). Designing a more accessible future: Learning from COVID-19. Perspectives on Urban Education, 18(1).
Bialka, C.S., Havlik, S., Mancini, G. & Marano, H. (2019). “I guess I’ll have to bring it”: Examining the construction and outcomes of a social justice–oriented service-learning partnership. The Journal of Transformative Education.
Bialka, C.S. & Morro, D. (2018). ‘It didn’t come up on my radar’: an examination of students’ orientation toward disability justice in the US. Disability & Society.
Bialka, C.S. & Morro, D. (2018). Life after LEAD: A retrospective analysis of what members learned from a collegiate disability awareness group Innovative Higher Education.
Bialka, C. S., Hansen, N., & Wong, S. J. (2018). Breaking the cycle: Preparing pre-service teachers for disability-related discussions. Teacher Education and Special Education.
Bialka, C.S. (2017). Fortifying the foundation: Tools for addressing disability within the multicultural classroom. Multicultural Perspectives, 19(3), 172-177.
Bialka, C.S. & Mancini, G. (2017). Unpacking disability-related curriculum in the language arts classroom. English Teaching: Practice & Critique, 16(2), 161-177.
Bialka, C.S., Morro, D., Brown, D., & Hannah, G. (2017). Breaking barriers and building bridges: Understanding how a student organization attends to the social integration of college students with disabilities. Journal of Postsecondary Education and Disability, 30(2), 157-172.
Bialka, C. S., & Andrus, S. H. (2017). Novice veterans: An exploration of the roles Teach for America teachers inhabit. Journal of the National Association for Alternative Certification, 12 (1), 3-28.
Bialka, C. S., & Morro, D. (2017). “What’s disability got to do with it?” Examining ability privilege in a disability studies course. Journal of College and Character, 18(1), 28-45.
Bialka, C. S. (2016). Beyond knowledge and skills: Best practices for attending to dispositions in teacher education programs. Issues in Teacher Education, 25(2), 3-21.
Bialka, C. S. (2016). Understanding the factors that shape dispositions toward students with disabilities: a case study of three general education pre-service teachers. International Journal of Inclusive Education, 21(6), 616-636.
Havlik, S., Bialka, C. S., & Schneider, K. (2016). Theory to practice: Integrating service learning into a pre-practicum Introduction to School Counseling course. The Journal of Counselor Preparation and Supervision. 8(2), 1-12.
Bialka, C. S., & Havlik, S. A. (2016). Partners in learning exploring two transformative university and high school service-learning partnerships. Journal of Experiential Education, 39(3), 220-237.
Bialka, C. S., Brown, K. S., Morro, D., & Hannah, G. (2016). On their LEVEL: How participation in a university student group shapes members’ perceptions of disability. Journal of Diversity in Higher Education.
Bialka, C. S. (2015). Deconstructing dispositions: Toward a critical ability theory in teacher education. Action in Teacher Education, 37(2), 138–155.
Bialka, C. S. (2015). Review of Chatterjee, P. & Maira, S. The imperial university: Academic repression and scholarly dissent. The Journal for Peace and Justice Studies, 25(1), 118-121.
Bialka, C. S., Fierros, E. G. (2013). Review of Hehir, T. & Katzman, L. Effective inclusive schools: Designing successful schoolwide programs. San Fransisco, CA: Jossey-Bass. Education Review.