Janice Seabrooks-Blackmore, Ph.D.

Professor and Executive Director

Florida Center for Students with Unique Abilities

Office: TA 420E

Phone: 407-823-2848

Email

Professional Summary

Dr. Janice Seabrooks-Blackmore is a native of Jacksonville, Florida. She is a Professor of Special Education, working in the Florida Center for Students with Unique Abilities. She received her PhD from Florida State University in Special Education, with specializations in Community Transition and Specific Learning Disabilities. Her professional career began as a classroom teacher of students with varying exceptionalities. To expand her professional knowledge and skills, she became a middle school counselor. This transition impacted her desire to pursue her terminal degree to teach in higher education. She has a wide array of diverse experiences in leadership, community partnerships, and collaboration with colleagues and families in P-16 settings. Dr. Seabrooks-Blackmore’s primary area of interest is transition of youth with disabilities to post-school settings, particularly postsecondary education. She is passionate about equitable access and self-determination. Therefore, much of her work stems from instructional strategies and collaborative interactions that support empowering others to attain their goals.

Education

Ph.D. Florida State University

Areas of Expertise

  • Special education
  • Transition of youth and young adults with disabilities
  • Learning strategies

Research Interests

  • Transition for youth and young adults with disabilities
  • Adults with disabilities in postsecondary education
  • Self-determination

Recent Publications

Brown, I., Wehmeyer, M. L., Webb, K., & Seabrooks-Blackmore, J. (2017). The transition from school to adult life. In M. Wehmeyer, I. Brown, M. Percy, K. Shogren, & A. Fung (Eds.), A comprehensive guide to intellectual and developmental disabilities (2nd ed., pp. 541-555) Baltimore: Paul H. Brookes.

Patterson, K. B., Hunt, K., Seabrooks-Blackmore, J. (2015, 2018) Social issues facing children in school. In J. Kunz & C. Stuart (Eds.), Sociology: Beyond the millennium (4th ed., pp. 35-52; 5th ed., pp. 27-41). Dubuque, Iowa: Kendall/Hunt.

Patterson, K. B., Seabrooks-Blackmore, J., & Williams, G. (2016). Special education issues. In A. Mungai & D. Thornburg (Eds.), High-need schools: Changing the dialogue. Rotterdam, The Netherlands: Sense Publishers.

Patterson, K., & Seabrooks-Blackmore, J. (2017). The effects of self-reflection and classroom management course on preservice teachers’ self-efficacy. Journal of Theoretical Educational Science, 10(3), 335-348.

Seabrooks-Blackmore, J. & Patterson, K. B. (2015). College students with disabilities: Increasing opportunities for student success. British Journal of Education, Society & Behavioural Science. 7(2), 157-164.

Seabrooks-Blackmore, J., Patterson, K. B., Webb, K., & Williams, G. (2015). Expanding communication in the transition process: Can edublogs help? Journal of Theoretical Educational Science, 8(2), 153-171.

Webb, K., Repetto, J., Seabrooks-Blackmore, J., Patterson, K. & Aldefer, K. (2014). Career development: Preparation, integration, and collaboration. Journal of Vocational Rehabilitation, 40, 231-238.

Professional Organizations

  • Council for Exceptional Children
  • Association on Higher Education and Disability
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