Educational BackgroundDoctorate of Education, Elementary Education, Indiana University of Pennsylvania, 1992Master of Education, Special Education Supervision, Slippery Rock State College, 1976Bachelor of Science, Elementary Education / Special Education, Slippery Rock State College, 1974
Professional BackgroundPROFESSIONAL CERTIFICATIONS -
Superintendent's Letter of Eligibility; Elementary Principal; Supervisor of Special Education; Supervisor of Curriculum and Instruction;
Instructional II Elementary K-6 / Mentally Retarded; Intermediate Unit Program SpecialistTEACHING EXPERIENCE -
Robert Morris University, 2005-present; Chatham College, 2000-2004; Slippery Rock University, 2000-2002; Indiana University of Pennsylvania, 1989-1990; Northwest Tri-County Intermediate Unit (Special Education), 1976-1983.ADMINISTRATIVE EXPERIENCE - Director of Special Education and Professional Development, Elementary School Principal, Pine-Richland School District, 1990-2007; K-12 Curriculum Coordinator, Elementary School Principal, Slippery Rock Area School District, 1983-1990; Associate Director of Curriculum Services, Northwest Tri-County Intermediate Unit, 1976-1983.
Area of Expertise/ResearchResearch interests are in special education and center on preparing pre-service teachers to create inclusive classrooms, differentiate instruction and apply the principles of universal design for learning.
The focus of current research is to determine the effects of an INCLUDED Experience on the attitudes, sentiments
and concerns of pre-service teachers toward students with exceptional learning needs after student teaching in elementary and secondary education classrooms. The INCLUDED Experience is an eight step performance-based reflective child study of a pre-service teacher's attitude, concerns, knowledge, and skills during their
inclusion in the classroom. Results from recent studies provide evidence that after completing an INCLUDED
Experience, pre-service teachers had positive attitudes and decreased concerns toward inclusion. The overall
findings suggest that the INCLUDED Experience shows promise as a model that pre-service teachers should follow to
support, teach and engage students with exceptional learning needs in general education classrooms.
PublicationsGolmic, B., & Hansen, M. (2012). Attitudes, sentiments, and concerns of pre-service teachers after their INCLUDED experience. International Journal of Special Education, 27(1), 27-36.
Golmic, B. (2011). Reflections of a pre-service business education teacher after including a student with a learning disability in a computer applications course. National Teacher Education Journal, 4(1), 61-70.
Presentations2012 - The INCLUDED Experience. Professional Topics Seminars, Robert Morris University.2011 - IEPs for Pre-Service Teachers, PA Council for Exceptional Children, 52nd Annual Convention, Harrisburg, PA.2011 - My INCLUDED Experience: a Pre-service Teacher's Reflections on Inclusion in a Secondary Education Classroom, Return to Campus Seminars, Robert Morris University.2011 - Mock Interviews, Tips for Success, Professional Topics Seminars, Robert Morris University.2009 - INCLUDED: a Pre-Service Teacher's Story of Inclusion. Robert Morris University.2009 - Six Keys to a Differentiated Project, Business Education Conference, Robert Morris University.2008 - Energizing Attitudes and Actions in Special Education, Education Conference, Robert Morris University.2007 - Differentiating Your CIA (Curriculum, Instruction, and Assessment), AIU County-wide Professional Development Day: Building on Student Success, Robert Morris University.