Conducted Research

Before beginning my dissertation, I engaged in both independent and collaborative committee-approved research. My independent qualifying exam literature review, later approved for publication, helped refine my understanding of inclusive education and disability studies, while my collaborative work with Dr. Adai Tefera’s research team strengthened my skills in data collection, analysis, and project development.

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Tefera, A. A., Macamo, V., González, T., Monzalvo Curiel, A., & Hernández-Saca, D. I. (2024). Multilingual learners with disabilities in Tucson Unified School District: A path toward culturally and linguistically sustaining and universally designed policies & practices.(In review) Practitioner brief.University of Arizona.

Macamo, V. (2026). Inclusion and early childhood education in Mozambique. Encyclopedia of Social

Justice in Education. Disability Volume. Winn, M & Winn T. (Eds.)

Inclusion and Early Childhood Education in Mozambique_ Encyclopedia Entry Final - Vanessa Macamo.pdf

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Albaso, A., Macamo, V., Mogan, M., Sweetman, A. (2025 – submitted to Great Lakes Equity Center). Cultivating anti-ableist practices in K-12 school systems.

This paper outlines an equity tool designed to support inclusive and anti-ableism practices within educational settings. I developed this work with my colleagues as part of our final paper for SERP 603, Fall 2024.

This project grew out of our class with Dr. González, who encouraged us to strengthen our final papers with the goal of preparing them for publication. Her guidance motivated us to refine the paper into the best version possible and to view it as a contribution to broader conversations in the field.

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Conducted Research

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