Amanda Zbacnik

Amanda Zbacnik is a Professor in the Department of Special Education at the University of Wisconsin-Superior. She is an expert in special education with extensive experience teaching in K-12 schools and higher education. Her work focuses on supporting individuals with disabilities, including intellectual disabilities, autism, and emotional behavioral disorders, and she actively promotes equity and inclusion through research, publications, and leadership roles.

Dr. Zbacnik holds the following degrees:

• Doctor of Education in Leadership from St. Mary’s University of Minnesota (2015)
• Master of Science in Education from the University of Wisconsin-Superior (2008)
• Bachelor’s Degree in Music Education from the University of Wisconsin-Superior (2007)

Her research interests center on disability rights and advocacy, equity in education, and therapeutic methods like equine-assisted therapy. She emphasizes teaching social emotional learning to pre-service educators to prepare them for diverse classrooms, drawing from her background as a former special educator working with multiple disability categories. Her work bridges practical K-12 experience with higher education pedagogy.

Recent publications reveal a focus on accessible educational resources, including an OER textbook for behavior analysis interventions and a co-authored book using case studies to address equity. These works demonstrate her commitment to translating research into practical tools for inclusive classroom environments across educational settings.

Dr. Zbacnik has received significant recognition for her contributions:

• Wisconsin Teaching Fellow and Scholar program (2022-23)
• Max H. Lavine Award (2019-20)

As president of Wisconsin’s Council for Exceptional Children, she leads statewide advocacy efforts. Her conference presentations span trauma-informed teaching, disability inclusion, and transition services, while her volunteer work in equine therapy reflects a holistic approach to supporting individuals with disabilities beyond traditional academic settings.