Sara Cook

Research Overview

My research identity has evolved through opportunities to consider special education from both practitioner and researcher perspectives. As an undergraduate Psychology student at the University of Illinois at Chicago, I had the opportunity to work as a research assistant on a multi-agency grant supporting the transition of students with disabilities to community college programs. Not only did I gain practical research experience, but I was also introduced to the potential research has for improving educational outcomes for students with disabilities. This sparked my interest in pursuing a career opportunity where inquiry and practice work hand in hand.

Leaving Chicago, I entered the MEd in Special Education program at the University of Hawai‘i at Mānoa (UHM) and simultaneously taught as a secondary co-teacher in English Language Arts and mathematics to deepen both my knowledge and practical experience. In these inclusive classrooms, I experienced firsthand both the promise and the challenges of co-teaching, particularly around implementing instructional practices that fully met the needs of all learners. These experiences deepened my commitment to understanding how evidence-based practices (EBPs) can be effectively integrated into practice in authentic and sustainable ways. My doctoral training in Education (Exceptionalities) at UHM solidified this identity as a researcher committed to supporting efforts to ensure students with disabilities receive high-quality instruction and access to general education alongside their peers.

Today, as a professor in the College of Education, my primary research focus is bridging the gap between research and practice by identifying EBPs for students with disabilities and supporting teachers in implementing them within inclusive co-taught settings. I am particularly interested in how information is shared with teachers and how professional development and leadership opportunities can support the meaningful implementation of these initiatives. More recently, my work has expanded to address teacher retention in special education, a systemic challenge that impacts equity and access for students.