Vincent is an Associate Professor of Education at the University of New Hampshire. His area of expertise is in the field of special education.
His work focuses broadly on the preparation of special educators, specifically the examination of the efficacy of a variety of avenues to providing clinical practice for beginning special educators. He has examined issues of state and federal policy in university/school partnerships, teacher evaluation, the efficacy of alternative routes to educator preparation, student teaching, teacher attrition in special education, and the use of restraint and seclusion in schools.
In a time of deepening of inequality and a resurgence of a discourse of deficits in the United States, Vincent's teaching is focused on empowering beginning educators to make a case for their students as learners, by giving voice to their current abilities and how different ability-focused pedagogical methods to address barriers to learning can be effective.
Vincent's emergent areas of interest and research focus on the dual nature of disability as an object of both protection and stratification. In a time where disability identification disparities according to race, social class, gender and/or language are increasing, Vincent's work examines the dilemmas of equity in special education, the essentializing power of deficit views, and the consequences of a disability diagnosis. These extant disability and service delivery disparities in the field test our current assumptions about justice in American schools, and they must be systematically examined in a situated, historical context.
