Name: Dr. Kathy Cary Trela
Title: Associate Professor, Special Education
Office Location: Dyson 388I
Extension: (845) 575-3000 ext. 2596
Email: katherine.trela@marist.edu
Degrees Held:

PhD in Special Education, University of North Carolina at Charlotte
MS in Special Education, SUNY Geneseo
BS in Education, SUNY Geneseo

Certifications:

Curriculum Instructional Specialist
Transition and Supported Employment Specialist
Elementary Education (K-6)
Intellectual Disabilities (K-12)
Learning Disabilities (K-12)

 

Bio:

Dr. Trela is a co-author of several journal articles, book chapters and instructional guides to teach to general curriculum math and science standards to secondary students with significant disabilities. She has 30 years of experience teaching students with multiple disabilities across school settings in New York State and North Carolina. Kathy has also presented at a number of local, national and international conferences on the topic of teaching to general curriculum alternate achievement standards.

Dr. Trela currently serves on the board of Abilities First, Incorporated. She has served on the board of the Arc of Mecklenburg County, where she  worked on local inter-agency transition committees to promote more successful transition to inclusive community participation. Dr. Trela has also served as a leader catechist for adults with developmental disabilities at St Matthew Catholic Church in Charlotte, NC to support a more inclusive faith community.
 

Interests:

Travel, music

Awards & Honors:

2010 Outstanding Service Award, Arc of Mecklenburg County

Publications:

Instructional Guides

Trela, K., Jimenez, B., Saunders, A., & Schreiber, L. (2018). Access Algebra. Attainment Co.: Verona, WI

Bastian, L., Trela, K., Jimenez, B., & Browder, D.M. (2018). Teaching to standards – math: Extension Activity Books.  Attainment Co.: Verona, WI

Bastian, L., Courtade, G., Jimenez, B., Trela, K., & Browder, D. M. (2018). Teaching to standards - science: Extension Activity Books.  Attainment Co.: Verona, WI

Courtade, G., Jimenez, B., Trela, K., & Browder, D. M. (2008). Teaching to standards - science: Attainment Co.: Verona, WI

Trela, K., Jimenez, B., & Browder, D.M. (2008). Teaching to standards - math. Attainment Co.: Verona, WI



Book Chapters

Browder, D.M., Spooner, F.H., & Trela, K. (2010). Teaching Math to Students with Moderate and Severe Disabilities. In D.M. Browder and F.H. Spooner (Eds.), Teaching Students with Moderate and Severe Disabilities. Guilford Press: New York, New York.
Jimenez, B. A. & Trela, K. (2009). Finding the link in math instruction for students with significant cognitive disabilities. Mathematics for All: Instructional Strategies to Assist Students with Special Learning Needs. Association for Childhood Education International (ACEI)
Browder, D.M., Trela, K., Gibbs, S.L., Wakeman, S., & Harris, A.H. (2007). Teaching Academics: Reading and Math. In ME Snell (Ed.), Instruction of Students with Severe Disabilities.Guilford Press: New York, New York


Journal Articles (all refereed; “*” denotes data based)

Trela, K., Gladstone-Brown, W., Merritt, N., & Raftis, L. (2018). Increasing use of research-based practices:  Action research report on a college-school partnership to support instruction aligned to middle school common core math standards for students with significant disabilities. Journal of the American Academy of Special Education Professionals,

Trela, K., & Jimenez, B. (2013). From different to differentiated: Using ecological framework to support personally relevant access to general curriculum for students with significant intellectual disability. Research and Practice for Persons with Severe Disabilities, 38, 117-119.

Browder, D.M., Jimenez, B.A., & Trela, K. (2012). Grade-aligned math instruction for secondary students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 373-388.*

Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A., & Knight. V. (2010). Teaching mathematics and science standards to students with moderate and severe developmental disabilities. Journal of Special Education, 43, 35-50.*

Browder, D.M., Trela, K. & Jimenez, B. (2007). Increasing participation of middle school students with significant cognitive disabilities in grade-appropriate literacy lessons. Focus on Autism and Developmental Disabilities, 22, 206-219.*

Konrad, M. & Trela. K. (2007). GO 4 IT…NOW! Extending writing strategies to students with disabilities. Teaching Exceptional Children, 39(4), 42-51.

 



 

Research Interests:

Dr. Trela's research interests are in the areas of instructional design and assessment to alternate achievement standards, assistive technology, transition and supportive employment and residential initiatives for individuals with developmental disabilities. 

Conferences & Workshops:

Trela, K. (2017, March). Designing Instruction to Alternte Achievement ELA Standards Using Adapted Informational Text. Professional Development Session for Spring Superintendent's Conference Session, Abilities First Incorporated, Poughkeepsie, NY.

Trela, K. (2010, June). Transition for Students with Significant Cognitive Disabilities. Workshop presented at Charlotte-Mecklenburg Schools’ Summer Teacher Conference, Charlotte, NC

Trela, K. & Knight, V. (2008, September). Teaching Math to Students with Significant Disabilities. Workshop presented for Northern Suburban District, Chicago, IL

Trela, K. & Jimenez, B. (2008, March). Teaching Math to Students with Significant Disabilities. Workshop presented for Northern Suburban District, Chicago, IL

Affiliations:

Council for Exceptional Children
National Council of Teachers of Math                                                                                                                                                                                                                            National Science Teachers Association                                                                                                                                                                                                                          National Association of Professional Development Schools                                                                                                                                                                                                      TASH

Presentations:

Trela, K. , Cottumaccio, S., & Ibanez, G. (2017, October). Adapting Literacy Lessons for Students with Significant Disabilities: Teacher Candidates' Perspectives. Presentation at New York State Council for Exceptional Children Annual Meeting, Binghamton, NY

Trela, K. (2017, April). Extending a College-School Partnership into the Community: The Big Read Project. Presentation at Council for Exceptional Children Annual Meeting, Boston, MA

Trela, K. (2016, November). Adapting Writing Instruction For Students With Significant Cognitive Disabilities. Presentation at New York State Council for Exceptional Children Annual Meeting, Buffalo, NY

Trela, K., (2016, April). Aligning Math Instruction to Standards for Middle School Students with Significant Disabilities. Presentation at Council for Exceptional Children Annual Meeting, St. Louis, MO

Trela, K., Gladstone-Brown, W. (2015, November). Aligning Math and Literacy Instruction to Standards for Students with Significant Cognitive Disabilities. Presentation at New York State Council for Exceptional Children Annual Meeting, Saratoga Springs, NY

Trela, K., Merritt, N., & Raftis, L. (2015, April). School-College Partnership to Support Access to General Education Curriculum for Students with Significant Cognitive Disabilities. Presentation at Council for Exceptional Children Annual Meeting, San Diego, CA.

Trela, K., Merritt, N., & Raftis, L. (2014, October). School-College Partnership to Support Access to General Education Curriculum for Students with Significant Cognitive Disabilities. Presentation at New York State Council for Exceptional Children Annual Meeting, Syracuse, NY

Jimenez, B. A., & Trela, K. (2013, December). From Different to Differentiated Curriculum for Students with Significant Cognitive Disabilities. Presentation at TASH Annual Conference, Chicago, IL.

Trela, K., & Fitzgerald-Riker, M. (2013, November). Using Co-Planning Time to Introduce Teacher Candidates to the Role of Co-Teaching. Presentation at Teacher Education Division, Council for Exceptional Children Annual Meeting, Ft. Lauderdale, FL.

Trela, K. (2012, June). Developing A Local Summative Assessment Program for Students with Significant Disabilities. Breakout Session presented at American Association for Intellectual and Developmental Disabilities (AAIDD) Annual Meeting, Charlotte, NC

Trela, K. (2008, July). Reading, Writing, Math and Science for Students with Significant Cognitive Disabilities. Poster session presented at Office of Special Education Programs Director’s Conference, Washington, DC

Trela, K. (2007, July). Math and Science for Students with Significant Cognitive Disabilities in Secondary Settings. Breakout Session presented at 2007 OSEP Project Director’s Conference, Washington, D.C.