Dr Shannon Babbie

Biography

I am a Senior Lecturer of Education (Associate Professor) at the University of Aberdeen, a veteran teacher and skilful educational leader with over twenty-five years’ experience across teaching & training, coaching & mentorship, human resource leadership, and higher education instruction. I have worked as a quality assurance manager, secondary history and English teacher, History Department Chair (principal teacher of history) secondary asst. principal (depute headteacher), elementary school principal (primary headteacher), director of human resources, and a school superintendent.  I hold a doctorate in Education and Executive Leadership (#DEXL) from St. John Fisher University, Rochester, NY.

My research centres around the intersection of autism, teacher education, and education policy.  In my role as Programme Director & Course Coordinator of Inclusive Practice, I lecture on Curriculum Transformation & Change and Inclusive Pedagogy. I support Initial Teacher Education as a course tutor performing student teacher observations, and also teache several co-developed, on-demand leadership courses. 

Across my diverse roles, I have always believed there is no better way to teach than through a combination of experiential learning and purpose-driven collaborative activities that leverage the learners’ experiences in a positive and encouraging way. My vision is one that empowers learners to fulfill their academic or life passions and professional goals in an inclusive, diverse and welcoming environment that facilitates innovative and creative connections between pupils/students, staff, faculty and the wider community.

In addition, I am honoured to have been named a Trustee of the Board of Directors of Autism & Neurodiversity North Scotland, an Aberdeen-based autism education service organisation and charity whose charter is to Think Differently. I also sit on teh Board of Scottish Autism, and national charity, with whom A-ND recently merged.

External Memberships

Trustee of the Board of Directors, Autism & Neurodiversity North Scotland

Trustee of the Board of Directors, Scottish Autism

Prizes and Awards

Fellow of the Higher Education Academy

Research Overview

I am interested in teacher preparation for educating students with autism and/or ASN, and issues related to educational leadership.

Current Research

Navigating the University Landscape: An Accessibility Audit for Autistic Adults at the University of Aberdeen

*Shannon Babbie, University of Aberdeen

Melanie Whitter University of Aberdeen

Abstract

Background: Autism is a life-long developmental condition that affects communication, social interaction, and behaviour. University landscapes are often unpredictable for autistic adults and can present with aversive auditory and visual characteristics. On a university campus, public spaces, including teaching spaces, cafés and shops are a fundamental aspect of daily life for many people, and it is important to ensure that they are accessible to everyone.

Objectives: This study was conducted to determine if the University of Aberdeen is an accessible campus for autistic adults and focuses on the Old Aberdeen, Foresterhill and Hillhead Student Village locations. Of interest were all building entry points, legible signage, visual and auditory characteristics, safety and security, and predictability.

Design: This pilot study utilised a visual ethnographic (photographic) approach to document each of the publicly accessible buildings on each campus.

Results: The data indicate each of the three locations have made much progress in providing accessibility supports but can make yet further improvements to improve the experience of autistic adults.

Conclusions: The University of Aberdeen has a responsibility to fulfil its Aberdeen 2040 goal of being an inclusive institution Open to All and its Sustainability goals of reducing inequality (SDG 10). Additionally, the university has a remit to be welcoming, navigable, user-friendly, and supportive of the diverse needs of its student body, as well as its staff and faculty.

Key words: Autism; Education Policy; Scotland; SDG 4: Quality education; SDG 10: Reduced inequalities.

Key Points

• Autism affects user’s interactions with the physical environment.
• Public entities should account for the diversity of abilities that will access their services.
• Fair is not always Equal, and reducing barriers to full participation is a matter of Equity and Social Justice

Declaration of Interest

This study was made possible through a grant from the Carnegie Trust for the Universities of Scotland [Trust reference number, RIG013182].

This pilot study has been submitted for journal publication.

* Corresponding author

Past Research

The shortage of teachers highly qualified to educate students with autism spectrum disorders (ASD) in New York State affects the education of those pupils. There is a lack of research and understanding into the perspectives of leaders of schools of education in New York State who can affect the preparation of teacher candidates.

My study examined the experiences of 10 leaders in Upstate New York departments of education on the establishment of teacher preparation programs or coursework that would ensure pre-service graduates are adequately prepared to educate students with ASD. Through semi-structured interviews, the study examined education leaders’ views on the ability of current teacher programs to prepare all department graduates for the rising number of students with ASD enrolled in public schools. The study examined what impediments to providing more preparation for preservice teachers exist and what efforts can be or are being made by the department or institute of higher education to mitigate those obstructions.

Results from the data indicate little support for the establishment of a baccalaureate program in autism education or the creation of an NYS teacher certification specifically in autism. Recommendations include streamlining NYS regulations on college program development at the undergraduate-level, cross-institutional, and multidisciplinary collaboration between teacher preparation programs, enhancing existing coursework on best practices in autism education, and increasing on-site internships for students pursuing study and teacher certification in special education.

Collaborations

Navigating the University Landscape: An Accessibility Audit for Autistic Adults at the University of Aberdeen

Collaborating with Melanie Whitter, MNCPS (Acc.)

Teaching Fellow, School of Education, University of Aberdeen, Scotland

melanie.whitter@abdn.ac.uk

ORCID: 0009-0008-0840-5092

Mel is a Teaching Fellow in the Department of Mental Health & Wellbeing in the School of Education at the University of Aberdeen. She is also a practicing counsellor and is studying towards a Professional Doctorate. Her research interests include Counsellor Education and Embedded Counselling.

Funding and Grants

In support of a pilot research project on accessibility of University of Aberdeen for autistic students and staff, I was awarded a grant from Carnegie Trust for Universities of Scotland.

Teaching Responsibilities

I teach on Autism & Learning, Inclusive Practice, Leadership and Initial Teacher Education.

Non-course Teaching Responsibilities

I provide Autism Awareness training across UoA contexts.

I provided professional learning across Scotland on practical classroom strategies to teach autistic pupils.