SHAMBY POLYCHRONIS portrait
  • Professor (Clinical), Special Education
801-581-8121

Publications

  • Tim Riesen & Shamby Polychronis & Sarah Ivy (2023). Providing scaffolded supports. (pp. 276). Routledge. Published, 01/03/2023.
    https://exceptionalchildren.org/store/books/high-l...
  • Polychronis, S. & Johnson, A., Thelin, R.J., Eggett, D.L., and Christensen, J. (2022). Use of an App with Embedded Video Modeling to Increase Eye Contact. Focus on Autism and other Developmental Disabilities. 1-10. Published, 09/05/2022.
    https://doi.org/10.1177/108835762211248
  • Epstein, A & Lindeman, N., & Polychronis, S. (2019). Montessori: A Promising Practice for Young Learners with Autism Spectrum Disorder. Young Exceptional Children. Vol. 31, 38-47. Published, 11/15/2019.
  • Jameson, J.M. & McDonnell, J., Riesen, T., & Polychronis, S. (2019). Embedded Instruction In The General Education Classroom for Students with Intellectual and Developmental Disabilities . (pp. 225). Vol. 12, Council for Exceptional Children. Published, 06/2019.
    https://exceptionalchildren.org/store/books/embedd...

Research Keywords

  • Social Justice
  • Intersectionality
  • Cognitive Disabiltiies

Presentations

  • Honoring Intersectionality, A Think Inclusive Podcast Amanda Darrow (Utah Pride Center) and Shamby Polychronis (University of Utah) talk about honoring intersectionality between the disability and LGBTQIA+ communities. In this podcast, we discuss the difference between gender/sexuality/sex, pronouns, statistics on people who identify as both LGBTQIA+ and disabled, and ways educators can make classrooms more inclusive for both communities. Other, Presented, 01/13/2022.
    https://anchor.fm/think-inclusive/episodes/Amanda-...
  • Honoring Intersectionality with the LGBTQIA+ Community (TASH) All-to-often, those who serve individuals with extensive support needs operate within a heteronormative framework, or presume a lack of sexuality all together. Examples can be seen in the way we decorate our classrooms and office spaces, to the materials, activities, and AAC options we select or design. Furthermore, same-sex attraction or gender fluid expression in youth with extensive support needs is often viewed by service providers as a behavioral error due to intellectual disability rather than honoring identity. This presentation will provide practical suggestions for creating more welcoming spaces, designing materials that provide access for discussing identity, and moving beyond heteronormative assumptions in our service. Presentation, Presented, 12/01/2021.
    https://2021tashconference.sched.com/event/oJbW/t1...
  • Utah Parent Center: Disability and LGBTQIA2S+. Invited Talk/Keynote, Presented, 11/30/2021.
    https://utahparentcenter.org/training/videos/