Audrey A. Trainor

Associate Professor of Special Education; Content Director, Programs in Special Education

Audrey A. Trainor

Phone: 212-998-5205

Curriculum Vitae/Syllabi:

Audrey A. Trainor studies equity and diversity in special education, focusing on post-secondary transitions for adolescents with learning and behavioral/emotional disabilities. A central purpose of her work is to improve inclusive transition education and post-school outcomes for adolescents with high-incidence disabilities who have been made vulnerable by limited access to educational opportunities. Using capital theory, her projects examine how economic, cultural, and social capital coalesce and function as levers for power and agency in special education processes. Her recent research includes a secondary analysis of the second National Longitudinal Transition (NLTS2) funded by the Institute of Education Sciences, and qualitative interview studies with parents of children with disabilities.

In her most recent book, Transition by Design: Improving Equity and Outcomes for Adolescents with Disabilities (2017), Trainor focuses on the importance of culturally responsive and culturally sustaining transition research and practice. Beginning in 2017, she will begin a new IES-funded project examining the transition experiences of English learners with disabilities. This project, Factors Associated with Postsecondary Success for English Language Learners with Disabilities: A Mixed Methods Exploration, is a collaborative effort with NYU (Audrey Trainor and Heather Woodley) and SRI (Lynn Newman).

Her interest in research methodology has led to her examination of the policy-driven initiatives such as the identification of evidence-based practices, and the development of a conceptual framework for culturally responsive intervention research. Additionally, she has published a book and multiple articles on the peer review process for qualitative research, research ethics, and criteria for excellence in research. Trainor is a past president (2012-13) of the Council for Exceptional Children's Division on Career Development and Transition. Prior to her career in postsecondary education, she was a special education high school teacher working with students with high-incidence disabilities for nearly a decade.