College of Education and Social Work

Spotlight

Recognizing Excellence in Special Education: A Q&A with Dr. Ashlee Brown and Dr. Alyssa Blasko

Dr. Ashlee Brown and Dr. Alyssa Blasko, faculty in WCU's Department of Special Education, were recently recognized with two university awards for their innovative work in teacher preparation. Dr. Brown brings over 18 years of experience serving children with disabilities in Philadelphia, where she led large-scale special education initiatives and continues to focus on equity, family engagement, and educator training. Dr. Blasko, a former special education teacher and Board-Certified Behavior Analyst, focuses her work on behavior supports, high-quality IEPs, and evidence-based classroom practices. Together, they're leading a project that uses video analysis and simulated classrooms to prepare WCU's future special educators for real-world success.

Q: What inspired you both to become educators in special education and later professors of special education?

A [Dr. Blasko]: My inspiration to become an educator was deeply rooted in my desire to have the opportunity to continuously make an impact on the lives of students with disabilities. Without the guidance of passionate educators, we would lack the advocates who recognize the potential in every learner and empower them to thrive. I strive to be someone who not only teaches but also listens, supports, and uplifts students as they navigate their educational journeys.

A [Dr. Brown]: I've known from an early age that I wanted to be an educator, and during my undergraduate studies, I discovered that special education was truly the space for me! I found working with children with disabilities, and their families (a key component to this work!), incredibly rewarding. Simultaneously, as a Philadelphia native, I found myself drawn to teaching in an urban setting. Philadelphia is a city of neighborhoods, and I grew a deep appreciation of context - the importance of tailoring instruction to align with student and family values, as well as the importance of community and partnership in supporting meaningful, generalized learning. I spent over six years as a full-time special education teacher before transitioning into leadership roles, where I served for approximately 12 years. Throughout my career, whether in the classroom or overseeing programming at a larger level, my work has centered on advocacy and support for young children with disabilities and their families in Philadelphia. The pressing need for quality services in the city ultimately led me to higher education. I wanted to broaden my impact on the special education system, and I found the best way to do that was by shaping the preparation and programming of future special educators.

Q: Could you describe the grant that you received and what inspired you to apply for it?

A [Dr. Brown]: With pleasure! Dr. Blasko and I were honored to receive both a Community for Excellence in Learning & Teaching (CELT) award and the CESW-Research Grant Opportunity (RGO) to support a video analysis project within a simulated classroom space for pre-service special education teacher candidates. The project was inspired by our clinical backgrounds, as we are both Board Certified Behavior Analysts (BCBAs) and certified special education teachers. In addition, I bring extensive experience in special education leadership and mentoring in-service teachers, while Dr. Blasko has supported the professional development of early-career special educators. Together, we drew upon the professional development models we relied on in the field and sought to adapt those practices for use at WCU. Our project has multiple aims: first, to strengthen knowledge and delivery of evidence-based instructional strategies among pre-service special education candidates through cycles of targeted feedback and self-reflection; second, to better understand the experience of our students; and finally, we hope this opportunity prepares our students for the kinds of professional development experiences they may encounter as they transition into full-time teaching.

Q: What are some of the short- and long-term goals of this project?

A [Dr. Blasko]: In the short term, this project seeks to examine the impact of a video analysis intervention in a simulated environment on pre-service special educators. Specifically, we are analyzing its effects on their knowledge of best practices, fidelity of implementation, and perceptions of self-efficacy. We are also exploring how pre-service teachers experience a simulated classroom setting that offers repeated opportunities to practice evidence-based strategies, targeted feedback and to engage in self-reflection. Looking ahead, our long-term goal is to expand the range of opportunities for students to formally demonstrate the skills they are developing. This will include both live demonstrations of instructional practices and simulated experiences enhanced by advancing AI technologies and other innovative tools.

Q: Will there be chances for WCU students to be involved in this project?

A [Dr. Blasko]: Yes! We are currently in the process of recruiting 7–10 pre-service special education teacher candidates to participate. Students will receive targeted training in a specific evidence-based instructional strategy and then engage in three cycles of video analysis. After each session, they will self-assess their performance using a validated Fidelity Checklist, while Dr. Blasko and I will also evaluate their instructional delivery for fidelity. Following each round, we will reflect with students, highlight strengths, identify areas for growth, and guide them through the iterative process of growth and mastery. Ultimately, we hope to see measurable improvement in fidelity scores and to receive positive feedback from students on the value of self-assessment, reflection, and video analysis as a whole in strengthening their instructional practice.

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