Profile picture for user anl2105@tc.columbia.edu

Amanda Levin Mazin

Senior Lecturer and Practicum Coordinator, Programs in Intellectual Disability/Autism, Teachers College, Columbia University In The City of New York
Chapter Member: New York City SSN
Areas of Expertise:

About Amanda

Mazin specializes in effective models of teacher education in the areas of classroom design and curriculum modification to best meet the needs of individuals with disabilities in general and special education classrooms. Her current scholarship is centered around the preparation of special education teachers. More specifically, effective models of teacher education in the areas of classroom and curriculum modification to best meet the needs of neurodivergent learners.

In the News

Publications

"Neurodiversity in Graduate School: An Exploration of Perspective" (with Jessica F. Riccio, Jordin Luxenberg, and Allison Tearney). DADD Online Journal 10, no. 1 (2023): 157-170.

Explores the increase in individuals who identify as neurodivergent in higher education. Examines the supports currently available to these students, with a focus on reviewing literature from a perspectives-based approach.

"Engineering Design as a Framework for Virtual Education in Inclusive Science Classrooms" (with Jessica F. Riccio) in Teaching and Learning Online: Science for Secondary Grade Levels, edited by Franklin S. Allaire, Jennifer E. Killham, (Information Age Publishing, 2023), 57-68.

Explores creating inclusive learning environments in STEM through thoughtful differentiation.

"From a Student Mindset to a Teacher Mindset: The Impact on Collaboration" (with Jessica R. Riccio). TED 2020 Conference Proceedings: Bridges to Accessibility (November, 2022).

Investigates the impact of preservice teacher identity on collaboration and strategy development, focusing on diverse preservice special education and content-area teachers who collaborated on Teacher Action Research (TAR) projects. Highlights the shift in mindset from preservice students to practicing teachers, emphasizing the use of data to adapt curriculum and recognizing commonalities across different teaching contexts.