Research
Grants, Contacts, Centers and Clinics
College of Education Office of Faculty Research Support
Faculty Research Specializations
Chris Bischke, Ph.D.
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Individuals with visual impairments
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Expanded Core Curriculum
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Cortical Visual Impairment /Cerebral Visual Impairment
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Family Support and Education
Shamby Polychronis, Ph.D.
- Post-School Outcomes for Students with Cognitive Disabilities
- Family Support Services
- Individual Rights for People with Disabilities
- Inclusive Education
Matt Jameson, Ph.D.
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Inclusive Education Practices
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Embedded Instruction
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Instructional Technology
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Distance Education
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Special Education Law
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Positive Behavior Supports
Susan Johnston, Ph.D.
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Augmentative and Alternative Communication
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Early Communication and Language Intervention
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Emerging Literacy
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Early Childhood Special Education
Ryan Walker, M.Ed.
- Inclusive Education
- Teacher Preparation
- Distance Education
Breda O'Keeffe, Ph.D.
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Academic and behavioral support for culturally and linguistically diverse students
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Assessment for students with mild/moderate disabilities
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Reading assessment and intervention
Rob O'Neill, Ph.D.
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Functional assessment
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Function-based interventions
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Schoolwide positive behavior support
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Gender issues in emotional/behavioral disorders
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Autism Spectrum Disorder (ASD)
Sondra Stegenga, Ph.D.
- Early social-emotional assessment and intervention with a specialized focus on infants and toddlers with disabilities and their parents/caregivers
- Interdisciplinary and interagency collaboration in home and community systems serving young children and their families
- Implementation of science and policy in early intervention and educational systems
- Data science and methods in early intervention and early childhood research
Sarah Ivy, Ph.D.
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Young learners with deafblindness
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Communication development for young learners using tangible forms of augmentative and alternative communication
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Evidence-based practices to increase functional academic, daily living, and communication skills
Sharlene Kiuhara, Ph.D.
My research focuses on developing interventions that improve teaching practices and learning outcomes for K-12 students who have high-incidence disabilities. My current work investigates the effects of using the Self-Regulated Strategy Development framework (a strategic approach for developing written expression skills and self-regulation of the writing process) for constructing arguments within a multi-tiered system of instructional supports in language arts, math, and science classrooms.