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Curriculum Vitae Paula Frederica Hunt
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PERSONAL INFORMATION Paula Frederica de Lemos Martins Hunt
Av. N. Sra. De Fátima lt 28, 1A ; 2410-190 Leiria; Portugal
+351 244 097 589 + 351 91731 9975
Skype ID: paula.f.hunt
Sex Female | Date of birth 07/11/1964 | Nationality Portuguese
WORK EXPERIENCE
Inclusive Education Specialist & Regional Disability Focal Point (consultant) UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States (CEE/CIS) - Geneva, Switzerland
http://www.unicef.org/ceecis/
Responsible for the development, analysis and implementation of policy and programmes related to inclusive education (with a particular focus on children with disabilities) and the support to all sections (Education, Early Childhood Development, Health, Child Protection, Social Policy, and Monitoring & Evaluation) in ensuring that evidence-based, rights-based and inclusive policies take into account vulnerable children across all domains, through the life-cycle. Provided advise and technical assistance to countries in the CEE/CIS Region on issues related to Inclusive Education and Disability mainstreaming, promoted and coordinated inter-sectoral work and partnerships, including those with external partners and civil society. Supported the identification, sustainability and replication of opportunities for innovation leading towards ensuring gender and disability mainstreaming, particularly in the areas related to Education, from birth to adulthood.
From: March 2011 To: Present
Business or sector International Development; Children’s Rights Research Team Leader (consultant) Partnership for Every Child - Chisinau, Moldova
http://www.p4ec.md/en/index.aspx Responsible for the design, implementation and quality of a study conducted by a team of three consultants (two nationals and one international) aimed at evaluating the feasibility of the current preschool and pre-university educational system for children with hearing impairments in Moldova. The study, titled “Protecting children in Moldova from family separation, violence, abuse, neglect and exploitation”, was completed successfully and is currently in use by the Ministry of Education of Moldova in the development of legislation and policy that is inclusive of children with hearing impairments in regular schools. The mixed-methods study was conducted on and off-site and included: a) statistical analysis of numerical data regarding children with hearing impairments; b) individual interviews with: main stakeholders in the three line ministries; main stakeholders in both special and regular schools; Disabled Persons Organizations and Non-Governmental Organizations representatives; c) focus group with parents; d) individual interviews with children with hearing impairments and their families; and e) informal observations.
From: April 2014 To: June 2014
Business or sector International Development; children’s rights Assistant Professor of Special Education From: August 2011
To: March 2011 School of Education, Department of Teacher Preparation, Purdue University Calumet - Indiana, USA
http://webs.purduecal.edu/
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Education-related work experience information for the years 1993 to 2005 available upon request
Responsible for delivering instruction of the course “EDPS 26000 – Introduction to Special Education”, a course that provided a survey of the field of special education: foundations, areas of exceptionality, teaching strategies, and current issues and trends. Responsible for the development and delivering instruction of two sections of the course “EDPS 37000 – Teaching Students with Diverse Learning Needs“, a course that developed a knowledge base and practical strategies to enable teachers to help every student succeed - including students with disabilities, those with diverse cultural backgrounds, students with limited English proficiency, students who are considered “At-risk” for academic failure, and those who are gifted and talented.
Business or sector University - Tertiary Education Independent Evaluation Consultant UNICEF Armenia – Yerevan, Armenia
http://www.unicef.org/armenia/
Carried out an evaluation of inclusive education programs and policies, and provided advice to stakeholders on comprehensive strategies for addressing the educational needs of children with special needs. The carried out evaluation of the progress of inclusive education across settings and stakeholders, included a situation analysis of special boarding schools and supported the development of a plan of implementation for the successful implementation of inclusive education programs and policies, with particular emphasis on de-institutionalizing strategies.
From: November 2009 To: December 2009
Business or sector International Development; children’s rights Independent Consultant Wayne County Regional Educational Service Agency (Michigan, USA)
http://www.resa.net/ Part of the team tasked with the research, documentation, and development of the document “Guidance for the Determination of Specific Learning Disabilities”.
From: June 2009 To: September 2009
Business or sector Education Inclusive Education Consultant Miske Witt & Associates Inc. under sub-contract for UNICEF Macedonia)
http://www.unicef.org/tfyrmacedonia/
Co-design and co-implementation of an intensive Teacher Professional Development Program within the Child-Friendly Schools UNICEF initiative in Macedonia. Provided support to various initiative partners, and prepared future planning strategies within and across partnerships. Co-responsible for the research, documentation, support and monitor implementation of the Child Friendly Schools UNICEF Initiative within and across policy development, programmatic development and pilot-schools applications.
From: May 2007 To: November 2008
Business or sector International Development; Child’s Rights Special Education Needs – Program Coordinator Trillium Academy – Taylor, Michigan, USA
http://www.trilliumacademy.us/
Responsible for the recruitment, mentoring, supervision, and evaluation of all Special Education Needs personnel. Responsible for the implementation of program, principles, and strategies related to students with special educational needs in an Inclusive School. Responsible for the implementation of strategies directed at the development of an all Inclusive School and the design and implementation of professional development activities related to special education needs, inclusive practices, and collaborative strategies for all staff.
From: August 2006 To: June 2010
Business or sector Education
Curriculum Vitae Paula Frederica Hunt
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EDUCATION AND TRAINING
PERSONAL SKILLS
Ph. D. – Doctor of Philosophy Special Education with combined Graduate Specialization in International Development
Michigan Sate University - East Lansing, Michigan - USA
From: January 2005 To: November 2011
Principal subjects covered: Education; Education Research; Education Leadership and Management; Special Education; Children with Disabilities; Learning and Technology; Multicultural Issues; Applied Research Methods (quantitative, qualitative and mixed); Statistics; International Development; Human Development; Gender and Poverty; etc. Masters in Education With a combined Special Education - K-12 General Endorsement - Mild to Moderate Disabilities
University of Nevada – Reno, Nevada - USA
From: September 1993 To June 1995
Sociology; Psychology; Abnormal Psychology: Guidance and Counselling; Child Development; Language Acquisition; Working with Families and Parents; Teaching and Assessment; etc. Licensure in Education - Basic Education K-7 Teacher Certification Program
Instituto Politécnico de Leiria, Leiria - Portugal
From: September 1986 To: June 1990
Sociology; Psychology; Pedagogy; Visual Arts; Child Development; Language Acquisition; etc.
Mother tongue(s) Portuguese
UNDERSTANDING SPEAKING WRITING Other language(s)
Listening Reading Spoken interaction Spoken production
English C2 (proficient) C2 C2 C2 C2
Spanish B1 (Intermediate) B1 B1 B1 B1
Levels: A1/2: Basic user - B1/2: Independent user - C1/2 Proficient user Common European Framework of Reference for Languages
Communication skills • High quality writing skills - well documented in the high quality of the individually published work and that completed on behalf of UNICEF (speeches, internal and external position on Inclusive Education, guidance and policy recommendations, evaluation of programmes, etc.); • Able to engage in public speaking, with the ability to empathize with the audience in small or large group, at the classroom, school and university levels, with an extensive repertoire of presentations developed and delivered to academic and scholarly audiences, as well as UNICEF staff, partners and various other stakeholders;
Organisational / managerial skills • Value teamwork as the cornerstone of my work, particularly in the development sphere where each team-member has a valuable contribution to make.
Job-related skills Value the timely development and completion of all tasks, and have an organized working method that is conducive to high-level results on time, on budget.
Computer skills ▪ good command of Microsoft Office™ tools; ▪ good command of SPSS and AtlasTI; ▪ working knowledge of various social media platforms and communities of practice; ▪ working knowledge of on-line, real-time, data-base platforms;
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ADDITIONAL INFORMATION
Publications
Presentations
Professional Development
Research
Hunt, P. (2011). Pre-Service Teachers’ Performance: Tensions and Breakthroughs (Thesis). Hunt, P. (2010). Salamanca Statement and IDEA 2004: possibilities of practice for inclusive education. International Journal of Inclusive Education. Hunt, P. (2008). Infusion Project: a University Pre-Service Program Needs Assessment Project. Peer-reviewed presentation at the AERA 2008 Annual Meeting - New York City, NY Hunt, P. (2008). Globalization & Inclusive Education in the EU: continuum or disconnect? Peer-reviewed presentation at the Comparative and International Education Society Conference. Hunt, P. (2007). Inclusive Education: Positioning Portugal within Western Europe. Peer-reviewed presentation at the Comparative and International Education Society 2007 Annual Conference - Baltimore, MA Hunt, P. (2007). Access to Technology for Students with Special Needs: Positioning Portugal within Western Europe. Peer-reviewed presentation at the Comparative and International Education Society 2007 Annual Conference - Baltimore, MA Hunt, P. (2007) Infusing the Teacher Preparation Program – a University Case. Peer-reviewed presentation at the AACTE 59th Annual Meeting & Exhibits - New York City, NY Hunt, P. (2006). Challenges and Promises of Course Syllabi: A Critical Analysis. Peer-reviewed presentation at the 6th Annual Disability Studies in Education Conference - East Lansing, MI Hunt, P. (2005). Portuguese Representative to the World Symposium in the 14th Annual World Congress on Learning Disabilities - Burlington, MA Hunt, P. (2004). Cooperation in the Referral and IEP process. Invited presentation in the Special education Awareness Day for General Education Interns - Michigan State University Hunt, P. (2004). Child Find and the IEP Process. Invited presentation in the 7th Annual Michigan Charter Schools Conference - Lansing MI Hunt, P. (2008-2009). Trillium Academy – Taylor, MI
• Planning and Instructional Process for (Exceptional) Learners • Response to Intervention • Building Inclusive Schools – Frameworks for Collaboration • Effective Instruction • Special Education – Responsibilities of the Classroom Teacher
Hunt, P. (2007-2008). Trillium Academy – Taylor, MI
• Special Education Process • Emotional Impairments/Behavior Disorders – classroom management strategies
Inclusion Task Force (MSU, 2006/8) - The mission of the Inclusion Task Force was to collaborate with the various teacher preparation teams in order to provide support for the inclusion of Special Education content throughout and across the activities and courses comprising the elementary teacher preparation program in the College of Education. Project ACCELerate (MSU, 2005/6) - Project ACCELerate integrated evidence-based literacy strategies to help middle school students—with and without learning disabilities—to read and write expository texts in a web-based learning environment. ACCELerate focused students’ attention on research-based strategies for effective comprehension and composition of informational texts. Student were provided with a suite of mapping tools to help them learn to organize expository information based on common text structures. Students were involved in an inquiry-based approach to informational learning in a content area, using learning-to-learn and mapping strategies to comprehend and compose expository texts.”
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Memberships
Interests
References
Comparative and International Education Society (since 2006) • SIG representative to the CIES Board of Directors • Member of the 2010 CIES World Conference Organizing Committee • Conceptualization, recruitment and development of the “Inclusive Education” Special Interest Group American Education Research Association (since 2007) • Comparative and International perspectives on Inclusive Education (including legislation borrowing and lending), with a particular interest in countries in the Central and Easter Europe and the Commonwealth of Independent States, as well as countries that use Portuguese as their main means of communication; • Inclusive Education within the context of International development (including disability and gender mainstreaming); • Inclusive Teacher Preparation (pre-service, in-service, and mentoring); • Quantitative, qualitative and mixed-methods research in inclusive and/or special education at pre-school, primary and secondary education levels;
Dr. Judith Hollenweger Pädagogische Hochschule Zürich - Head of Priority Area Inclusive Education [email protected] Ms. Nora Sabani UNICEF Macedonia – Education Specialist [email protected]
Ms. Rosangela Berman-Bieler UNICEF – Chief of Disability Section [email protected]
Ms. Amy Farkas Independent Consultant [email protected]
