Faculty Publications
Publications written by faculty and staff in the Department of Special Education at the University of Northern Iowa.
Submissions from 2024
“Storying” from Special Education Classroom: Centering Voices from Accessible-Interdependence-Intimacy as Interdisciplinary Justice in Pedagogical Practices, Mercédès A. Cannon and David I. Hernández-Saca
Examining Paradoxes of Access in Disability Law: A Critical Analysis of the Least Restrictive Environment, Catherine Kramarczuk Voulgarides, Susan Larson Etscheidt, and David I. Hernández-Saca
Submissions from 2023
Monitoring The Transition Requirements Of The Individuals With Disabilities Education Act: A Critique And A Proposal To Expand The Performance Indicators, Susan Larson Etscheidt, David Hernandez-Saca, and Catherine Kramarczuk Voulgarides
Securing School-Based Mental Health Services Through A Six-Step IEP Approach, Susan Larson Etscheidt, Nicole R. Skaar, Kerri L. Clopton, and Stephanie L. Schmitz
A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens, David Isaac Hernández-Saca, Catherine Kramarczuk Voulgarides, and Susan Larson Etscheidt
Supporting Young Exceptional Children’s Mental Health in the Early Childhood Classroom, Wu Ying Hsieh
Educational Inequality And The Paradox Of Dis/Ability Rights In A Schooled Society: Moving Towards An Intersectional Discursive, Material, And Emotive Approach, Catherine Kramarczuk Voulgarides, Susan Larson Etscheidt, and David Hernández-Saca
Exploring Chinese Early Childhood Teachers’ Mathematical Belief Profiles and Associated Teacher Characteristics, Jie Zhu, Wu Ying Hsieh, and Pui Sze Yeung
Submissions from 2022
From Shared Governance to Shared Leadership: Our COVID Response to Faculty Evaluation, Support, and Advancement, John Burnight, Danielle Cowley, Becky Wilson Hawbaker, James Mattingly, Patrick Pease, Amy J. Petersen, and John Vallentine
Play-Based Parent Training Programme Supporting Hong Kong Kindergarten Children In Social Competence Development, Lilian Chau, Mantak Yuen, Paul Chan, Sylvia Liu, Kit Chan, Diana Lee, and Wu Ying Hsieh
Securing School-Based Mental Health Services For Students With Disabilities: An Illustration Of The Six-Component Approach, Kerri L. Clopton, Stephanie L. Schmitz, Nicole R. Skaar, and Susan Larson Etscheidt
Our Professional And Ethical Responsibilities To Support Student Mental Health, Susan Larson Etscheidt, Nicole R. Skaar, Kerri L. Clopton, and Stephanie L. Schmitz
Coaching Early Childhood Teachers: A Systematic Review Of Its Effects On Teacher Instruction And Child Development, Weipeng Yang, Runke Huang, Yufen Su, Jie Zhu, Wu Ying Hsieh, and Hui Li
Submissions from 2021
Legal Issues In Early Childhood Special Education, Susan Larson Etscheidt, Stephanie L. Schmitz, and Andi M. Edmister
Global Conversations: Recovery And Detection Of Global South Multiply-Marginalized Bodies, Shehreen Iqtadar, David I. Hernández-Saca, Bradley S. Ellison, and Danielle M. Cowley
Parent-Mediated Intervention Delivered Through Telehealth For Children With Autism Spectrum Disorder, Qing Liu, Wu Ying Hsieh, Gregory Cheatham, and Yue Yin
Preparing Teachers Of Young Bilingual Children With Disabilities, Norma A. López-Reyna, Cindy L. Collado, Mary Bay, and Wu Ying Hsieh
Transformative Pedagogy for Early Childhood Pre-Service Teachers’ Leadership Development: Study Abroad, Student Organization, and Service Learning, Sohyun Meacham, Charletta Sudduth, and Danica Chalstrom
Intersectional Rights Of Teachers And Students In Computer Science And Special Education: Implications For Urban Schooling, Cueponcaxochitl D. Moreno Sandoval, David I. Hernández Saca, and Adai A. Tefera
School-Based Mental Health Services For Students With Disabilities: Urgent Need, Systemic Barriers, And A Proposal, Nicole R. Skaar, Susan Larson Etscheidt, and Andrew Kraayenbrink
Mathematical Beliefs And Self-Reported Practices Of Chinese Early Childhood Teachers In The Context Of Teaching Mathematics During Block Play, Jie Zhu, Pui sze Yeung, and Wu Ying Hsieh
Submissions from 2020
“The Disabled Body Speaks Back”; Emotion As Central To Embodiment In Mathematical Experience, Rachel Lambert, David I. Hernández-Saca, and Rebeca Mireles-Rios
A Systematic Review And Meta-Analysis Of Parent-Mediated Intervention For Children And Adolescents With Autism Spectrum Disorder In Mainland China, Hong Kong, And Taiwan, Qing Liu, Wu Ying Hsieh, and Gaowei Chen
Submissions from 2019
Interrogating Disability Epistemologies: Towards Collective Dis/Ability Intersectional Emotional, Affective And Spiritual Autoethnographies For Healing, David Hernández-Saca and Mercedes Adell Cannon
Re-Framing Master Narratives Of Dis/Ability Through An Affective Lens: Sophia Cruz’s Ld Story At Her Intersections, David I. Hernández-Saca
“The Problem Isn’t Yourself Overcoming, It’s Other People Overcoming You:” A Decolonizing Mental Health Dse Curricular Cripstemology Reading Of Daniel And Luna’s Intersectional Dis/Ability Experiences, David I. Hernández-Saca and Laurie Gutmann Kahn
Teachers’ Perceptions of Early Math Concepts Learned from Unit Blocks: A Cross-Cultural Comparison, Wu-Ying Hsieh and Jeanette A. McCollum
Quality Inclusive Practices For Preschoolers With Disabilities: Providing Access, Opportunities For Participation, And Supports, Bernadette M. Laumann, Michaelene M. Ostrosky, and Wu Ying Hsieh
A Sentimental Education: Insights for Inclusive Reform from a University/School District Partnership, Amy Petersen, Deborah J. Gallagher, Danielle Cowley, and Shehreen Iqtadar
These Violent [Delights] Have Violent Ends: Rising Up, Pushing Back, and the Possibility of Hope, Amy Petersen, Emily A. Nusbaum, Danielle Cowley, David Hernández-Saca, and Phil Smith
Troubling The Master Narrative Of “Grit”: Counterstories Of Black And Latinx Students With Dis/Abilities During An Era Of “High-Stakes” Testing, Adai A. Tefera, David Hernández-Saca, and Ashlee M. Lester
Events from 2017
1P1. Google Technology as Inclusive Practice for the Universally Designed Classroom, Patti Bahr, Christina Curran, Sarah Lalk, and Lea Ann Peschong
A Response To Gustavsson, Kittelsaa & Tøssebro, Deborah J. Gallagher
In Search Of Voice: Theory And Methods In K-12 Student Voice Research In The US, 1990–2010, Taucia E. Gonzalez, David I. Hernandez-Saca, and Alfredo J. Artiles
2S1. Re-Framing Master Narratives of Dis/ability Through an Emotion Lens: Sophia Cruz’s LD Story at her Intersections, David Hernandez-Saca
The Collaborative Process in Educators’ Self-Study of Practice, Amy Staples and Deborah Tidwell
Submissions from 2016
Assistive Technology For Students With Disabilities: A Legal Analysis Of Issues, Susan Larson Etscheidt
Events from 2015
Vulnerability and Children with Disabilities: Ethical Spheres of Concern in Research and Practice, Chris Kliewer and Susan Etscheidt
At The End Of Intellectual Disability, Christopher Kliewer, Douglas Biklen, and Amy J. Petersen
Teacher-, Student-, And Peer-Directed Strategies To Access The General Education Curriculum For Students With Autism, Amy J. Olson, Carly A. Roberts, and Melinda M. Leko
Faculty Perceptions Of Expertise Among Teachers Of Students With Severe Disabilities, Andrea Ruppar, Carly Roberts, and Amy Jo Olson
Disability And Silences That Do Not Tell, Linda Ware and Danielle Cowley
Submissions from 2014
Challenging Orthodoxy In Special Education: On Longstanding Debates And Philosophical Divides Revisited, Deborah J. Gallagher
The Politics Of Legitimating Research: A Case With Commentary, Deborah J. Gallagher
Beyond The Far Too Incessant Schism: Special Education And The Social Model Of Disability, Deborah J. Gallagher, David J. Connor, and Beth A. Ferri
The Reintegration Of Technology As A Function Of Curriculum Reform: Cases Of Two Teachers, Amy Staples and Evette Edmister
Submissions from 2013
Creating Writing Opportunities For Young Children, Evette Edmister, Amy Staples, Beth Huber, and Jennifer Walz Garrett
"Truly Disabled?": An Analysis Of Ld Eligibility Issues Under The Individuals With Disabilities Education Act, Susan Etscheidt
Theories Have Consequences, Don't They? On The Moral Nature Of Educational Theory And Research, Deborah Gallagher
Students' Perceptions Of Teachers And Teaching, Deborah J. Gallagher, Melody J. Tankersley, and Joanne M. Herbe
The Effects Of A Buddy Skills Package On Preschool Children's Social Interactions And Play, Kristy Hughett, Frank W. Kohler, and Donna Raschke
Submissions from 2012
Transition Education For Adolescents With Learning Disabilities, Cari Dunn and Christina Curran
Parental Refusal To Consent For Evaluation: A Legal Analysis With Implications For School Psychologists, Susan Etscheidt, Kerri Clopton, and Charlotte Haselhuhn
Urban Early Childhood Teachers’ Attitudes Towards Inclusive Education, Wu-Ying Hsieh and Chang-Ming Hsieh
Accountability For What Matters: Using Postschool Outcomes To Build School And Community Renewal, Mary E. Morningstar, Gregory Knollman, Sarah Semon, and Jeannie Kleinhammer-Tramill
Imagining The Possibilities: Qualitative Inquiry At The Intersections Of Race, Gender, Disability, And Class, Amy J. Petersen
Documenting Impact Of Educational Contexts On Long-Term Outcomes For Students With Significant Disabilities, Diane Lea Ryndak, Carolyn Hughes, Sandra Alper, and John McDonnell
Evidence Of Two Theoretical Models Observed In Young Children With Disabilities Who Are Beginning To Learn To Write, Amy Staples and Evette Edmister
Comparison Of A Reading Fluency Intervention With And Without Passage Repetition On Reading Achievement, William J. Therrien, James F. Kirk, and Suzanne Woods-Groves
Promoting Community For Online Learners In Special Education, Elizabeth West, Phyllis Jones, and Sarah Semon
Submissions from 2011
Disability Studies In Education: The Need For A Plurality Of Perspectives On Disability, Susan Baglieri, Jan W. Valle, David J. Connor, and Deborah J. Gallagher
Broadening Our Horizons: Toward A Plurality Of Methodologies In Learning Disability Research, David J. Connor, Deborah Gallagher, and Beth A. Ferri
Pluralizing Methodologies In The Field Of Ld: From "What Works" To What Matters, Beth A. Ferri, Deborah Gallagher, and David J. Connor
Research With Individuals Labeled 'Other': Reflections On The Research Process, Amy J. Petersen
Rethinking the Technology Integration Challenge: Cases from Three Urban Elementary Schools, Amy Staples, Marleen C. Pugach, and D. J. Himes
Submissions from 2010
Peer-Reviewed Research And Individualized Education Programs (IEPs): An Examination Of Intent And Impact, Susan Etscheidt and Christina M. Curran
Reauthorization Of The Individuals With Disabilities Education Improvement Act (IDEA, 2004): The Peer-Reviewed Research Requirement, Susan Etscheidt and Christina M. Curran
Long-Term Outcomes Of Services For Two Persons With Significant Disabilities With Differing Educational Experiences: A Qualitative Consideration Of The Impact Of Educational Experiences, Diane Lea Ryndak, Jennifer Wilson Montgomery, Jill F. Storch, Terri Ward, and Sandra Alper
Long-Term Outcomes Of Services In Inclusive And Self-Contained Settings For Siblings With Comparable Significant Disabilities, Diane Ryndak, Terri Ward, Sandra Alper, Jill F. Storch, and Jennifer Wilson Montgomery
Submissions from 2009
Parents' Perceptions Of Professional Support For The Emergent Literacy Of Young Children With Visual Impairments, Susan A. Brennan, Gayle J. Luze, and Carla Peterson
What Are High Schools Offering As Preparation For Employment?, Barbara A. Guy, Patricia L. Sitlington, Michael D. Larsen, and Alan R. Frank
Using Coaching to Increase Preschool Teachers’ Use of Emergent Literacy Teaching Strategies, Wu-Ying Hsieh, Mary Louise Hemmeter, Jeanette A. McCollum, and Michaelene M. Ostrosky
“Ain't Nobody Gonna Get Me Down”: An Examination Of The Educational Experiences Of Four African American Women Labeled With Disabilities, Amy J. Petersen
Disability Studies In Education: Guidelines And Ethical Practice For Educators, Robin M. Smith, Deborah Gallagher, Valerie Owen, and Thomas M. Skrtic
Submissions from 2008
Promoting Student Active Classroom Participation Skills Through Instruction To Promote Self-Regulated Learning And Self-Determination, Martin Agran, Michael L. Wehmeyer, Michael Cavin, and Susan Palmer
Behavior Intervention Plans, Kerri Clopton and Susan Etscheidt
Disability Studies And Inclusive Education Implications For Theory, Research, And Practice, David J. Connor, Susan L. Gabel, Deborah Gallagher, and Missy Morton
Integral Involvement Of Severely Handicapped Students Within Regular Public Schools, Susan Hamre-Nietupski and John Nietupski
Employer Perspectives On High School Diploma Options For Adolescents With Disabilities, Ryan Hartwig and Patricia L. Sitlington
Issues In Outcomes Research: An Overview Of Randomization Techniques For Clinical Trials, Minsoo Kang, Brian G. Ragan, and Jae Hyeon Park
Joining The Literacy Flow: Fostering Symbol And Written Language Learning In Young Children With Significant Developmental Disabilities Through The Four Currents Of Literacy, Christopher Kliewer
Preparing Preservice Teachers To Make Instructional Decisions: An Examination Of Data From The Teacher Work Sample, Frank Kohler, John E. Henning, and Jaime Usma-Wilches
Guardianship: Its Role In The Transition Process For Students With Developmental Disabilities, Erin M. Payne-Christiansen and Patricia L. Sitlington
Students With Reading And Writing Challenges: Using Informal Assessment To Assist In Planning For The Transition To Adult Life, Patricia L. Sitlington
An Essay On The Politics Of Schooling And Educational Research, John K. Smith and Deborah J. Gallagher
Perceived Self-Determination Of Youth With Emotional And Behavior Disorders: A Pilot Study Of The Effect Of Different Educational Environments, Natalee Van Gelder, Patricia L. Sitlington, and Krista Morrison Pugh
Submissions from 2007
Promoting The Self-Determination Of Students With Visual Impairments: Reducing The Gap Between Knowledge And Practice, Martin Agran, Sunggye Hong, and Karen Blankenship
Challenging Orthodoxy In Special Education: On Longstanding Debates And Philosophical Divides, Deborah J. Gallagher
Enacting Literacy: Local Understanding, Significant Disability, And A New Frame For Educational Opportunity, Christopher Kliewer and Douglas Biklen
Using A Buddy Skills Package To Increase The Social Interactions Between A Preschooler With Autism And Her Peers, Frank W. Kohler, Cindy Greteman, Donna Raschke, and Clifford Highnam
The Transition Assessment Process And Ideia 2004, Patricia L. Sitlington and Gary M. Clark
Supporting Literacy Development with Assistive Technology, Amy Staples and Beth E. Foley
Submissions from 2006
Participation Of Students With Moderate To Severe Disabilities In The General Curriculum: The Effects Of The Self-Determined Learning Model Of Instruction, Martin Agran, Michael Cavin, Michael Wehmeyer, and Susan Palmer
Assistive Technology For Individuals With Disabilities: A Review And Synthesis Of The Literature, Sandra Alper and Sahoby Raharinirina
Constructing Competence: Autism, Voice And The 'Disordered' Body, Douglas Biklen and Christopher Kliewer
Relationships Among Testing Medium, Test Performance, And Testing Time Of High School Students Who Are Visually Impaired, Jane N. Erin, Sunggye Hong, Christina Schoch, and Ya Ju Kuo
Behavioral Intervention Plans: Pedagogical And Legal Analysis Of Issues, Susan Etscheidt
Issues In Transition Planning: Legal Decisions, Susan Etscheidt
Least Restrictive And Natural Environments For Young Children With Disabilities: A Legal Analysis Of Issues, Susan Etscheidt
Who May Be Literate? Disability And Resistance To The Cultural Denial Of Competence, Christopher Kliewer, Douglas Biklen, and Christi Kasa-Hendrickson
