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Elementary Classroom Management: Lessons from Research and

Practice, 8th Edition Carol Simon Weinstein

The SAGE Handbook of Conflict Communication Integrating

Theory Research and Practice 2nd Edition John G Oetzel
Stella Ting Toomey

The SAGE Handbook of Conflict Communication Integrating

Theory Research and Practice 2nd Edition John G Oetzel
Stella Ting Toomey

Dante s Idea of Friendship The Transformation of a

Classical Concept 1st Edition Filippa Modesto
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Creativity 1st Edition Rob Toulson

Magic Misrule Raven Academy Book 3 1st Edition A Caprice

PowerShell Fast Track: Hacks for Non-Coders Vikas Sukhija

Once More with Chutzpah 1st Edition Haley Neil

Green Dot A Novel 1st Edition Madeleine Gray

Coming Home: The Return to True Self (Updated Edition)
Martia Nelson
 HANDBOOK OF EFFECTIVE
INCLUSIVE ELEMENTARY
SCHOOLS

Now in its Second Edition, this seminal handbook offers a comprehensive exploration of how
students with disabilities might be provided classrooms and schools that are both inclusive and
effective. With an enhanced focus on the elementary level, this new edition provides readers with a
richer, more holistic understanding of how inclusive settings operate in K-6, featuring expanded
chapters on principal engagement, teacher preparation, district-level support, school-based
improvement practices, and more. Fully revised and updated to reflect changes in the field, each
chapter synthesizes the research, explores if and how this knowledge is currently used in schools and
addresses the implications for practice and directions for future research.

James McLeskey is Professor in the School of Special Education, School Psychology, and Early
Childhood Studies at the University of Florida and a project faculty member and state lead for the
CEEDAR Center. His research interests include effective methods for achieving school change/
improvement; the role of the principal in developing effective, inclusive schools; and issues that
influence teacher learning and the translation of effective instructional methods into practice.

Fred Spooner is Professor in the Department of Special Education and Child Development at the
University of North Carolina at Charlotte, USA. He is known for his writing in the area of severe
disabilities, specifically in teaching academic content to this population. He has published over 125
professional publications on teaching individuals with severe disabilities. Recent research has ap-
peared in Research and Practice for Persons with Severe Disabilities, Remedial and Special Education, Journal
of Autism and Developmental Disorders, and Exceptional Children.

Bob Algozzine is Professor Emeritus at the University of North Carolina at Charlotte, where he
served as Director of the Behavior and Reading Improvement Center, Coordinator of the Research
Program in the Department of Educational Leadership, and Research Mentor for the faculty in the
Cato College of Education. He was a special education teacher and college professor for more than
40 years. His continuing research interests include assessment and evaluation, data-based decision
making, and effective academic and behavior instruction for all students.

Nancy L. Waldron is Professor in the School of Special Education, School Psychology, and Early
Childhood Studies at the University of Florida, USA. Her research and professional interests include
school improvement to enhance inclusive education, school consultation and teacher learning, and
school psychology training and credentialing.
 Handbook of Effective
Inclusive Elementary Schools
Research and Practice
2nd Edition

Edited by James McLeskey, Fred Spooner, Bob

Algozzine, and Nancy L. Waldron
Second edition published 2022
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 Taylor & Francis
The right of James McLeskey, Fred Spooner, Bob Algozzine, and Nancy L. Waldron to be
identified as the authors of the editorial material, and of the authors for their individual
chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and
Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form
or by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and
are used only for identification and explanation without intent to infringe.
First edition published by Routledge 2014
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 978-0-367-48999-1 (hbk)
ISBN: 978-0-367-48677-8 (pbk)
ISBN: 978-1-003-04387-4 (ebk)

DOI: 10.4324/9781003043874

Typeset in Bembo
by MPS Limited, Dehradun
 Contents

Contributors viii
Acknowledgements xx

Developing and Supporting Effective Inclusive Elementary Schools

Section I
James McLeskey and Nancy L. Waldron 1

1 Time to Support Inclusion and Inclusive Schools 3

James McLeskey, Nancy. L. Waldron, Fred Spooner, and Bob Algozzine

2 Principal Actions in Effective Inclusive Schools: A Review of Elementary

Case Studies 16
Bonnie Billingsley, David Dematthews, Rebecca Raine Raab, and Lebon James

3 The Roles of Teachers in Effective Inclusive Elementary Schools 43

Elizabeth Bettini, Hannah Morris Mathews, Jennifer Lillis, Kathryn M. Meyer,
Tashnuva Shaheen, Lindsey Kaler, and Nelson C. Brunsting

4 The Role of Teacher Education in Effective Inclusive Elementary Schools 77

Lawrence Maheady, Andrew Hashey, Pixita del Prado Hill, and Keli Garas-York

5 The Role of Professional Development in Effective Inclusive Elementary

Schools 98
Melinda Leko, Carly Roberts, Lauren Zepp, Shweta Chandrashekhar, and
Malinda Forsberg

Effective District, School, and Classroom Frameworks and

Section II
Interventions
Bob Algozzine 115

6 Supporting Inclusive Practices with Multi-Tiered System of Supports 117

Dale Lynn Cusumano and Angela I. Preston

v
Contents

7 Supporting Inclusive Practices with Positive Behavioral Interventions and

Supports 139
Brandi Simonsen and Heather Peshak George

8 The Form and Function of Data Teams in Inclusive Schools 164

Erin A. Chaparro, Robert H. Horner, Rhonda N. T. Nese, Bob Algozzine, and
Anne Todd

9 The Role of High Leverage Practices in Effective Inclusive Elementary

Schools 181
Angela L. Patti, Lisa A. Rafferty, Shannon Budin, and Lawrence Maheady

10 Effective Literacy Instruction in Inclusive Schools 199

Ronda Fritz and Beth Harn

11 Creating Opportunities for Struggling Mathematics Learners in Inclusive

Schools 221
Cynthia C. Griffin, Jemma Bae Kwon, Kristen Apraiz, and Lauren N. Wong

12 Writing in Inclusive Elementary Schools: To Be a Writer or Not to Be a

Writer 245
Linda H. Mason, Shawn Datchuk, and Stacie Brady

Effective Frameworks and Interventions for Students

Section III
with Severe Disabilities
Fred Spooner 267

13 Access to the General Education Curriculum 269

Melissa E. Hudson, Leah Wood, Jenny Root, and Addie McConomy

14 Planning for Effective Inclusive Instruction in Core Content 286

Ginevra Courtade, Bree Jimenez, Jenny Root, and Robert Pennington

15 Alternate Assessments and Monitoring Student Progress in Inclusive

Classrooms 302
Shawnee Y. Wakeman, Meagan Karvonen, Claudia Flowers, and Lindsay Ruhter

16 Supporting Inclusion Through Peer Support 322

Elizabeth E. Biggs and Elizabeth Burnett Rossi

17 Collaborative Teaming for Effective Inclusive Education for Students with

Severe Disabilities 348
Diane Lea Ryndak, Donna Lehr, Nancy Harayama, and Megan H. Foster

vi
 Contents

18 Intensive Behavioral Support 375

Craig H. Kennedy

19 The Potential for Developing and Supporting Self-Determination in Early

Childhood and Elementary Classrooms 390
Karrie A. Shogren, Kathleen N. Zimmerman, and Jessica R. Toste

Section IV Systematically Developing Effective Inclusive Schools Now

and in the Future
James McLeskey and Nancy L. Waldron 413

20 Support for District Change and Improvement 415

Kent Mcintosh, Angus Kittelman, Kelsey Morris, Heather Peshak George, Brandi
Simonsen, and Timothy J. Lewis

21 Support for School Change and Improvement 437

Caryn S. Ward, Sophia Farmer, Kathleen Ryan Jackson, and Tanya Ihlo

22 Supporting Learners from Culturally and Linguistically Diverse

Backgrounds 459
Erica D. McCray, Sylvia Linan-Thompson, and Dia A. Jackson

23 Using Technology to Support Effective Inclusive Elementary Schools 483

Maya Israel, Matthew T. Marino, Wei Yan, and John H. Samuels

24 Supporting Inclusion and Inclusive Schools 507

Bob Algozzine, Fred Spooner, James McLeskey, and Nancy L. Waldron

Index 525

vii
 Contributors

Bob Algozzine (Ph. D., Penn State University) is Professor Emeritus at the University of North
Carolina at Charlotte, where he served as Director of the Behavior and Reading Improvement
Center, Coordinator of the Research Program in the Department of Educational Leadership, and
Research Mentor for the faculty in the Cato College of Education. He was a special education
teacher and college professor for more than 40 years. His continuing research interests include
assessment and evaluation, data-based decision making, and effective academic and behavior
instruction for all students.

Kristen Apraiz (Ph.D., University of Florida) is a Clinical Assistant Professor of Mathematics

Education and the UFTeach Mathematics Coordinator in the School of Teaching and Learning
at the University of Florida. Her research interests include preservice teachers’ mathematical task
knowledge, technology integration, and program development in secondary mathematics teacher
preparation.

Dr. Elizabeth Bettini is an Assistant Professor of Special Education at Boston University’s Wheelock
College of Education and Human Development. Her research examines factors shaping the
special education teacher workforce, especially the role working conditions play in instruction
and retention. Her work has been funded by the Institute of Education Sciences and the Spencer
Foundation, among others.

Elizabeth E. Biggs, Ph.D., is an Assistant Professor in the Department of Special Education at

Vanderbilt University. Her research and teaching focus on promoting the flourishing and
inclusion of children and youth with severe disabilities within their schools and communities. She
is particularly interested in practices to improve social, communication, and language/literacy
outcomes for students with complex communication needs who use various forms of
augmentative and alternative communication (AAC). She has published widely in the areas of
AAC, peer support, peer interactions and friendships, and inclusive education, and she was
recognized as an emerging leader in the field of severe disabilities by receiving the Alice H.
Hayden Emerging Leader award from TASH.

Bonnie Billingsley, Ed.D., is a professor in the School of Education at Virginia Tech. Her research
focuses on inclusive leadership, induction, and the working conditions that support teacher
retention and effectiveness.

Stacie Brady, M.S., CCC-SLP, is a doctoral student at George Mason University (GMU). Her
dissertation research focuses on morphological awareness. Prior to beginning the doctoral
program, Ms. Brady was a trainer for the Accessible Instructional Materials Center, a Virginia

viii
 Contributors

Department of Education funded center, where she provided professional development in the
benefits of accessible reading and how to use assistive technology. She is a former speech language
pathologist using evidence-based reading programs to address student’s significant reading needs.

Dr. Nelson Brunsting is a Research Associate Professor of International Studies at Wake Forest
University. His research focus is the well-being of diverse populations in academic contexts. His
research has received funding from the Spencer Foundation.

Shannon Budin (Ph. D., Penn State University) is a Professor in the Exceptional Education
Department at SUNY Buffalo State, where she also serves as Assistant Dean for Assessment and
Accreditation for the Teacher Education Unit. Her research and scholarly interests focus on
improving teacher use of research-validated, high-leverage practices in the classroom as well as
the use of simulation activities to improve teacher candidates’ knowledge and skills.

Shweta Chandrashekhar is a doctoral student in the Department of Rehabilitation Psychology and

Special Education at the University of Wisconsin-Madison. Her research interests are in educator
preparation for secondary teachers’ collaborative practices and practitioner inquiry. Shweta
previously worked in South India at a non-for-profit remedial center with students with high
incidence disabilities and was involved in developing, executing, and teaching special and
inclusive teacher education programs.

Erin A. Chaparro (Ph.D., University of Oregon) is a Research Assistant Professor at the University
of Oregon’s Educational and Community Supports Research Center. Dr. Chaparro has worked
in schools in a variety of positions, including as a school psychologist, a special education teacher,
and a high school counselor. Dr. Chaparro is the principal investigator or co-principal
investigator on three Institute of Education Science research grants totaling over $6,000,000.
The federally-funded projects make contributions in the areas of effective instruction for English
learners, data-based decision making and teaming, and online professional development for
teachers in rural settings. A theme of Dr. Chaparro’s research is assisting school systems to
efficiently and effectively scale up and use evidence practices within the context of multi-tiered
systems for behavior and academics.

Ginevra Courtade is a Professor of Special Education at the University of Louisville. She has
worked to support students with extensive support needs for over 20 years. Her work focuses
specifically on teaching academics to students with moderate and severe intellectual disabilities
and preparing teachers to provide meaningful academic instruction using evidence-based
practices. She has authored over 50 publications, including peer-reviewed journal articles,
books, book chapters, and curricula related to these areas. Dr. Courtade was recently recognized
by her college for service to the profession.

Dale L. Cusumano (Ph.D., University of South Florida) is a Senior Implementation Specialist for
the National Implementation Research Network (NIRN) at Frank Porter Graham Child
Development Institute at UNC Chapel Hill. Throughout her career, she has supported system
level implementation of evidence-based practices through her work with NIRN where she
served as the Co-Director of the State Implementation of Evidence-based Practices (SISEP)
center. She has also worked at the district and school level as a school psychologist collaborating
with educators to adopt, scale and sustain effective instructional and behavior practices within a
multi-tiered model of supports. Her interests include multi-tiered systems of support, data-based

ix
Contributors

problem solving, coaching, and supporting effective implementation and scaling of evidence-
based practices.

Shawn Datchuk (Ph.D., The Pennsylvania State University) is an Assistant Professor of Special
Education at the University of Iowa. Dr. Datchuk is a former K-12 special education teacher and
director. His research interests include writing development, writing interventions for students
with disabilities, and data-based decision making.

Dr. Pixita del Prado Hill is a Professor in the Elementary Education, Literacy, and Educational
Leadership Department and Co-director of the Professional Development Schools Consortium at
Buffalo State College. Her research, teaching, and service interests include school-university
partnerships, content literacy, and international education.

David DeMatthews, Ph.D., is an associate professor in the Department of Educational Leadership

and Policy at the University of Texas at Austin. His research focuses on issues related to K-12
school leadership, educational policy, and equitable school improvement in urban schools and
districts.

Sophia Farmer is an Implementation Specialist at the National Implementation Research Network.

She provides support to state and local departments of education to utilize implementation and
improvement sciences to ensure that all students have access to equitable, evidence-based
instruction and interventions. Sophia has extensive experience in K-12 education as a special
educator, district leader, regional technical assistance provider and state leader in MTSS.

Dr. Claudia Flowers is a professor of research, statistics, and measurement at the University of North
Carolina at Charlotte and former chairperson of the Department of Educational Leadership. She
has over 100 publications in the areas of assessment, measurement, and applied research methods.
Her current research interests include exploring evidence of the technical quality of assessments
for students with significant cognitive disabilities and testing accommodations.

Malinda Forsberg is a doctoral student in the Department of Rehabilitation Psychology and Special
Education at the University of Wisconsin-Madison. She has extensive experience teaching
students with emotional and behavioral disorders, and her research interests include restorative
practices, inclusive education, and teacher education.

Megan Foster is an Associate Professor in the Teacher Preparation Program at Utica College in
Utica, NY. Her research agenda is focused on access to the general education content and
context for students with extensive support needs. Specifically, she has focused on the areas of (a)
literacy, (b) assistive technology, (c) curriculum alignment and (d) policy. Prior to pursuing her
Ph.D., she was a classroom teacher working with school-aged students with extensive support
needs. She has co-authored book chapters and articles within the field of special education.

Ronda Fritz (Ph.D., University of Oregon) is an Associate Professor of Education at Eastern

Oregon University. She teaches early literacy methods, emergent literacy, exceptionalities, and
classroom management. Ronda has been an elementary general education teacher and reading
specialist for 19 years and a college professor for 7 years. Her research interests include prevention
and intervention of learning difficulties in reading, using observation feedback to improve
intervention instruction, and literacy teacher preparation in both general and special education.

x
 Contributors

Dr. Keli Garas-York is a Professor in the Department of Elementary Education, Literacy, and
Educational Leadership and Co-director of the Professional Development Schools Consortium at
Buffalo State College. Her scholarly interests include school-university partnerships, online
instruction, and literacy.

Heather Peshak George (Ph.D., Louisiana State University) is a Research Professor in the
Department of Child & Family Studies at the University of South Florida within the Florida
Center for Inclusive Communities (FCIC; www.flcic.org), a University Center for Excellence in
Developmental Disabilities (UCEDD). She is also the Co-Director of the National Technical
Assistance Center on Positive Behavior Interventions and Supports (PBIS; www.pbis.org) and Florida’s
Positive Behavior Interventions and Support Project (FLPBIS; www.flpbis.org), and an Ex-Officio and
Past President of the international Association for Positive Behavior Support (APBS; www.apbs.org).

Cynthia C. Griffin (Ph.D., Purdue University) is Professor at the University of Florida in

Gainesville, where she has served as Principal Investigator on several research and personnel
preparation grants funded by the Institute of Education Sciences (IES) and the Office of Special
Education Programs. Her current IES project provides funding to study Prime Online, an online
teacher professional development program that targets elementary school teachers and the
teaching of students with mathematics learning disabilities. She is also Co-Editor of Teacher
Education and Special Education, the journal of the Teacher Education Division of the Council for
Exceptional Children.

Nancy E. Harayama is a Lecturer in the Special Education Program at Boston University. She
teaches courses on the assessment and instruction of students with disabilities. Her interests
include the inclusion of students with severe disabilities who use augmentative alternative
communication systems and have intensive behavioral support needs. She has co-authored a
book chapter and articles.

Beth Harn (Ph.D., University of Oregon) is an Associate Professor within the Special Education
program at the University of Oregon. She teaches classes including instructional design, history of
special education, educational assessment, introduction to learning disabilities, and systems-level
academic interventions. Her broad research interests focus on early intervention for students with
reading and learning difficulties by implementing schoolwide, coordinated instructional and
assessment practices, and designing and evaluating intensive interventions. Current efforts focus
on the assessment and evaluation of intervention implementation to improve the delivery of tier
2 interventions and positive impact student outcomes.

Dr. Andrew Hashey is an Assistant Professor in the Exceptional Education Department at SUNY
Buffalo State College, where his work is centered on special education teacher preparation in the
areas of literacy and instructional design. Dr. Hashey’s research interests include writing
intervention, special education teacher preparation, and new literacies.

Rob Horner (Ph.D., University of Oregon) is an emeritus professor of special education at the
University of Oregon. His research has focused on applied behavior analysis, positive behavior
support, multi-tiered instructional systems, equity in education, and systems change. He has
worked for 20 years with George Sugai in the development and implementation of school-wide
positive behavioral interventions and supports (PBIS). Over 29,000 schools are implementing
PBIS nationally. Dr. Horner has been the editor of the Journal of the Association for Persons with
Severe Handicaps, co-editor of the Journal of Positive Behavior Interventions, and associate editor for

xi
Contributors

both the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation. Dr.
Horner is the recipient of multiple awards, including the 2002 AAMR Education Award, the 2006
ABA Public Service in Behavior Analysis Award, the 1996 APA Fred Keller Educational Researcher
Award, the 2014 AERA Distinguished Researcher Award, and the 2020 Association of Positive Behavior
Support Leadership Award.

Melissa E. Hudson, Ph.D., is an Associate Professor in the Department of Special Education,

Foundations, and Research at East Carolina University in Greenville, North Carolina. Her
research and teaching focus on general curriculum access and inclusive education for learners
with severe disabilities. She is also on the leadership team for Project CONVEY, a 5-year,
$1.25 million grant from the U.S. Department of Education, Office of Special Education
Programs, to collaboratively prepare Special Education, School Psychology, and Speech-
Language Pathology graduate students to work together to improve outcomes for learners
with significant support needs.

Dr. Tanya Ihlo is a Senior Implementation Specialist at the National Implementation Research
Network (NIRN) at the Frank Porter Graham Child Development Institute at the University of
North Carolina at Chapel Hill. Dr. Ihlo provides technical assistance (TA) support for education
agencies in the application of equitable implementation practices for selection, implementation
support planning, sustained use, and continuous improvement of evidence-based practices to
achieve success for students, in particular students who have been farthest from opportunity. Her
current projects focus on partnering to support Charter Management Organizations aiming to
improve outcomes for students with disabilities who are Black, Latinx, or from under-resourced
communities; providing technical assistance (TA) through the OSEP-Funded State
Implementation and Scaling-up of Evidence-based Practices (SISEP) Center; and providing
support for pairs of TA Providers and local education agencies in the development of
implementation and measurements plans for us of high-quality math curricula for students in
the middle grades who are Black, Latinx, or from under-resourced communities.

Maya Israel, Ph.D., is an associate professor of Educational Technology at the University of Florida.
Her research focuses on the design and implementation of inclusive and accessible science,
technology, engineering, and mathematics (STEM) K-8 instruction with a specific focus on
Universal Design for Learning applications within computer science and computational thinking
instruction.

Dr. Dia Jackson is a Senior Researcher at American Institutes for Research (AIR) with expertise in
educator professional development, special education instructional practices, Response to
Intervention (RTI)/Multi-tiered Systems of Support (MTSS), disproportionality and culturally
responsive pedagogy. Dr. Jackson was a co-author of CEC/CEEDAR’s High-Leverage Practices
(HLPs) for Special Educators (2017) and provided national leadership and technical assistance to
federal, state and district clients on HLPs, RTI/MTSS and equity in education. Additionally, Dr.
Jackson conducts special education research on NAEP process data, district response to COVID
and special education program evaluations.

Dr. Kathleen Ryan Jackson is an Implementation Specialist at NIRN and the founder of the
Western Implementation Society for Practice and Research. She has 20 years of experience in
organizational and system change in the field of education, PreK through adult living, place-
based partnerships, and juvenile justice. Kathleen is passionate regarding the co-creation of a

xii
 Contributors

collective commitment for continuous improvement, so policy will support and sustain an
effective practice that improves population outcomes.

Lebon Daniel James III is a Ph.D. student in the Educational Policy and Planning program in the
Department of Educational Leadership and Policy Studies at the University of Texas at Austin.
His research focuses on K-12 school leadership, principal preparation programs, and the
intersection of schools and communities.

Bree A. Jimenez is an Associate Professor of Special Education at the University of Texas at

Arlington. Her research and teaching focus is on general curriculum access and assessment for
students with intellectual disabilities and autism. Specifically, Dr. Jimenez’s research focuses on
math, science, and STEM instruction for students with extensive support needs. She is the
author/co-author of over 20 peer-reviewed journal articles, multiple book chapters, and five
books on strategies to support academics for students with disabilities.

Lindsey Kaler is a doctoral student in Educational Studies at Boston University. Her research
interests center around education policy, trauma, and special education, with a particular focus on
how those topics intersect for students identified with emotional and behavioral disorders. Prior
to her doctoral studies, Lindsey was a special education teacher in Washington, D.C. and
Virginia.

Dr. Meagan Karvonen is Director of ATLAS (Accessible Teaching, Learning, and Assessment
Systems), a research center at the University of Kansas. Her research focuses on assessment design,
instructional strategies, and professional development for teachers who provide academic
instruction for students with significant cognitive disabilities. Dr. Karvonen has served as PI or
co-PI on projects totaling more than $60 million. She has co-authored more than 200 articles,
book chapters, technical reports, and presentations.

Craig H. Kennedy is a Professor in the Departments of Educational Psychology and Pediatrics at the
University of Connecticut. His research focuses on intensive behavioral supports, health
conditions, and people with neurodevelopmental disabilities. He has co-authored over 160
research articles and book chapters, as well as six books.

Angus Kittelman, Ph.D., is a Postdoctoral Scholar at the University of Oregon and the Evaluation
Coordinator for Educational and Community Supports, a research unit in the College of
Education. His research interests include positive behavioral interventions and supports,
implementation science, and vocational rehabilitation.

Jemma Bae Kwon (Ph.D., University of Florida) is Assistant Professor at the California State
University, Sacramento. She teaches courses in curriculum and instructional strategies to
prospective special education teachers and in mathematics teaching and inclusive education to
both K-8 general education and special education teacher candidates. Her continuing research
interests include teacher preparation and professional development for effectively teaching
mathematics to students with special needs. Other research interests include technology-
enhanced special education practices to support both special education teachers and students.

Donna Lehr is an Associate Professor in the Special Education Program at Wheelock College of
Education and Human Development at Boston University. Dr. Lehr has focused her teaching
and scholarship on issues and practices related to educational services for students of all ages who

xiii
Contributors

have severe handicaps, with a particular emphasis on those who challenge educational systems.
Dr. Lehr has directed national projects that have developed and demonstrated innovative
educational programs for children with extensive support needs and their families. Currently,
Dr. Lehr’s work focuses on including students with severe disabilities in general education and
policies, issues, and practices in educating students with complex learning and health care needs.

Melinda Leko is a Professor in the Department of Rehabilitation Psychology and Special Education
at the University of Wisconsin-Madison. Her research and educator preparation efforts have been
funded by the U.S. Department of Education, the Office of Special Education Programs (OSEP),
and the Institute of Education Sciences (IES) and focus on educator preparation to promote
inclusive and equitable practices for students with disabilities, evidenced-based practices in
reading for adolescents with disabilities, and teachers’ implementation of evidence-based
practices.

Timothy J. Lewis, Ph.D., is a Curators’ Distinguished Professor of Special Education and Director of
the University of Missouri Center for School-wide Positive Behavior Support. He is Co-
Director of the Center for PBIS. His research interests include functional behavioral assessment,
social skill instruction and early intervention and prevention through school-wide systems of
positive behavior support.

Jennifer Lillis is a doctoral student at Boston University. She studies secondary transition and her
dissertation research focuses on how practitioners share responsibility for transition planning and
service delivery. Before pursuing her doctorate, she taught special education and served as the
Director of College Access and Alumni Engagement for a sport-based youth development
program in Boston. Jenn is passionate about ensuring equitable access to postsecondary
opportunities for all students and helping young adults identify and pursue their life goals.

Dr. Sylvia Linan-Thompson is an Associate Professor in the Department of Special Education and
Clinical Sciences and is affiliated with the Center on Teaching and Learning at the University of
Oregon. Her primary research interests are examining appropriate instructional and assessment
practices for English learners (ELs). She has been PI or Co-PI of longitudinal intervention
research projects that developed and examined reading interventions for struggling readers who
are monolingual English speakers, English language learners and bilingual students acquiring
Spanish literacy, and has examined the English writing development of ELs with and without
learning disabilities. Additionally, Dr. Linan-Thompson has also examined the implementation of
RtI with English language learners in dual language schools. She has published widely on these
topics.

Lawrence Maheady (Ph. D., University of Pittsburgh) is Distinguished Professor and Horace
Mann Endowed Chair in the Exceptional Education Department at SUNY Buffalo State
College. His scholarly interests include teacher preparation for inclusive educational settings,
classroom-based interventions and peer-mediated instruction.

Dr. Matthew Marino is a professor of Exceptional Education at the University of Central Florida.
His research examines the design, implementation, and educational outcomes associated with
technology-enhanced curricular materials. A majority of his research is focused on Science,
Technology, Engineering, and Mathematics (STEM) instruction using the Universal Design for
Learning framework.

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