Her research and teaching focus is on the impact of special education on families from diverse cultural and linguistic backgrounds. Harry’s studies have included Puerto Rican, African American and a wide range of other cultural groups.
Activities & Honors:
Harry serves as a senior policy advisor, Policy Makers’ Partnership. She is a member of the National Association of State Directors of Special Education, and as a consultant to the Alliance Project, USDOE/Vanderbilt University. She is also a research fellow, Center for Effective Collaboration and Practice, and a consultant to Family Networks, the Florida Mental Health Institute, Tampa. She was awarded the 2003 Fulbright Senior Research Scholar Award. Harry has conducted Research on immigrant minorities in Spain at the University of Sevilla, Spain. From 1999 to 2001 she was a member of the National Academy of Sciences Panel on the Disproportionate Placement of Minorities in Special Education. From July, 1997 to 2004 Harry was a Visiting Lecturer at the Harvard Graduate School of Education and at the Institute on Critical Issues in Urban Special Education.Harry serves as a senior policy advisor, Policy Makers’ Partnership. She is a member of the National Association of State Directors of Special Education, and as a consultant to the Alliance Project, USDOE/Vanderbilt University. She is also a research fellow, Center for Effective Collaboration and Practice, and a consultant to Family Networks, the Florida Mental Health Institute, Tampa. She was awarded the 2003 Fulbright Senior Research Scholar Award. Harry has conducted Research on immigrant minorities in Spain at the University of Sevilla, Spain. From 1999 to 2001 she was a member of the National Academy of Sciences Panel on the Disproportionate Placement of Minorities in Special Education. From July, 1997 to 2004 Harry was a Visiting Lecturer at the Harvard Graduate School of Education and at the Institute on Critical Issues in Urban Special Education.
Selected Publications:
• Harry, B., Arnaiz, P., Klingner, J., Sturges, K. (2008). Schooling and the Construction of Identity Among Minority Students in Spain and the United States. The Journal of Special Education, 42(1) p. 15.
• Harry, B. (2008). Collaboration with Culturally and Linguistically Diverse Families: Ideal Versus Reality. Exceptional Children, 74(3), p. 372.
• Harry, B., & Klingner, J. (2006). Why are so many minority students in special education? Understanding race and disability in schools. Teachers College Press.
• Klingner, J. K., Cramer, E., & Harry, B. (2006). Challenges in the implementation of Success for All by four urban schools. Elementary School Journal, 106(4) p. 333-349.
• Sturges, K.M., Cramer, E.D., Harry, B., & Klingner, J. (2005). Desegregated but unequal: Some paradoxes of parent involvement at Bromden Elementary. International Journal of Educational Policy, Research, & Practice, 6(1), 79-104.
• Harry, B., Sturges, K., & Klinger, J. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational Researcher, 34(2), 3-13.
• Harry, B. (2005). Equity, excellence, and diversity in a rural secondary school in Spain: Integration is very nice, but…” European Journal of Special Needs Education, 20(1), 89-106.
• Harry, B., Klingner, J., & Hart, J. (2005). African American families under fire: Ethnographic views of family strengths. Remedial and Special Education, 26(2), 101-112.
• Kalyanpur, M., & Harry, B. (2004). Impact of the social construction of LD on culturally diverse families: A response to Reid and Valle. Journal of Learning Disabilities, 37(6), 53-533.
• Harry, B. (2004). Race, ethnicity and gender. In J.L. Paul (Ed.), Philosophies of research and criticism in education and the social sciences. Columbus, OH: Prentice-Hall.
• Harry, B. (2004). Critiques of experimental, correlational, ethnographic, autoethnographic, narrative and arts based studies. In J.L. Paul, Philosophies of research and criticism in education and the social sciences. Columbus, OH: Prentice-Hall.
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