The Doctor of Philosophy Degree (Ph.D.) is designed with an emphasis in the development of skills in scientific inquiry and leadership. Students enrolled in this study program gain an understanding of philosophy and theory as they relate to the conduct of research and program evaluation. Graduates pursue careers in schools, institutions of higher education, research centers and agencies that require the competencies developed through a Ph.D. course of study.
For students interested in earning both a Juris Doctor degree and a Doctor of Philosophy in Special Education degree, the William S. Boyd School of Law and the UNLV Department of Educational & Clinical Studies offers a dual Juris Doctor/Doctorate of Special Education (J.D./Ph.D.) program that allows students admitted to both programs to pursue the two degrees concurrently.
To apply, please follow the 7-Step process listed below.
The online application is available on the Graduate College Admissions website. The materials to include as part of your online application are noted in numbers 3-6. Do NOT hit the "Submit" button until the materials noted in 3-6 are provided.
Send official transcripts to the Graduate College.
Graduate College, UNLV
4505 Maryland Parkway
Las Vegas, NV 89154-1017
Include a verbal, a quantitative and an analytical score. Scores must have been obtained within the last five years. The department does not impose minimum GRE scores. Instead, scores are considered as part of the complete package.
Clearly articulate your professional and research goals as related to the program.
Include a description of your professional preparation (a minimum of 2 years of professional experience in special education, general education or other relevant field is preferred).
It is preferred that the samples be written using APA style.
One letter must be from an individual familiar with your academic performance and at least one from an individual knowledgeable of your work experience. The third letter may be from either a person familiar with your work experience or a person familiar with your academic performance.
1. To prepare persons of diverse ethnic and experiential backgrounds to become ethical scholars who assume roles as leaders of thought and people in universities, schools, clinics, and agencies addressing the needs of persons with exceptionalities.
2. To guide doctoral students in advancing their knowledge, critical thinking, and performance skills in solving professional problems, resolving major issues, executing trend impact analyses, and developing plans with implementation procedures for creating the future in their areas of specialization.
3. To assist doctoral students in their acquisition of knowledge and performance competencies necessary for rigorous scientific inquiry, research design, statistical analyses, program evaluation, education of teachers, and the conducting of evidence-based research.
Core Curriculum - Total Semester Hours: 24
Doctoral students must earn a grade of B or higher in all core curriculum courses.
Each doctoral student will complete the core curriculum below:
ESP 782 - Professional Seminar in Special Education
ESP 783 - Leadership Seminar in Special Education
ESP 784 - Seminar in Advanced Special Education Technology
ESP 785 - Issues, Trends and Futures in Special Education
ESP 787 - Philosophical Perspectives in Special Education
ESP 788 - Single Subject Methods in Special Education
ESP 789 - Grant Writing for Human Services
ESP 796 - Dissertation Prospectus (To be taken as an independent study supervised by the advisor)
Research Course Work - Total Semester Hours: 15
Doctoral Students must earn a grade of B or higher in EPY 721 and EPY 722.
EPY 721 - Descriptive and Inferential Statistics: An Introduction
EPY 722 - Inferential Statistics and Experimental Design
ESP 791 - Proposal Design and Analysis
An additional six semester hours in research selected from courses such as:
EPY 716 - Evaluation Research Methods
EPY 718 - Qualitative Research Methodologies
EPY 733 - Multivariate Statistics
EPY 790 - Research Seminar in EPY
Research Internship - Total Semester Hours: 3
ESP 794 A - Internship in Special Education (Research)
Leadership Studies - Total Semester Hours: 18*
Doctoral students complete 18 semester hours including:
ESP 794 B - Internship in Special Education (Teaching)
Additional leadership courses may be selected from one or more of the following leadership concentrations: Parenting, Administration, Research, Diagnosis/Assessment, Transition, Early Childhood Special Education, Early Childhood Education, English Language Learners, Higher Education, Technology, Consultation, or Curriculum.
Exceptionality Specialties - Total Semester Hours: 18*
Students complete nine semester hours each in two specialty areas from the following list: Autism, Learning Disabilities, Emotional Disturbance, Mental Retardation, Gifted and Talented Education, Developmental Disabilities/Children at Risk.
Notes: *Hours may be reduced based on student's previous academic preparation related to leadership studies and exceptionality specialties. However, under no circumstances will the Formal Program of Studies include fewer than 72 semester hours.
Students shall be required to demonstrate doctoral-level writing proficiency beginning with the first doctoral seminar.
ESP 782 - Professional Seminar in Special Education
Dissertation - Total Semester Hours: 12
Upon completion of course work, doctoral students enroll in 12 semester hours of dissertation credit
ESP 799 - Dissertation
For additional information regarding program policies and procedures, Ph.D. Doctoral Program Policies and Procedures Guide.
Financial support is available in the form of graduate assistantships, fellowships, scholarships, and grants.
Fellowships, Scholarships, and Grants
A complete listing of forms is also available on the Graduate College Forms page.
Regina Brandon, Associate Professor, San Diego State University
There are many challenges and strains in pursuing a doctoral program. However, deciding to pursue a Ph.D. in Special Education was a life long dream of mine. I feel that the program at UNLV offered me the necessary teaching and research skills required to be successful in Higher Education. My advisor and committee members provided me with the leadership and support necessary to undertake such a challenge. I continue to receive mentorship from my advisor. The remarkable part of pursuing a Ph.D. in Special Education at UNLV is the connections between faculty members and doctoral students. The faculty members in the Department of Special Education at UNLV are very dedicated and committed to ensure success after completion of the program. Upon graduation, I obtained an Assistant Professor position at San Diego State University, which has laid out the foundation for me to become a full professor at a major university.
Debra L. Cote, Associate Professor, California State University, Fullerton
My experience as a doctoral student was exceptional. My chair and committee members offered direction/guidance, assisted in every way possible, and served as the biggest cheerleaders. I am grateful for the doctoral program and the expertise of all of my UNLV instructors. I know that I received an education from the very BEST of the best! I was prepared for the challenges of pursuing a career in higher education. I am most thankful for the opportunities that Drs. Pierce and Higgins gave me during the doctoral program (e.g., writing, internship, research, district/community partnerships, leadership). I am truly thankful for the lasting friendships that developed and on going support.
Terry Cumming, Associate Professor, University of New South Wales
My doctoral experience at UNLV was an extremely positive one. The faculty goes out of their way to support you in everything from classes to publication. I feel very well-prepared to go on to a faculty position at a university.
Lindsay Lile Diamond, Assistant Professor, University of Nevada, Reno
As I enter higher education as an Assistant Professor, I am thankful for the clear guidance and mentorship provided by the faculty in the Department of Educational and Clinical Studies at UNLV. During my doctoral studies, I was afforded multiple opportunities to engage in teaching, research, and service through working with the ECS faculty and supportive faculty in other departments. The relationships I developed during my doctoral studies have led to continuous opportunities to support the children, families, and educators in the Las Vegas community, the State of Nevada, and nationally.
Nicole Dobbins, Associate Professor, North Carolina A & T University
I entered my doctoral studies at UNLV with the awareness that I wanted to change the world. Through innovative coursework and supportive mentoring relationships, my advisor and the faculty allowed me to fully experience the significance of being an effective researcher, a collaborative teacher, and an engaged service provider. As an Associate Clinical Professor, I am forever grateful for the numerous opportunities to teach and mentor pre-service teachers. This support has led me to several scholarly activities with my fellow doctoral students (now academic colleagues). The faculty in the Department of Educational and Clinical Studies are concerned with a person's growth-not just as a student going through the program, but as a future colleague.
Jamie Gunderson, Project Coordinator, Clark County School District Human Resources
My experience in the doctoral program at UNLV was exceptional! Not only did this program prepare me for a variety of post-doctoral opportunities, but it also promoted my personal and professional growth. The professors are fun to work with and I appreciate their hard work and dedication to my education. The entire Educational and Clinical Studies faculty at UNLV were very knowledgeable, helpful, and great to work with as well.
Leah Herner-Patnode, Associate Professor, The Ohio State University at Lima
The doctoral program faculty at UNLV insured that I was prepared for a position in higher education. The professors gave me opportunities for writing, research and presentations that have ensured success in my present university position.
Catherine Howerter, Assistant Professor, Georgia Southern University
As I begin my professional career as an Assistant Professor in Special Education, I am thankful for the preparation and guidance provided by the faculty in the Department of Educational and Clinical Studies at UNLV. I strongly believe that the coursework, requirements, and support of the faculty prepared me for the challenges of higher education. The opportunities available through the doctoral program at UNLV are unparalleled to other programs. My doctoral program provided me with opportunities for everything from publishing, working on grants, teaching courses, supervision of student teachers, to national presentations. I highly recommend this program---I am grateful for the opportunity to complete my studies at UNLV.
Rhoton Hudson, Associate Professor, Emerita, Nevada State College
My experiences in the UNLV special education doctoral program gave me the knowledge and confidence to pursue a position in higher education. My area of emphasis was assessment, which helped me obtain my current position as Assessment and Evaluation Coordinator for the Teacher Preparation Program at Nevada State College, where I also teach courses. I have modeled my teaching style after those of professors in the UNLV special education department whose courses I took. In the program, I learned strategies for working with people with disabilities, as well as the skills necessary for writing for professional journals, conducting research, and presenting at conferences.
Keith J. Hyatt, Professor, Western Washington University
In a word, my experience in the doctoral program at UNLV was exceptional. The coursework was challenging and the ability of faculty to merge research with practice facilitated my growth as a professional, future teacher educator, and researcher. Faculty regularly involved graduate students with the preparation of manuscripts and proposals for national conferences. The professional relationships I developed with faculty and other graduate students continued after I left UNLV and have led to several scholarly activities. I would recommend the doctoral program at UNLV without reservation.
Vita Jones, Associate Professor, California State University Fullerton
I appreciate my experience at UNLV in the doctoral program. My advisor and committee were very hands on and provided support and guidance every step of the way. Each course provided information that sequentially built upon previous coursework. This allowed me to prepare for the rigors of conducting my own research. I was impressed by the open door policy of the faculty---no question was too small to ask. As a first generation doctoral student, many times I faced uncertainty about my ability to achieve programmatic benchmarks---my uncertainty was met with optimism from the faculty and knowledge provided on how to complete the program successfully. The support provided by the faculty made it possible for me to stay on track while I learned to conduct, analyze, and report data findings on my dissertation topic. The program at UNLV is unique as the faculty continues to play a supportive role for me in my current position as an Assistant Professor. They have become trusted and valued colleagues as well as friends.
Karen Kennedy, Project Facilitator for New Teacher Site-based Mentoring Program, Clark County School District
My experience with UNLV's Special Education Doctoral Program was nothing but positive. My advisor and committee members were helpful in guiding me through the coursework and through the dissertation process. The coursework was relevant to my field of study, and I truly learned a lot. I was encouraged to write an article for an educational journal, that was published, and I presented at a national conference. It was a lot of hard work, but very well worth it!
Kit-hung Lee, Retired, Hong Kong
My name is Kit-hung Lee. I graduated from the doctoral program in 2000, with emphases in learning disabilities and assessment. The advanced coursework truly broadened and deepened my knowledge and experience in working with students with special needs. The learning environment in the Department of Special Education was a scholarly driven warm community that was highly student-centered. The close working relationship with the professors facilitated motivation and ambition. Their passion in academia inspired me to have a great love of teaching and research. I am grateful to the department for all the years of support and for granting me a graduate assistantship so that I could obtain this highest degree.
Patrick A. Leytham, Assistant Professor, Touro University
In writing this testimonial about the department and the doctoral program, I would be ungrateful if I did not include all of my experiences over the past 10 years in my undergraduate, masters, and doctoral programs of study. I broke the "traditional" way of obtaining my degrees, in which one attends three separate institutions to gain a "broader" perspective on the field. The faculty in the UNLV Department of Educational and Clinical Studies, however, provided me with a "broad" perspective through the experiences, background, knowledge, and expertise they had acquired at different institutions around the country. Of the 43 professors/adjunct/visiting lecturers (cumulative) with whom I took coursework for my three degrees, only three times did I have the same professor twice over the 10-year period. What an amazing source of knowledge to draw from and build my own perspective on special education! Furthermore, although UNLV was not included in a study where the researchers identified critical features of special education teacher preparation programs (Brownell, Ross, Colón, & McCallum, 2003), my opinion is that this department exhibits all seven features identified in the study. Truly this department ranks among the highest in preparing future special educators to enter the field of K-12 and higher education institutions.
In terms of my doctoral experience, what I appreciated the most was the willingness of the faculty to listen, guide, coach, and encourage me. I felt I was a colleague as I navigated each course, defended my proposal, and participated at the colloquia. These are the traits I hope to pass on throughout my career in higher education.
Robbie Marsh, Director of Professional Development and Behavior Consultation, Miley/Clark County School District
As I begin to enter the world of Academia, I am so very grateful for the experiences and opportunities I received from being a part of the UNLV doctoral program. I received guidance and mentorship from leading researchers in the field of special education. As a result, I have collaborated on research projects, published articles, presented at numerous conferences, and was a guest researcher and lecturer at the University of New South Wales in Sydney, Australia. I also taught a variety of undergraduate and master's level courses, which prepared me to train the next generation of teachers. This program not only changed me as an educator and researcher, but as a person. It was a truly wonderful experience!
Nghia Nguyen, Assistant Professor, Florida Atlantic University
My experience as a doctoral student in the Department of Educational and Clinical Studies was absolutely an exceptional one. Besides the endless support and assistance from my Committee Chair and Members, all other distinguished professors went out of their way to assist, support, and encourage me throughout my entire four years here at UNLV. With the acquired knowledge, during the process of completing my dissertation, I was able to present at national conferences as well as teaching various undergraduate and graduate courses as a graduate teaching assistant and a visiting lecturer for the department. Additionally, I was able to develop a few copyrighted/evidence-based reading instruments for neuro-typical developing students (K-5) and students with autism to be used collaboratively by public school administrators, classroom teachers, and parents for possible publication with ProEd.
I sincerely appreciate the guiding and teaching from all of my professors for the past four years. I am also grateful for the numerous opportunities here in the Department of Educational and Clinical Studies. I felt well-prepared to begin my new position as an assistant professor at a university this coming fall 2013. Without reservation, I would highly recommend any motivated doctoral applicants to apply to this exceptional doctoral program. Yes, there are many doctoral programs across the United States; however, I strongly believe that this program at UNLV will be a rewarding one for you.
Kathleen S. O'Hara, Early Childhood Literacy Coach, Clark County School District and Part-time Instructor Special Education, University of Nevada, Las Vegas
My experience as a doctoral student at UNLV was life changing. I am grateful for the faculty members who provided me with continuous support and expertise throughout all areas of my program. All the knowledge I received has not only made me a better educator and researcher, but prepared me for my professional future in higher education. I have grown professionally and personally, because of my experiences as a doctoral student at UNLV and I am very proud to call myself an alumni.
Conrad Oh-Young, Administrative Faculty and Part-time Instructor, University of Nevada, Las Vegas
The department is home to amazing faculty who are dedicated researchers, expert practitioners, and all around scholars. As an individual who was interested in learning about the finer details of how to design and conduct research with children with disabilities, my expectations were not only met but exceeded. I especially enjoyed working with Drs. John Filler, Josh Baker, Tom Pierce, and Kyle Higgins.
Yes, it is true that multiple data points collected from observations of a select few individuals are just as meaningful and impactful as pre and post data points collected from multiple individuals.
Kim Paulsen, Professor of the Practice, Vanderbilt University, Peabody College
My experience as a doctoral student at UNLV was very positive. The coursework provided me with both research tools and content knowledge needed to be successful in the field of higher education. I also had many opportunities to develop my teaching skills by teaching several undergraduate and master's level courses. The most positive aspect of my experience was working with the faculty members in the department. While I worked closely with my advisor and committee members, all of the faculty members were supportive and enthusiastic about the doctoral program.
Cathi Draper Rodriguez, Chair, California State University Monterey Bay
My doctoral experiences at UNLV pushed me to achieve things I did not think I could. The faculty provided a high quality education and advising, both academic and professional. The program is designed to allow me to gain expertise in my areas of interest. It also provides students the opportunity to experience what it is like to be university faculty (e.g., research, service, and teaching). An additional benefit was the relationships I developed with my peers in the program. I frequently collaborate with many of my UNLV 'siblings'---even though we are at different universities. Upon leaving UNLV, I knew that I was prepared for whatever academia presented. The faculty and program at UNLV definitely prepared me to be successful---I just was awarded promotion and tenure at my university!
Shannon Sparks, Assistant Professor, California State University San Bernardino
My experience as a doctoral student at UNLV was wonderful! I began my undergraduate at UNLV and continued to further my education obtaining my M.Ed. and Ph.D. I successfully completed my Ph.D. with supportive and understanding advisors. UNLV faulty and staff helped guide my steps throughout the entire program and motivated me to be the person I am today. I am so appreciative and grateful for the support and opportunities I continue to receive as a Ph.D. graduate. I am excited to start the new chapters in my life and could not have evolved and furthered my education without obtaining my Ph.D. from the Department of Educational and Clinical Studies.
Jennifer Stringfellow, Associate Professor, Eastern Illinois University
What can I say about the doctoral program at UNLV? I was afforded great examples of how to develop a research agenda as well as teaching a course to inspire and encourage students at both the K-12 and university levels. I cannot thank my committee chair and members enough for their support and encouragement. I also made good friends among the faculty. Daily, in my current position, I refer to my experiences and the people at UNLV. Additionally, I made such good friends among my candidate peers---friends that last over time and location because we have a shared experience. I am informed and motivated by what I learned in my doctoral program at UNLV. I was well prepared for higher education.
Ronald Tamura, Associate Professor, Southern Connecticut State University
Had a wonderful experience. UNLV is very supportive provided me with wealth of that have enhanced my current career as faculty member. There were opportunities for publishing, grant writing, and networking a national level. I would highly recommend the special education doctoral program at UNLV.
Judith E. Terpstra, Associate Professor, Southern Connecticut State University
I always felt as though I had the full support of the department faculty as well as support throughout the campus from other faculty members with whom I had interactions. During my program, I had the opportunity to present at several national conferences, both as an individual and with other students. With faculty support, I was able to publish an article in a peer-reviewed journal. I was also given the valuable opportunity to consult with school districts in the state. My experience was very positive and I have made several very good friends and many contacts through the experience.
Yaoying Xu, Associate Professor, Virginia Commonwealth University
Throughout the three-and-half years of doctoral studies within the Department of Special Education at UNLV, I learned knowledge and skills not only in the classes, but also through active involvement in academic and professional activities at all levels. The support and guidance from the department and graduate school were far beyond academic courses. I continuously benefit from my graduate studies. The research interest that I developed through the involvement in research projects and grant writing has led to my current research agenda, which has been guiding me to be a productive junior professor.
For more information regarding graduate students' experiences, please contact the Department of Educational & Clinical Studies.
Department of Educational & Clinical Studies Faculty engage in community-focused research with a variety of partners, such as the Clark County School District, Nevada Early Intervention Services, and the Nevada Department of Education. UNLV also has on-campus facilities in which students and faculty conduct collaborative research. The following research resources are available to our doctoral students: Note: For more information on the following resources, please click on the links to visit their respective websites.
The Lynn Bennett Early Childhood Education Center
Lynn Bennett Early Childhood Education Center is the new home of the UNLV/CSUN Preschool, which is a program of the UNLV Department of Special Education. The center fosters the learning, growth, and development of children through promotion of integrated communities and facilities that focus on the whole child. This focus is grounded in classrooms and a center that are nurturing and inclusive learning communities, offering a curriculum that provides activities that are individually appropriate, and making available equipment and materials that give young children opportunities to learn through exploration and interaction with their environments.
Clark County School District
The Clark County School District is the fifth largest district in the United States. The district is divided into five regions (northwest, northeast, east, southwest, and southeast) to facilitate efficient operations. During the 2005-2006 school year, the estimated student enrollment was 295, 806. These students attended one of the district's 317 schools. Remarkably, up to twelve new schools are opened each academic year. The Department of Special Education has established strong partnerships with the Clark County School District related to teacher preparation and a variety of research endeavors.
Office of Research and Graduate Studies
The Office of Research and Graduate Studies is committed to creating an environment which is conducive to performing superior research and initiating innovative scholarly pursuits. Our entire team is dedicated to providing university faculty, staff, and students with the support necessary to fulfill UNLVs goal of becoming a nationally recognized research institution. It is our intent to help "open the doors" to research for all who wish to recognize their full creative and intellectual potential.
The University Libraries were established in 1957 and now include the main Lied Library and three branch libraries: Architecture Studies, Curriculum Materials, and Music. The Lied Library, completed in 1998, is the centerpiece of UNLVs main campus, containing state of the art technology and an update and current collection of books from around the world.
The University of Nevada, Las Vegas Center for Autism Spectrum Disorders (UNLV CASD)
The University of Nevada, Las Vegas Center for Autism Spectrum Disorders (UNLV CASD) conducts community-focused research, assessment, and training of persons with autism spectrum disorders (ASD), their families, and community service providers in Southern Nevada. The goal of UNLV CASD is to be a nationally recognized leader in the field of ASD through high quality research, assessment, and training. UNLV CASD positively impacts people with ASD and their families in Southern Nevada by researching best practices in assessment and intervention, actively engaging community stakeholders, and conducting outreach training with individuals and families. Doctoral student research and training opportunities are available.
The Paradise Professional Development School
The Paradise Professional Development School provides a powerful learning environment which fosters responsible decision-making values diversity, and enables all students to master essential skills and concepts through reading, writing, and mathematics. Through continual professional renewal, Paradise Professional Development School teachers and University of Nevada, Las Vegas partners accept responsibility to ensure that students reach their highest potential. The Paradise Elementary PDS is a pre-K through grade 5 school that operates as a nine-month school. The school serves the children of the area in a zone determined by the CCSD Board of Education. Paradise PDS opened August, 1998.
Question: How long does it take to complete the program?
Answer: The Graduate College policy states that doctoral students must complete their programs of study within 6 years. The range of completion is 3 to 6 years depending on how many credits are taken during each semester.
Question: How many credits will I have to take?
Answer: You will take a minimum of 72 "NEW" course credits. Of these 72 credits, 12 are dissertation credits. Upon approval of your doctoral studies committee, previous graduate course work may be used to waive some of the leadership and/or exceptionality course requirements. However, under no circumstances will the doctoral program of studies reflect fewer than 72 hours of "NEW" course work that has NOT been applied to a previous degree program.
Question: Do I have to study full-time?
Answer: Students have the option of studying full- or part-time. All doctoral students must, however, enroll in two consecutive full-time semesters (i.e., 9 credits) at some point in their doctoral studies (fall-spring, spring-summer, or summer-fall) to meet what is called the residency requirement. Outside employment is permissible during residency, but students are encouraged to consider taking a leave of absence to fully benefit from a full-time on-campus experience. Financial support is available for students who wish to study full time.
Question: How does advising work?
Answer: Upon admission to the Ph.D. program, an interim advisor is assigned. This advisor assists students in determining initial courses to take and is available to assist with induction into doctoral studies. Students select a permanent advisor after they've had an opportunity to meet faculty and learn about their research and professional interests. The permanent advisor assists the student in developing a program of studies to meet specific professional goals.
Click on various states and the international link to see our doctoral graduates and where they currently work.
Map of the United States
Below are examples of the quality work that our Doctoral students are producing:
Name: Jennifer Buchter
Spotlight Item: Selected for a virtual internship with the U.S. Department of Education, Office of Special Education to research resources for states based on the DOE/DHHS Joint Position Statement 2016-2017.
Name: Stephanie Devine
Spotlight Item: Selected as a participant in Nevada LEND (Leadership in Education in Neurodevelopmental and Related Disabilities) 2016-2017. The award comes with a stipend of $5,000.
Name: Kathy Ewoldt & Joe Morgan (accepted for publication)
Spotlight Item: Using color-coded graphic organizers to chain prewriting and drafting for students with learning disabilities. Teaching Exceptional Children.
Name: Maryssa Kucskar
Spotlight Item:Selected as a doctoral participant in the national meeting of the Higher Education Consortium of Special Education, Washington, DC spring 2016.
Name: Matthew Love
Spotlight Item: Selected for a summer research internship at the Center for Applied Special Education Technology (CAST), Boston, MA, summer 2016.
Name: Sarah Murphy (2016)
Spotlight Item: Math anxiety in students with learning disabilities: Identifying and reducing the fear. LDForum, June, 2-4.
Name: Samantha Riggleman & Joe Morgan (accepted for publication)
Spotlight Item: Using the behavior expectation discrepancy tool to support young children with challenging behaviors. Young Exceptional Children.
Name: Samantha Riggleman
Spotlight Item: Selected for a virtual internship with the U.S. Department of Education, Office of Special Education to research resources for states based on the DOE/DHHS Joint Position Statement, 2016-2017.
Name: Dominique Tetzlaff
Spotlight Item: Appointed by the Hammill Institute on Disabilities and Sage Publications as the Editorial Assistant for Intervention in School and Clinic, 2016-2017.
Name: Mona Tucktuck, Joshua Baker, & Matt Love (in press)
Spotlight Item: Education learners with disabilities in Palestine: The past, present, and future. Intervention in School and Clinic, 52(3).
Name: Kristin Withey (in press)
Spotlight Item: Using Apps to develop socio-emotional skills in young children with Autism Spectrum Disorders. Intervention in School and Clinic, 52(4).
Name: Kristin Withey (accepted for publication)
Spotlight Item: Interventions for young children with and at-risk for emotional behavior disorders. Intervention in School and Clinic.
Name: Kristin Withey
Spotlight Item: Selected by the Council for Exceptional Children, Division of Teacher Education, Kaleidoscope as a participant in the Special Education Summit, Alexandria, VA., summer 2016.
Name: Ryan Wennerlind
Spotlight Item: Selected by the Council for Exceptional Children, Division of Teacher Education, Kaleidoscope as a participant in the Special Education Summit, Alexandria, VA., summer 2016.
Doctoral students: Have you recently had a paper accepted for publication or presentation? Have you been invited to conduct a workshop or received an award? If so, we want to know about it. Let us know by filling out the Doctoral Spotlight Submission Form.
Dr. Josh Baker
Interim Program Coordinator
Room: CEB 148