Maya Israel, Ph.D. is an assistant professor of special education at the University of Illinois. Her primary areas of specialization include supporting students’ meaningful access to science, technology, engineering, and mathematics (STEM) learning with an emphasis on computational thinking and computer programming. She studies how to use instructional approaches such as Universal Design for Learning, metacognitive learning strategies, and technologies to help students become more successful learners. She is involved in several federally-funded research projects related to computer science education, with a focus on strategies to support students at risk for academic failure and students with disabilities.
Assistant Professor Special Education, University of Illinois, Urbana Champaign, 2012 - present
Assistant Professor Special Education & Instructional Design and Tech, University of Cincinnati, 2009 - 2012
Ph.D., Special Education, University of Kansas, 2009
Featured Scholar Teacher Education Division of the Council for Exceptional Children, 2014 - 2014
Hardie Fellowship University of Illinois College of Education, 2013 - 2013
Maya Israel, Ph.D. is an assistant professor of special education at the University of Illinois. Her primary areas of specialization includes supporting students’ meaningful access to science, technology, engineering, and mathematics (STEM) learning through instructional strategies and technologies. She is involved in several research and development projects including (a) investigation of teaching computational thinking and computer programming to diverse K-12 learners, including students with disabilities, and other struggling learners; and (b) the use of gaming to increase access and engagement in STEM learning, and (c) teachers’ use of instructional strategies and technologies to enhance STEM learning.
Snodgrass, M., Israel, M., & Reese, G. (2016) Instructional supports for students with disabilities in K-5 computing: Findings from a cross-case analysis Computers & Education link >
Israel, M., Wherfel, Q., Shehab, S., Metzger, A., & Reese, G. (2016) Assessing collaborative computing: Development of the Collaborative-Computing Observation Instrument (C-COI) Computer Science Education link >
Ladner, R., & Israel, M. (2016) “For all” in “computer science for all” Communications of the ACM link >
Israel, M., Wang, S., & Marino, M. (2015) A multilevel analysis of diverse learners playing science video games: Interactions between gaming features, learning disability status, reading proficiency, and gender Journal of Research in Science Teaching
Israel, M., Wherfel, Q., Shehab, S., Ramos, E., & , . (2015) Collaborative Computing Observation Instrument link >
Israel, M., Wherfel, Q., Pearson, J., Shehab, S., & Tapia, T. (2015) Empowering students with disabilities to learn computational thinking and computer programming TEACHING Exceptional Children
Apone, K., Bers, M., Brennan, K., Israel, M., Franklin, D., & Youngpradit, P. (2015) Bringing grades K-5 to the mainstream computer science education Association for Computing Machinery (ACM)
Israel, M., Reese, G., Pearson, J., & Tapia, T. (2015) Supporting all learners in school-wide computational thinking: A cross case analysis Computers & Education
Israel, M., McCray, E., Kamman, M., & Sindelar, P. (2014) Mentoring in action: The interplay between professional assistance, emotional support, and teacher evaluation. Exceptional Children.. Exceptional Children
Israel, M., Marino, M., Basham, J., & Spivak, W. (2014) 5th graders as app designers: How diverse learners conceptualize educational apps Journal of Research on Technology in Education
Israel, M., Marino, M., Delisio, L., & Serianni, B. (2014) Innovation configuration on supporting content learning through technology for K-12 students with disabilities CEEDAR Center, University of Florida: Gainesville, FL link >
Israel, M., Ribuffo, C., & Smith, S. (2014) Universal Design for Learning Innovation Configuration: Recommendations for preservice and inservice professional development CEEDAR Center, University of Florida: Gainesville, FL link >
Billingsley, B., Brownell, M., Israel, M., & Kamman, M. (2013) The Beginning Special Education Teacher’s Survival Guide Jossey Bass: USA
Israel, M., Maynard, K., & Williamson, P. (2013) Promoting literacy-embedded authentic STEM instruction for students with disabilities and other struggling learners TEACHING Exceptional Children 45 (4)
Israel, M., Carnahan, C., Snyder, K., & Williamson, P. (2013) Supporting the induction of teachers of students with autism spectrum disorders through virtual coaching: A conceptual framework Remedial and Special Education link >
Marino, M., Gotch, C., Israel, M., Vasquez, E., & Basham, J. (2013) UDL in the middle school science classroom: Can video games and alternate text heighten engagement and learning for students with learning disabilities? Learning Disabilities Quarterly: USA
Marino, M., Israel, M., Beecher, C., & Basham, J. (2013) Students’ and teachers’ perceptions of using video games to enhance science instruction Journal of Science Education and Technology
Israel, M., Carnahan, C., Snyder, K., & Williamson, P. (2012) Supporting the induction of teachers of students with autism spectrum disorders through virtual coaching: A conceptual framework Remedial and Special Education
Israel, M., & Moshirnia, A. (2012) Interacting and learning together: Factors influencing preservice teachers’ perceptions of academic wikis Journal of Technology and Teacher Education 20 (2), 151-176
Basham, J., Koehler, C., & Israel, M. (2011) Creating a STEM for All Environment. Secondary STEM Educational Reform Secondary STEM Educational Reform Palgrave Publishers: New York
Billingsley, B., Israel, M., & Smith, S. (2011) Supporting new teachers: How web resources & Web 2.0 technologies can help TEACHING Exceptional Children 43 (5), 20-29
Basham, J., Israel, M., & Maynard, K. (2010) Developing an ecological model for STEM education: Operationalizing STEM for ALL Journal of Special Education Technology 25 (3)
Principal Investigator EBP: CS for All: Engaging Struggling Learners in Computer Science Instruction, National Science Foundation, 2016 - 2019
Principal Investigator An investigation of learning, collaborative problem solving, and persistence during K-12 computer science instruction for students at risk for academic failure, Campus Research Board, 2016 - 2017
Principal Investigator EI: Learning Trajectories for Integrating K-5 Computer Science and Mathematics, National Science Foundation (University of Chicago), 2015 - 2017
Co-Principal Investigator 4-H Computing Connections, University of Illinois at Urbana-Champaign, 2014 - 2016
Principal Investigator The effects of epistemic video games on struggling learners' problem solving skills and attitudes about math and science, Campus Research Board, 2013 - 2014
Legislative Liaison Technology and Media subdivision of the Council for Exceptional Children, 2015 - present
Research committee for the Teacher Education Division (TED) of the Council for Exceptional Children, 2009 - present
Instructional Strategies II Course focuses the design of instruction based on diverse student characteristics, student performance data, curriculum goals, and the community context. Emphasis is placed on application of techniques and strategies to facilitate learning and on evaluating assessment information to modify methods, materials, or environments to enhance student success. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: SPED 440 and concurrent enrollment in SPED 524 or EDPR 250, or consent of instructor.
Curriculum Development I Principles and practices for teaching students with disabilities. Topics include models of curriculum development, procedures for identifying curriculum priorities across content areas, and relationships between curriculum and instructional settings. Emphasis is on development of inclusive educational programs that are outcome-driven and on evaluation of program effectiveness. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: Admission to the Department of Special Education, or consent of instructor.
Curriculum Development II Course focus is on ensuring access for students with disabilities to the general education curriculum in English language arts, mathematics, science and social studies by considering the interaction among content area knowledge, pedagogical knowledge, and evidence-based practice. Construction of curriculum in academic content areas with a scope and sequence tailored to individual student characteristics in an area of emphasis. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: SPED 446 and admission to the Department of Special Education, or consent of instructor.
Disability Issues in SPED Overview of special education at the graduate level. Focus is placed on issues related to: assessment, identification, and characteristics across all disability areas. The greatest emphasis is placed on strategies for including students with disabilities in the general curriculum. Historical and legal perspectives that provide the foundation for special education are discussed.: assessment, identification, and characteristics across all disability areas. The greatest emphasis is placed on strategies for including students with disabilities in the general curriculum. Historical and legal perspectives that provide the foundation for special education are discussed.