Faculty Publications

 

Publications written by faculty and staff in the Department of Special Education at the University of Northern Iowa.

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Submissions from 2022

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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

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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

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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

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Legal Issues in Early Childhood Special Education, Susan Larson Etscheidt, Stephanie L. Schmitz, and Andi M. Edmister

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Global conversations: recovery and detection of Global South multiply-marginalized bodies, Shehreen Iqtadar, David I. Hernández-Saca, Bradley S. Ellison, and Danielle M. Cowley

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Parent-mediated intervention delivered through telehealth for children with autism spectrum disorder, Qing Liu, Wu Ying Hsieh, Gregory Cheatham, and Yue Yin

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Preparing teachers of young bilingual children with disabilities, Norma A. López-Reyna, Cindy L. Collado, Mary Bay, and Wu Ying Hsieh

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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

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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

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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

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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

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Interrogating disability epistemologies: towards collective dis/ability intersectional emotional, affective and spiritual autoethnographies for healing, David Hernández-Saca and Mercedes Adell Cannon

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Re-Framing Master Narratives of Dis/ability through an Affective Lens: Sophia Cruz’s LD Story at Her Intersections, David I. Hernández-Saca

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“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

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Quality inclusive practices for preschoolers with disabilities: Providing access, opportunities for participation, and supports, Bernadette M. Laumann, Michaelene M. Ostrosky, and Wu Ying Hsieh

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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

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A response to Gustavsson, Kittelsaa & Tøssebro, Deborah J. Gallagher

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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

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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

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Assistive Technology for Students With Disabilities: A Legal Analysis of Issues, Susan Larson Etscheidt

Events from 2015

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Vulnerability and Children with Disabilities: Ethical Spheres of Concern in Research and Practice, Chris Kliewer and Susan Etscheidt

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At the end of intellectual disability, Christopher Kliewer, Douglas Biklen, and Amy J. Petersen

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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

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Faculty perceptions of expertise among teachers of students with severe disabilities, Andrea Ruppar, Carly Roberts, and Amy Jo Olson

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Disability and silences that do not tell, Linda Ware and Danielle Cowley

Submissions from 2014

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Challenging orthodoxy in special education: On longstanding debates and philosophical divides revisited, Deborah J. Gallagher

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The politics of legitimating research: A case with commentary, Deborah J. Gallagher

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Beyond the far too incessant schism: Special education and the social model of disability, Deborah J. Gallagher, David J. Connor, and Beth A. Ferri

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The reintegration of technology as a function of curriculum reform: Cases of two teachers, Amy Staples and Evette Edmister

Submissions from 2013

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Creating Writing Opportunities for Young Children, Evette Edmister, Amy Staples, Beth Huber, and Jennifer Walz Garrett

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"Truly Disabled?": An Analysis of LD Eligibility Issues Under the Individuals With Disabilities Education Act, Susan Etscheidt

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Theories have consequences, don't they? On the moral nature of educational theory and research, Deborah Gallagher

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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 2011

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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

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Broadening our horizons: Toward a plurality of methodologies in learning disability research, David J. Connor, Deborah Gallagher, and Beth A. Ferri

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Pluralizing methodologies in the field of LD: From "what works" to what matters, Beth A. Ferri, Deborah Gallagher, and David J. Connor

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Research with individuals labeled 'other': Reflections on the research process, Amy J. Petersen

Submissions from 2009

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Parents' perceptions of professional support for the emergent literacy of young children with visual impairments, Susan A. Brennan, Gayle J. Luze, and Carla Peterson

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What are high schools offering as preparation for employment?, Barbara A. Guy, Patricia L. Sitlington, Michael D. Larsen, and Alan R. Frank

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“ain't nobody gonna get me down”: An examination of the educational experiences of four african american women labeled with disabilities, Amy J. Petersen

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Disability studies in education: Guidelines and ethical practice for educators, Robin M. Smith, Deborah Gallagher, Valerie Owen, and Thomas M. Skrtic

Submissions from 2007

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Promoting the self-determination of students with visual impairments: Reducing the gap between knowledge and practice, Martin Agran, Sunggye Hong, and Karen Blankenship

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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

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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

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The Transition Assessment Process and IDEIA 2004, Patricia L. Sitlington and Gary M. Clark