Kary Zarate

Kary Zarate serves as a Teaching Assistant Professor in the Special Education department within the College of Education at the University of Illinois, Urbana-Champaign. Her academic appointment focuses on personnel preparation and evidence-based practices for improving educational outcomes for students with significant emotional, behavioral, and cognitive needs. Dr. Zarate teaches multiple undergraduate and graduate courses related to special education, collaboration, and assessment, while maintaining an active research agenda centered on paraprofessional training and teacher leadership.

Dr. Zarate's research interests span several key areas in special education, with particular emphasis on effective training frameworks for special education paraprofessionals, collaborative teaming strategies, and improving inclusion practices for students with extensive support needs. Her work consistently addresses the implementation of evidence-based practices in educational settings, with a commitment to dismantling systems of oppression and breaking down barriers for all learners. Her research methodology frequently employs systematic reviews and meta-analyses to evaluate the effectiveness of educational interventions.

Analysis of Dr. Zarate's publication record from 2019-2025 reveals a strong research trajectory focused on personnel preparation in special education. Her work demonstrates consistent attention to paraprofessional effectiveness, teacher leadership development, and evidence-based practices for students with emotional and behavioral disorders. A notable trend is her increasing focus on collaborative approaches between educators, families, and paraprofessionals to improve student outcomes. Her publications appear in leading special education journals including Teaching Exceptional Children, Preventing School Failure, and Exceptionality.

Dr. Zarate teaches multiple courses in the Special Education program, including SPED 426: Collaboration and Teaming, SPED 592: Concepts and Issues in Special Education I, and SPED 405: General Educator's Role in Special Education. Her teaching emphasizes practical application of collaborative models, team member roles, and strategies for securing appropriate resources for students with disabilities. She is currently accepting new advisees and maintains an active presence in both undergraduate and graduate education within the College of Education.