Faculty Publications
Publications written by faculty and staff in the Department of Special Education at the University of Northern Iowa.
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 Kramarczuk Voulgarides
Securing School-Based Mental Health Services Through a Six-Step IEP Approach, Susan Larson Etscheidt, Nicole R. Skaar, Clopton, and Stephanie L. Schmitz
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 Hernández-Saca
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, 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, Skaar, and Susan Larson Etscheidt
Our Professional and Ethical Responsibilities to Support Student Mental Health, Susan Larson Etscheidt, Nicole R. Skaar, 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, 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 Edmister
Global conversations: recovery and detection of Global South multiply-marginalized bodies, Shehreen Iqtadar, David I. Hernández-Saca, Ellison, and Danielle M. Cowley
Parent-mediated intervention delivered through telehealth for children with autism spectrum disorder, Qing Liu, Wu Ying Hsieh, Cheatham, and Yue Yin
Preparing teachers of young bilingual children with disabilities, Norma A. López-Reyna, Cindy L. Collado, Bay, and Wu Ying Hsieh
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 Tefera
School-Based Mental Health Services for Students with Disabilities: Urgent Need, Systemic Barriers, and a Proposal, Nicole R. Skaar, Susan Larson Etscheidt, and 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 Hsieh
Submissions from 2020
“The disabled body speaks back”; Emotion as central to embodiment in mathematical experience, Rachel Lambert, David I. Hernández-Saca, and 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 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
Quality inclusive practices for preschoolers with disabilities: Providing access, opportunities for participation, and supports, Bernadette M. Laumann, Michaelene M. Ostrosky, and Hsieh
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 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 Artiles
2S1. Re-Framing Master Narratives of Dis/ability Through an Emotion Lens: Sophia Cruz’s LD Story at her Intersections, David Hernandez-Saca
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 Petersen
Teacher-, Student-, and Peer-Directed Strategies to Access the General Education Curriculum for Students With Autism, Amy J. Olson, Carly A. Roberts, and Leko
Faculty perceptions of expertise among teachers of students with severe disabilities, Andrea Ruppar, Carly Roberts, and 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 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, 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 Herbe
The Effects of a Buddy Skills Package on Preschool Children's Social Interactions and Play, Kristy Hughett, Frank W. Kohler, and Raschke
Submissions from 2011
Disability studies in education: The need for a plurality of perspectives on disability, Susan Baglieri, Jan W. Valle, Connor, and Deborah J. Gallagher
Broadening our horizons: Toward a plurality of methodologies in learning disability research, David J. Connor, Deborah Gallagher, and Ferri
Pluralizing methodologies in the field of LD: From "what works" to what matters, Beth A. Ferri, Deborah Gallagher, and Connor
Research with individuals labeled 'other': Reflections on the research process, Amy J. Petersen
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 Peterson
What are high schools offering as preparation for employment?, Barbara A. Guy, Patricia L. Sitlington, Larsen, and Alan R. Frank
“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, Owen, and Thomas M. Skrtic
Submissions from 2007
Promoting the self-determination of students with visual impairments: Reducing the gap between knowledge and practice, Martin Agran, Sunggye Hong, and 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, Raschke, and Clifford Highnam
The Transition Assessment Process and IDEIA 2004, Patricia L. Sitlington and Gary M. Clark
Submissions from 2005
Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education, Martin Agran, Thomas Sinclair, Alper, Michael Cavin, Michael Wehmeyer, and Carolyn Hughes
Paraprofessional services for students with disabilities: A legal analysis of issues, Susan Etscheidt
Vouchers and students with disabilities: A multidimensional analysis, Susan Etscheidt
'There's no way this kid's retarded': Teachers' optimistic constructions of students' ability, Christi Kasa-Hendrickson
Response to "scientifically unsupported and supported interventions for childhood psychopathology: A summary" [4], Chris Kliewer, Alicia Broderick, Oyler, Donald N. Cardinal, Paula Kluth, John B. Moeschler, and Herbert Schneiderman
Rethinking the technology integration challenge: Cases from three urban elementary schools, Amy Staples, Marleen C. Pugach, and Himes
Submissions from 2003
A Preliminary Survey of Professional and Student Opinion of Special Education Practice in Contemporary Russia, Martin Agran and Dmitriy Boykov
An Analysis of Legal Hearings and Cases Related to Individualized Education Programs for Children with Autism, Susan Etscheidt
Ascertaining the adequacy, scope, and utility of district evaluations, Susan Etscheidt
Developing Augmentative and Alternative Communication (AAC) and Literacy Interventions in a Supported Employment Setting, Beth E. Foley and Amy H. Staples
Literacy as cultural practice: Some concluding stories, Christopher Kliewer
Enhancing the Job Performance of Youth with Moderate to Severe Cognitive Disabilities Using the Self-Determined Learning Model of Instruction, Jennifer McGlashing-Johnson, Martin Agran, Sitlington, Michael Cavin, and Michael Wehmeyer
The role of technology in the transition to postsecondary education of students with learning disabilities: A review of the literature, Charlotte A. Mull and Patricia L. Sitlington
Transition as a Vehicle: Moving From High School to an Adult Vocational Service Provider, Michelle L. Nuehring and Patricia L. Sitlington
Examining Parents’ Involvement in and Perceptions of Special Education Services: An IntervieW With Families in a Parent Support Group, Sammy J. Spann, Frank W. Kohler, and Soenksen
The Effects of Self-Regulation Strategies on Goal Attainment for Students with Developmental Disabilities in General Education Classrooms, Michael L. Wehmeyer, Danna Yeager, Bolding, Martin Agran, and Carolyn Hughes
Submissions from 2001
Teaching students to self-regulate their behavior: The differential effects of student-vs. teacher-delivered reinforcement, Martin Agran, Caryl Blanchard, Wehmeyer, and Carolyn Hughes
Neutrality as a Moral Standpoint, Conceptual Confusion and the Full Inclusion Debate, Deborah J. Gallagher
The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms, Guy H. Gilberts, Martin Agran, Hughes, and Michael Wehmeyer
The effects of peer delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms, Guy H. Gilberts, Martin Agran, Hughes, and Michael Wehmeyer
"School's not really a place for reading": A research synthesis of the literate lives of students with severe disabilities, Christopher Kliewer and Douglas Biklen
Disability, schooling, and the artifacts of colonialism, Christopher Kliewer and Linda May Fitzgerald
Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics, Frank W. Kohler, Leslie J. Anthony, Steighner, and Marilyn Hoyson
Postsecondary education for students with learning disabilities: A synthesis of the literature, Charlotte Mull, Patricia L. Sitlington, and Alper
Career/Vocational Assessment: A Critical Component of Transition Planning, Patricia L. Sitlington and Gary M. Clark
Submissions from 1999
Teacher perceptions of self-determination: Benefits, characteristics, strategies, Martin Agran, Kimberly Snow, and Swaner
The IDEA Amendments: A Four-Step Approach for Determining Supplementary Aids and Services, Susan K. Etscheidt and Larry Bartlett
Individualizing literacy instruction for young children with moderate to severe disabilities, Christopher Kliewer and David Landis
Promoting changes in teachers' conduct of student pair activities: An examination of reciprocal peer coaching, Frank W. Kohler, Helen K. Ezell, and Paluselli
Acquisition and generalization of functional words in community grocery stores using videotaped instruction, Rebecca Kyhl, Sandra Alper, and Sinclair
Submissions from 1997
Teaching meal planning to youth with mental retardation in natural settings, Gae S. Arnold-Reid, Patrick J. Schloss, and Alper
Young adults with behavioral disorders - Before and after IDEA, Alan R. Frank and Patricia L. Sitlington
Responses to Nietupski et al., Michael F. Giangreco, Martha E. Snell, Hughes, Asha Jitendra, and Sandra Alper
