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Curriculum & Instruction Educational Policy Studies Educational Psychology Special Education| Mary Bay, Associate Professor Emerita [learn more] [contact] Dr. Bay studies teacher learning and teacher education as they pertain to educating urban youth with disabilities. In particular, her work focuses on mentored learning to teach, mentor preparation, and the infusion of culturally responsive teaching into special education teacher preparation programs. |
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Lisa Cushing, Associate Professor [learn more] [contact] Dr. Cushing's research and teaching interests focus on increasing the quality of life for individuals with significant disabilities through the improvement of educational, social and behavioral outcomes in inclusive settings. Her current scholarly interests include: the inclusion of students in middle and high school settings, differentiated instruction such as peer mediated supports, individuals with low incidence disabilities including those identified with Autism Spectrum Disorder, transition from school, and positive behavioral interventions and support. |
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Mavis L. Donahue, Professor [learn more] [contact] Dr. Donahue studies language development and applied psycholinguistics across the age range, including in children with language and reading disabilities. Her primary focus is on the social uses of language and communication skills, and on parent-child communication. She is the author of numerous scholarly journal articles and book chapters in the fields of special education and speech-language pathology. |
| Vinni Marie Hall, Clinical Assistant Professor [learn more] [contact] |
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Wu-Ying Hsieh, Assistant Professor [learn more] [contact] Dr. Hsieh conducts research on professional development to enable practitioners to use evidence-based practice for improving educational outcomes. She has investigated general education teachers' perceptions of inclusion to explore factors that influenced their beliefs and examined barriers and supports regarding inclusion. Her dissertation, which received an award from UIUC's Bureau of Educational Research, provides the framework for preparing more early childhood teachers to use literacy teaching skills to promote young children's emergent literacy. |
| James Kahn, Professor Emeritus [learn more] [contact] |
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Norma Lopez-Reyna, Associate Professor [learn more] [contact] Dr. Lopez-Reyna specializes in assessment and instruction of students with disabilities and who are English Language Learners, in parental involvement in their children's learning, and bilingual special education teacher education. She is director of the UIC Education Assessment Clinic , which provides services for children aged 5-18 who are experiencing learning difficulties; and she is also the director of the Monarch Center , which provides grantsmanship and program improvement & development services to special education faculty at HBCUs and minority institutions of higher learning. |
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Michelle B. Parker-Katz, Clinical Associate Professor [learn more] [contact] Dr. Parker-Katz studies teacher learning and preparation for special and general educators; beginning teacher induction and mentoring, especially in terms of affecting urban school change; content-area learning as a focus for induction and mentoring through analysis of student learning; collaborative teaching and inclusion practices and how new teachers can construct best practices in schools. She also serves on the board of reviewers for the Journal of Teacher Education, and the Illinois Induction Policy Committee. Dr. Parker-Katz serves on the Executive Board of the Illinois Teacher Education Division (TED). She co-directs three personnel preparation grants, and co-directs a research project (Collaborative Teacher Network) funded through the Institute for Education Sciences. She publishes widely in general and special education. She coordinates the masters programs in Special Education. |
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Christine L. Salisbury, Professor [learn more] [contact] Dr. Salisbury engages in policy-based, program improvement and reform research. She is involved in the development of model early intervention programs in Chicago, and in elementary school reforms designed to promote the inclusion of students with disabilities in general education classrooms. She is particularly interested in low-incidence populations and systemic responses to their educational support needs. |
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Elizabeth Talbott, Department Chair [learn more] [contact] Dr. Talbott's research addresses three major topics in the study of youth with emotional and behavioral disabilities (EBD): child and adolescent development, school-based interventions, and topical issues in special education. Talbott's work contributes to an understanding of developmental issues associated with EBD, including the development of antisocial behavior among adolescent girls and boys, the roles of social contexts in the mental health problems experienced by youth in urban schools, and the contribution of different raters to the ongoing assessment of children and youth with EBD. Talbott's collaborative intervention work with colleagues Rick Van Acker and Lisa Cushing at UIC, as well as Margo Mastropieri and Tom Scruggs at
Talbott teaches courses that focus on classroom management, prosocial behavior, and
peer-mediated interventions, as well as courses in academic content (math and science)
and social and emotional development.
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Marie Tejero Hughes, Associate Professor [learn more] [contact] Dr. Tejero Hughes teaches graduate courses in reading and writing designed to assist teachers working in urban communities meet the needs of students struggling with reading and writing in special and general education. Her primary areas of research include reading instruction, learning disabilities, and family involvement in education. |
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Richard Van Acker, Professor [learn more] [contact] Dr. Van Acker's research is in the education of students with serious emotional and behavioral disorders, childhood anti-social behavior, the development of social skills, and teacher-student interaction. |