Amy Ballin Consulting

Writing and Presentations.

Selected Publications

  • Ballin, A. & Kim, H.U. (manuscript in process). Making space for what matters: Creating a just and equitable classroom and school.
  • Ballin, A. & Kim , H.U. (Submitted for publication). Enhancing inclusivity through calming corners: A qualitative exploration
  • Kim, H.U., & Ballin, A .(2023). Pedagogical strategies to inspire teachers to teach all: How to change teachers’ perceptions about students from being a problem to having a problem." Equity in Education & Society, 0(0). https://doi.org/10.1177/27526461231207403
  • Ballin, A., Gao, l., Costello, M., & Diamond, M. Mentoring first-generation college students [Submitted for Publication]. Department of Education, Simmons University/Department of Education, Antioch University.
  • Ballin, A.(2023). Embracing a trauma-sensitive approach: One school’s transformative experience of creating equitable schooling. Journal of Teaching and Learning 17(1). DOI: https://doi.org/10.22329/JTL.V17I1.7274 https://jtl.uwindsor.ca/index.php/jtl/article/view/7274
  • Kim, H.U., & Ballin, A. (2023). Making the shift in theoretical orientation and teaching practices: Two educators’ narrative journey. The Educational Forum. 87:4, 347-361, DOI: 10.1080/00131725.2023.2168812
  • McMakin, D., Ballin, A., & Fullerton, D. (2022). Secondary trauma, burnout, and teacher self-care during COVID-19: A mixed methods case study. Psychology in the Schools. DOI:10.1002/pits.22764
  • Ballin, A., Davidson, E, Carron, J., & Drago, M. (2022). Making math add up for students receiving special education services. International Journal of Whole Schooling, 18(1), 1-28.
  • Ballin, A. E. (2022). Connecting trauma-sensitive schooling and social-emotional learning to promote educational equity: One school’s intentional design. Children and Schools, 44(2),107-115. https://doi.org/10.1093/cs/cdab032
  • Ballin, A., & Davidson, E. (2020, Special Edition). Five (not ten) teaching practices inclusive of students with anxiety [Special issue]. NEFDC Exchange: New England Faculty Development Consortium, 33, 8. https://nefdc.org/wp-content/uploads/2020/03/ExchangePublicationSpecial-Edition2020.pdf
  • Costello, M., Ballin, A., Diamond, M., & Gao, l. (2018). First-generation college students and non-first-generation college students: Perceptions of belonging. Journal of Nursing Education and Practice, 8(12). https://www.sciedupress.com/journal/index.php/jnep/article/view/13574/8646
  • Ballin, A. (2018). Questions in special education: Unjust access to inequitable outcomes. Special Education Research, Policy & Practice, 2(1). http://issuu.com/hofstra/docs/2018_edition_special_education_rese?e=1304995/65357739
  • Ballin, A. (2016). The quest for meaningful special education. Rowman and Littlefield Press.
  • Reiff, M., & Ballin, A. (2016). Adult graduate student voices. Adult Learning, 27(2), 76-83. doi:10.1177/1045159516629927
  • Ballin, A., Benson, J., & Burt, L. (1993). Trash conflicts: A science and social studies curriculum on the ethics of disposal. Educators for Social Responsibility.

Selected Academic Presentations

  • “From Being a Problem to Having a Problem: W.A.L.K. the Path for Equitable Classrooms.” National Association of Multicultural Education. Online. March 2022.
  • "Embracing a Trauma-Sensitive Approach: A Case Study of One School’s Transformative Experience to Create Equitable Schooling." 33rd Annual Ethnographic & Qualitative Research Conference (EQRC). Online. June 2021.
  • “Teachers' Perceptions and Experiences with Secondary Trauma and Self-Care.” Massachusetts School Counselor Association. Online. April 2021.
  • “Student Activist or Difficult Student? How the Misreading of Student Activism Leads to Inequitable Outcomes.” National Association of Multicultural Education. Online. October 2020.
  • “Using a Trauma-Informed Lens to Promote Social-Emotional Learning for an Elementary School Community.” Massachusetts Council for Exceptional Children. Norwood, MA. November 2019.
  • “Moving Students from Critique to Action.” National Association of Multicultural Education. Tucson, AZ. November 2019.
  • “Inclusive SEL Goals for Equitable IEPs.” National Association of Social Workers Massachusetts Chapter Annual School Social Work Conference. Worcester, MA. October 2019.
  • “5 Not 10 UDL Practices Inclusive of Students with Anxiety.” New England Faculty Development Consortium (NEFDC). Putney, VT. June 2019.
  • “The Quest for Meaningful Special Education: Student Identification and Misidentification of Special Education Labels.” Council for Exceptional Children. Indianapolis, IN. January 2019.
  • “Supporting Graduate Students with Disabilities.” Simmons University. Boston, MA. November 2018.
  • “Distances Between Disabilities Studies and Special Education: How Many More ‘til We Rise Up?” National Association of Multicultural Education. Memphis, TN. November 2018.
  • “Against All Odds: The Quest for a “Special Education.” Teacher Education Division of Council for Exceptional Children. Reno, NV. November 2018.
  • “Using A Course Syllabus to Build a Classroom Learning Community.” Colleges of the Fenway. Boston, MA. November 2018.
  • “Facilitating Emotionally-Laden Experiences in the Classroom.” New England Faculty Development Consortium (NEFDC). Newton, MA. June 2018.
  • “Special Education: Unjust Access, Inequitable Outcomes.” Teacher Education Division of Council for Exceptional Children. Savannah, GA. November 2017.
  • “Special Education: Unjust Access, Inequitable Outcomes.” National Association of Multicultural Education. Salt Lake City, UT. November 2017.
  • “Fostering First Generation College Student Success Through Inclusion and Empowerment.” Sunshine State Conference on Teaching and Learning. Daytona Beach Shores, FL. February 2017.
  • “Special Education: Unjust Access, Inequitable Outcomes.” Simmons College. Boston, MA. November 2016.
  • “Classroom Games and Engagement for Learning.” Simmons College. Boston, MA. November 2016.
  • “Increasing Awareness of First Generation Student Experience.” New England Faculty Development Consortium (NEFDC). Medford, MA. May 2016.
  • “Increasing Awareness of First Generation Student Experience.” Colleges of the Fenway. Boston, MA. May 2016.
  • “What Do Adult College Students Say Makes for Good and Bad Learning Experiences?” American Association of Adult and Continuing Education Conference (AAACE). Oklahoma City, OK. November 2015.
  • “Emotional Challenges of Students with Language-Based Learning Disabilities.” Youth At Risk Conference. Beverly, MA. June 2013.
  • “What Do Graduate Students Say About Student Self, Instructors, and Course Content/Process?” American Association of Adult and Continuing Education Conference (AAACE). Clearwater Beach, FL. 2010.
  • “Redefining Accessibility: The Quest for a Meaningful Special Education.” Lesley University. Cambridge, MA. 2010.
  • “What Do Adult Graduate Students Want?” Adult Education Research Conference (AERC). St. Louis, MO. 2008.
  • “Using the Science Park.” National Science Teachers Association. Boston, MA. 2008.
Amy’s training on calming corners has been not only effective in my counseling office but I’ve seen it work wonders in my teachers classrooms. Giving students a space to work alongside their emotions and tools to help with regulation has proven to be invaluable for having students recognize what their needs are and what steps they need to take to meet them. Utilizing calming corners has my students spending less time out of the classroom, I had students that would usually spend 15-20-25 minutes in my office, and after having them use the calming corner, they only needed 10-15 minutes and others even less. Calming corners is something I have used at every school I’ve worked at and I would consider it one of my most successful practices.

Amy’s instruction was crucial in my understanding of emotional regulation and how to use calming tools and relaxing spaces in ways that help students connect to their own emotional needs. She provided engaging, fun, and realistic lessons that I genuinely enjoyed and that really helped me to understand how behaviors are a form of communication.Cami Buba, Counselor, Cambridge Friends School
As a parent of both boys and girls, I’ve had the pleasure of seeking advice and coaching from Amy for over 20 years as my children have grown, from ages 5 to 25. As a parent herself, she brings both personal experience and professional knowledge to her advice. I’ve consulted her on a wide range of issues, from maintaining family harmony to navigating school challenges and peer relationships. She is incredibly easy to talk to, always non-judgmental, and truly listens with empathy. Her advice is trustworthy, practical, and grounded in real-world solutions. What I appreciate most is the flexibility to reach out for short consultations whenever I need guidance, without the commitment of an ongoing therapeutic arrangement. I highly recommend Amy to any parent looking for sound advice and support!A mother of three from Cape Ann, MA

The Quest for Meaningful Special Education is available now in hardcover, paperback and e-editions from the following retailers. Click the links below to purchase.

Amy Ballin Consulting

© Amy Ballin consulting.