Christine Moore began her career as a language specialist working in inner city schools in Los Angeles, creating programs focused on improving the listening, speaking, reading, and writing skills of students with mild, moderate, and severe disabilities. She has worked with children from early childhood through 12th grade. Her first assignment as a special education teacher was with a classroom of students who had been diagnosed with language disorders, emotional disturbance, or autism spectrum disorder. Though not an easy first class, it was a powerful way to learn a key truth about individuals with special learning needs: When you have learned the strengths and needs of one special education student, you have learned about exactly one special education student—like all learners, no two students with disabilities are the same, even if they have the same diagnostic label.
A move to Oregon provided an opportunity to teach as a faculty member in the Special Education Department at Western Oregon University. Part of this assignment was to design and administer an early childhood language program where graduate students and children could learn together. Christine also administered the language clinic for school-age students.
In 1980, she was asked to take a special-assignment position with an Oregon public school district. Over the next twenty years—first as a special education teacher, then as a program coordinator, and finally as Director of Special Education—Christine experienced daily opportunities to create and coordinate learning centers, self-contained classrooms, special programs, and even alternative schools for students with special needs.
Using these experiences of teaching and her knowledge of how things actually work in schools, Christine has taught language development, reading, and special education courses as an adjunct at Lewis & Clark. As a special education teacher and administrator, she has been able to demonstrate and observe the teaching skills and strategies that are most successful in improving the learning of students with special needs, evaluating curriculum, refining diagnostic and eligibility procedures, and learning to write and present effective, efficient, appropriate IEPs. Later experience working for the Oregon Department of Education provided the opportunity to train general and special education teachers and administrators statewide on designing and providing “appropriate accommodations.” She became coordinator of Special Education programs at Lewis & Clark in 2004.