Main Menu Summer 2013

Rosa Milagros Santos Gilbertz

Key Professional Appointments

  • Professor, Special Education, University of Illinois , 2013-present
  • Assistant Professor, Department of Special Education, University of Illinois at Urbana-Champaign, 2001-2006
  • Project Coordinator/Co-Principal Investigator, Early Childhood Research Institute on Culturally and Linguistically Appropriate Services, Special Education, University of Illinois at Urbana-Champaign, 1997-2001

Research Statement

Dr. Santos’s research focuses on young children with disabilities and their families within the context of early intervention and early childhood special education services (EI/ECSE). Specifically, she is interested in developing an understanding of the ecologic influence of families and culture on parents and professionals in facilitating young children’s development and learning. To this end, she has engaged in research activities in three interrelated areas designed to advance the current knowledge base in the field of EI/ECSE. Her first research area is building empirical knowledge on how parents and other family members facilitate children’s learning and development. Her second research area is focused on developing a foundational understanding of the role that culture and language play in young children’s development. Her third research area focuses on translating research to practice for professionals in early childhood settings. Through these research activities, she aims to make a positive impact on the lives of children with disabilities and their families by enhancing the practices of professionals who work directly with these children and families.

Since 1995, Dr. Santos has worked on several grant projects in various capacities. She is currently co-Principal investigator for an IES-funded project investigating the effects of father involvement on outcomes for children with disabilities, a Head Start-funded training and technical assistance project (National Center on Quality Teaching and Learning), a leadership grant focused on preparing EI/ECSE leaders and researchers, a personnel preparation grant focusing on training EI/ECSE personnel.

Dr. Santos is currently the Editor for Young Exceptional Children and serves on the editorial board for various research journals including Journal of Early Intervention and Topics in Early Childhood Special Education. Dr. Santos has authored numerous publications related to working with families of infants, toddlers, and preschoolers with disabilities. Dr. Santos is an active member of the Division for Early Childhood of the Council for Exceptional Children serving in various leadership roles for the Illinois subdivision and national DEC, most recently as president of DEC.

Grants

  • Principal Investigator, Early Intervention Training Program (EITP) at the University of Illinois, Illinois Department of Human Services, 2013-2016
  • Co-Principal Investigator, Men's Parenting Behaviors in Famlies of Children with Disabilities: Findings from the ECLS-B, Institute of Education Sciences, 2012-2014
  • Co-Principal Investigator, Project Blend, U.S. Department of Education, 2011-2016
  • Principal Investigator, Head Start Center on Quality Teaching and Learning, Health & Human Services (University of Washington), 2010-2014
  • Co-Principal Investigator, Preparing Relationship-based Early Intervention/Early Childhood Special Education Personnel (PREP), U.S. Department of Education, 2009-2014
  • Senior Personnel, DELL-D Developing Early Language and Literacy in Danville, U.S. Department of Education, 2007-2011
  • Principal Investigator, Preparing Relationship-Based Early Intervention Personnel (PREP), U.S. Department of Education, 2004-2010
  • Principal Investigator, Perceptions of Immigrant Filipino Mothers' Interactions with Their Infants and Toddlers, Campus Research Board, 2004-2004
  • Co-Principal Investigator, Enhancing Pre-Service Teachers' Resource Family Experience, The Kay Meginnis Endowment for the Enhancement of Special Education Programs, 2003-2004
  • Senior Personnel, Center on the Social and Emotional Foundations for Early Learning (CSEFEL), U.S. Department of Health and Human Services, 2001-2006
  • Senior Personnel, Center for Evidence-Based Practice: Young Children with Challenging Behavior, U.S. Department of Education, 2001-2006

Select Publications

  • Jeans, L., Santos Gilbertz, R., Laxman, D., McBride, B., Dyer, W. (2014). Early Predictors of ASD in Young Children Using a Nationally Representative Data Set. Journal of Early Intervention.
  • Santos Gilbertz, R., Duran, L. (2014). When Good Intentions are Not Enough: Essentials for Effective Leaders and Educators in Building and Leading Culturally Responsive Schools and Programs. Using Positive Behavioral Supports for Promoting School Success from Early Childhood to High School for Culturally and Linguistically Diverse Students: Practices and Policies: New York: Peter Lang Publishing Group, USA.
  • Meadan-Kaplansky, H., Ostrosky, M., Santos Gilbertz, R., Snodgrass, M. (2013). How can I help?: Prompting procedures to support children’s learning. . Young Exceptional Children.
  • Jeans, L., Santos Gilbertz, R., Laxman, D., McBride, B., Dyer, W. (2013). Stress and Symptoms of Depression in Mothers of Young Children with Autism Spectrum Disorders, Using a Nationally Representative Dataset. Topics in Early Childhood Special Education.
  • Santos Gilbertz, R., Cheatham, G., Duran, L. (2012). Young Exceptional Children Monograph Series No. 14 on Supporting Young Dual Language Learners with Special Needs. . Division for Early Childhood of the Council for Exceptional Children: Missoula, MT, USA.
  • Santos Gilbertz, R., Shaffer, L., Fettig, A. (2012). Helping families connect early literacy with social-emotional development. Young Children, 67(2), 88-93.
  • Cheatham, G., Santos Gilbertz, R., Kerkutluoglu, A. (2012). Review of comparison studies investigating bilingualism and bilingual instruction for students with disabilities. . Focus on Exceptional Children.
  • Santos Gilbertz, R., Ruppar, A., Jeans, L. (2011). Immersing Students in the Culture of Disability through Service Learning. Teacher Education in Special Education, 1(35), 49-63.
  • Duran, L., Cheatham, G., Santos Gilbertz, R. (2011). Assessing Dual Language Learners: Recommendations for Practice. Young Exceptional Children Monograph on Gathering Information to Make Informed Decisions: Contemporary Perspectives about Assessment in Early Intervention and Early Childhood Special Education. Division for Early Childhood of the Council for Exceptional Children: Missoula, MT.
  • Santos Gilbertz, R., Ostrosky, M., Yates, T., Fettig, A., Cheatham, G., Shaffer, L. (2011). Practices in assessing young children's social-emotional competence: It's more than just completing a checklist. . Young Exceptional Children Monograph on Gathering Information to Make Informed Decisions: Contemporary Perspectives about Assessment in Early Intervention and Early Childhood Special Education. Division for Early Childhood of the Council for Exceptional Children: Missoula, MT.
  • Santos Gilbertz, R., Chan, S. (2011). Developing cross-cultural competence: A guide for working with young children and their families . Paul H. Brookes: Baltimore, MD.
  • Mouzourou, C., Santos Gilbertz, R., Gaffney, J. (2011). At home with disability: Three generations of one family narrate Autism. International Journal of Qualitative Studies in Education, 24, 693-715.
  • Cheatham, G., Santos Gilbertz, R. (2011). Collaborating with families from diverse cultural and linguistic backgrounds: Considering time and communication orientations. Young Children, 66(5), 76-84.
  • Santos Gilbertz, R., Jeans, L., McCollum, J., Fettig, A., Quesenberry, A. (2010). Perspectives of roles during parent-child interactions of Filipino immigrant mothers. Early Child Care and Development.
  • Peterson, C., Fox, L., Santos Gilbertz, R. (2009). Young exceptional children [Monograph, Serial No. 11]. Quality Inclusive Services in a Diverse Society.
  • Yates, T., Ostrosky, M., Cheatham, G., Fettig, A., Shaffer, L., Santos Gilbertz, R. (2009). Research synthesis on screening and assessing social-emotional competence. Center on the Social and Emotional Foundations for Early Learning, University of Illinois at Urbana-Champaign.
  • Cheatham, G., Santos Gilbertz, R. (2009). “Why won’t they just cooperate?” Understanding how cultural values impact how we team with families. Young Exceptional Children Monograph Series 11, Quality Inclusive Services in a Diverse Society, 107-121.
  • Cheatham, G., Santos Gilbertz, R., Armstrong, J. (2009). Y’all listenin’? Accessing children’s dialects in preschool. Young Exceptional Children, 12, 2-14.
  • Dyer, W., McBride, B., Santos Gilbertz, R., Jeans, L. (2009). A longitudinal examination of father involvement with children with developmental delays: Does timing of diagnosis matter? Journal of Early Intervention, 31, 265-281.
  • Hemmeter, M., Santos Gilbertz, R., Ostrosky, M. (2008). Preparing early childhood educators to address young children's social-emotional development and challenging behavior: A survey of higher education programs in nine states. Journal of Early Intervention, 30(4), 321-340.
  • Santos Gilbertz, R., McCollum, J. (2007). Perspectives of parent-child interaction in Filipino mothers of very young children with and without disabilities. Journal of Early Intervention, 29(3), 243-261.
  • Cheatham, G., Santos Gilbertz, R., Ro, Y. (2007). Home language acquisition and retention for young exceptional children. Young Exceptional Children, 11(1), 27-39.
  • Santos Gilbertz, R., Cheatham, G., Ostrosky, M. (2006). Enseñe me: Practical strategies for supporting the social and emotional development of young English language learners. Language Learner, 1(3), 5-9, 24.
  • Santos Gilbertz, R., Corso, R., Maude, S. (2006). Increasing meaningful participation of diverse constituents: Lessons learned from the CLAS experience. Multiple Voices, 9, 34-49.
  • Santos Gilbertz, R., Corso, R., Rothenberg, D. (2005). Information training and technical assistance: A case study of the CLAS Institute Web site. The handbook of special education technology research and practice. Knowledge by Design: Whitefish Bay, WI.
  • Cheatham, G., Santos Gilbertz, R. (2005). A-B-C's of bridging home and school expectations for children and families of diverse backgrounds. Young Exceptional Children, 8(3), 3-11.
  • Sandall, S., McLean, M., Santos Gilbertz, R., Smith, B. (2005). DEC’s recommended practices: The context for change. DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Sopris West: Longmont, CO.
  • Ohtake, Y., Santos Gilbertz, R., Fowler, S. (2005). It's a three way conversation: Families, service providers and interpreters working together. In Young Exceptional Children Monograph Series No. 6 on Interdisciplinary Teaming.
  • Hemmeter, M., Santos Gilbertz, R., Snyder, P., Hyson, M., Harris-Solomon, A., Bailey, D. (2005). Young children with, or at-risk for, developmental disabilities. National goals and research for people with intellectual and developmental disabilities. American Association on Mental Retardation: Washington, DC.
  • Santos Gilbertz, R. (2004). Ensuring culturally and linguistically appropriate assessment of young children. Spotlight on young children and assessment / National Association for the Education of Young Children: Washington, DC.
  • Fowler, S., Santos Gilbertz, R., Corso, R. (2004). CLAS collection #1: Getting started: Culturally and linguistically appropriate screening, assessment and family information gathering. . Sopris West: Longmont, CO.
  • Corso, R., Fowler, S., Santos Gilbertz, R. (2004). CLAS collection #2: Building healthy relationships with families to support service utilization. . Sopris West: Longmont, CO.
  • Santos Gilbertz, R., Corso, R., Fowler, S. (2004). CLAS collection #3: Language and communication: Working with linguistically diverse families. . Sopris West: Longmont, CO.
  • Ohtake, Y., Fowler, S., Santos Gilbertz, R. (2004). Working with interpreters to plan early childhood services with bilingual and multilingual families. CLAS collection #3: Language and communication: Working with linguistically diverse families. Sopris West: Longmont, CO.
  • Santos Gilbertz, R., Zhang, C. (2004). An individualized perspective of family support services: A review of the literature. CLAS collection #2: Building healthy relationships with families to support service utilization. Sopris West: Longmont, CO.
  • Santos Gilbertz, R. (2004). Ensuring culturally and linguistically appropriate assessment of young children. Young Children, 59(1), 48-50.
  • Santos Gilbertz, R. (2004). Responsiveness to family cultures, values, and languages. . The Council for Exceptional Children, Division for Early Childhood: Missoula, MT.
  • Santos Gilbertz, R., Chan, S. (2004). Families with Pilipino roots. Developing cross-cultural competence: A guide for working with young children and their families. Brookes: Baltimore.
  • Ostrosky, M., Santos Gilbertz, R. (2003). Understanding the impact of language differences on classroom behavior. The Utah Special Educator Special Monograph on English Learners: Literacy and Achievement.
  • Santos Gilbertz, R. (2003). Ensuring culturally and linguistically appropriate assessment of young children. Young Children, 1(59), 48-50.
  • Banks, R., Roof, V., Santos Gilbertz, R. (2003). Discovering family concerns, priorities and resources: Sensitive family information gathering. Young Exceptional Children, 6(2), 11-19.
  • Corso, R., Santos Gilbertz, R., Roof, V. (2002). Adapting and evaluating early childhood education and early childhood special education materials at the community level. Teaching Exceptional Children, 34(3), 30-36.
  • Santos Gilbertz, R., Ostrosky, M. (2002). Understanding the impact of language differences on classroom behavior (What Works Briefs # 2). . University of Illinois at Urbana-Champaign, Center on the Social and Emotional Foundations for Early Learning: Champaign, IL.
  • Santos Gilbertz, R. (2002). DEC position statement on responsiveness to family cultures, values and languages. . The Council for Exceptional Children, Division for Early Childhood: Arlington, VA.
  • Santos Gilbertz, R., Lee, S., Valdivia, R., Zhang, C. (2001). Translating translations: Selecting and using translated early childhood materials. Teaching Exceptional Children, 34(2), 26-31.
  • Santos Gilbertz, R. (2001). Using what children know to teach them something new: Applying high-probability procedures at home and in the preschool classroom. Young Exceptional Children Monograph on Teaching Strategies (Serial No. 3).
  • Sandall, S., McLean, M., Santos Gilbertz, R., Smith, B. (2000). DEC’s new recommended practices: The context for change. DEC recommended practices in early intervention/early childhood special education. Sopris West: Longmont, CO.
  • Santos Gilbertz, R., Lignugaris/Kraft, B. (1999). The effects of direct questions on preschool children’s responses to indirect requests. Journal of Behavioral Education, 9(3/4), 193-210.

In The News

Study by alumna: Mothers raising autistic children prone to depression, stress

May 6, 2014

A new study by Laurie M. Jeans, Ed.M ’08 Spec.Ed., Ph.D. ’13 Spec.Ed., indicates that mothers of children with autism experience higher rates of depression and stress than mothers of typically developing children. Read more...

UI study suggests autism can be discovered at earlier age

Mar. 17, 2014

A new study conducted by Dr. Laurie M. Jeans, Professor Rosa Milagros Santos Gilbertz, Daniel Laxman, Professor Brent McBride, and Dr. Justin Dyer suggests that many of the behavioral and cognitive characteristics of Autism Spectrum Disorders (ASD) can be identified when children are as young as age 2—earlier than was previously thought. Read more...

College announces outstanding and distinguished faculty/staff awards for 2013

Apr. 2, 2013

The College of Education is pleased to announce the faculty, staff, and students who are recipients of the College's 2013 Faculty and Staff Awards. Recipients will be recognized at the spring faculty meeting, which will be held at 2:00 p.m. on May 2 in room 22 in the Education Building. Read more...