Mary-alayne Hughes' research interests include families of young children with disabilities and pre-service personnel preparation of individuals (future early interventionists and teachers) who will work with young children with disabilities and their families. Currently, she is the Principal Investigator on a federally-funded personnel preparation grant ("Preparing Culturally Responsive Early Intervention/Early Childhood Special Education Personnel").

Research & Service

As clinical faculty, I do not have a research appointment. However, I am interested in research in the area of personnel preparation. I am currently qualitatively analyzing playgroup practicum data to examine the developmental progression of pre-service playgroup practicum students' competence and confidence in implementing a playgroup intervention approach. In addition, for purposes of monitoring the PREP I students' service obligation, I am coordinating follow-up surveys of funded students who have graduated. In collaboration with Dr. Sungyoon Lee, I have prepared an online follow-up survey regarding the PREP I training, and I anticipate piloting the survey in Summer 2013.


Marsili, A., Hughes, M. (2009) Finding Kirk's words: An infant mental health approach to preschool intervention Young Exceptional Children 12 (2), 2-15

Cole, S., McCollum, J., Swinford, L., Dewar, G., Hughes, M. (2009) Moving towards relationship-based practices in a crisis nursery setting Early Child Development and Care 179 (7), 863-877

Hughes, M., Shaffer, L., Zaghlawan, H. (2008) Inclusive playgroups: Supporting the development of infants and toddlers. Young Exceptional Children Monograph Series Early Intervention for infants and Toddlers and Their Families: Practices and Outcomes Division for Early Childhood of the Council for Exceptional Children: Missoula, MT

Hopkins, A., Hughes, M., , .. Individualized healthcare plans for children with chronic conditions in the classroom Young Exceptional Children


Senior PersonnelRelationships Project, Cross-Campus Initiative on Promoting Resiliency, 4/1/2004 12:00:00 AM - 9/30/2005 12:00:00 AM

Principal InvestigatorPreparing Relationship-based Early Intervention/Early Childhood Special Education Personnel (PREP), U.S. Department of Education, 8/16/2009 12:00:00 AM - 8/15/2015 12:00:00 AM

Co-Principal InvestigatorPreparing Relationship-Based Early Intervention Personnel (PREP), U.S. Department of Education, 8/16/2004 12:00:00 AM - 8/15/2010 12:00:00 AM

Co-Principal InvestigatorDeveloping a Community Impact Project to Enhance SPED 338: Families of Children with Special Needs, Community Based Learning Grant, 8/26/2004 12:00:00 AM - 5/31/2005 12:00:00 AM

Co-Principal InvestigatorEnhancing Pre-Service Teachers' Resource Family Experience, The Kay Meginnis Endowment for the Enhancement of Special Education Programs, 1/7/2004 12:00:00 AM - 5/16/2004 12:00:00 AM

Principal InvestigatorPreparing Culturally Responsive Early Intervention/Early Childhood Special Education Personnel (PCRP), U.S. Department of Education, 1/1/2014 12:00:00 AM - 12/31/2017 12:00:00 AM


Review Panel Member, U.S. Dept. of Education, Office of Special Education Programs, Focus Area A: E2014 - 2014

2007 - 2014

2007 - 2014

2007 - 2014

2009 - 2012

2011 - 

2010 - 2011

2010 - 

Promotion & Tenure -- Reviewer2010 - 2010

2006 - 2010

2009 - 

2008 - 2009

Conference proposal reviewer for personnel preparation strand.2008 - 2008

Conference Proposal Reviewr for 2 strands: personnel preparation and administration2007 - 2007

2006 - 2007

2005 - 2006

2005 - 2006

Chair, Intervention Strand Proposal Reviews2005 - 2005

2004 - 2004

2003 - 


Assessment in ECSE Practice in designing and applying assessment devices and procedures and in using them to make educational decisions for children with special needs, birth through kindergarten age. Course Information: 3 undergraduate hours. No graduate credit. Prerequisite: Credit or concurrent registration in SPED 524 or consent of instructor.

Introduction to ECSE Overview of the history, trends, and issues of the field of Early Childhood Special Education (ECSE) with particular attention to federal and state policy, service system models, and professional roles and ethics. Emphasis is on current research, theory, and practice. Course Information: 2 undergraduate hours. 2 graduate hours. Prerequisite: Junior standing.

Individual Differences: B to 6 Examines major developmental themes in young children from birth to six. Emphasizes individual differences resulting from environmental and biological factors that influence development, including those resulting from disabilities. Focuses on integration among multiple domains of development. Course Information: Prerequisite: Graduate standing or consent of instructor.

Mary-alayne Hughes

Clinical Associate Professor, Special Education



260F Education Building
1310 S. Sixth St.
Champaign, IL 61820

Edit Refresh

Refreshing data...please wait