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Catherine Corr

Profile Picture for Catherine Corr

Assistant Professor, Special Education


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

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Catherine Corr

Key Professional Appointments

Research Associate, Special Education, Vanderbilt University, 2015 - 2017


Ph.D., Special Education, University of Illinois, 2015

Awards, Honors, Associations

Spitze Mather Faculty Award for Excellence, College of Education, 2020 - 2020

Hardie Faculty Fellow, College of Education, 2019 - 2019

Research & Service

Dr. Corr is interested in supporting the well-being of young children with disabilities (birth-8years old) and their families. Dr. Corr addresses issues of maltreatment, abuse, neglect, trauma, toxic stress, and poverty in the context of early childhood special education research, policy, personnel preparation, and practice. Dr. Corr also examines ways to utilize mixed methods approaches to social inquiry in special education.


Corr, C., Miller, D., Spence, C., Kretzer, J., Marshall, A., & Mott, K. (2018). "It's never black and white": Early interventionists' experiences supporting abused children and their families.

Corr, C., & Santos, R. (2018). Jocelin: A "best-case" scenario for young children with disabilities who have experienced abuse? Early Child Development and Care.

Corr, C., & Santos, R. (2017). “Not in the Same Sandbox”: Cross-Systems Collaborations Between Early Intervention and Child Welfare Systems. Child and Adolescent Social Work Journal, 34 (1), 9-22.

Corr, C., & Santos, R. (2016). The components of early intervention services for families living in poverty: A review of the literature. Topics in Early Childhood Special Education, (36), 1-10.  link >

Corr, C., & Santos, R. Abuse and Young children with disabilities: A Review of the Literature. Journal of Early Intervention.

Corr, C., Snodgrass, M., Greene, J., Meadan-Kaplansky, H., & Santos, R. Mixed methods in early childhood special education research: Purposes, challenges, and guidance. Journal of Early Intervention.

Corr, C., Snodgrass, M., Love, H., Scott, I., Kim, J., & Andrews, L. Exploring the landscape of mixed methods research in special education: A systematic review. Remedial and Special Education.

Lund, E., Corr, C., Kinavey, E., Mott, K., Chowdhury, D., Hammond, M., Thomas, K., & Schultz , J. Retrospective childhood disability-related abuse: A proof of concept study Journal of Interpersonal Violence.

Zeng, S., Corr, C., Guan, Y., & O'Grady, C. Adverse childhood experiences and preschool suspension expulsion: A population study. Child Abuse & Negelct.

Zeng, S., Perieria, B., Larson, A., Corr, C., O'Grady, C., & Stone-MacDonald, A. Preschool Suspension and Expulsion for Young Children with Disabilities. Exceptional Children.

Trivette, C., & Corr, C. (2018). When life gets in the way: The complexities of supporting families who have a child with Autism and live in poverty. Autism and Child Psychopathy Series: The Handbook of Parent Implemented Interventions for Very Young Children with Autism ( pp. 107-120). Springer International Publishing.

Corr, C., & Miller, D. (2018). Following the leader. Young Exceptional Children Monograph ( 17 ed). Young Exceptional Children Monograph.

Corr, C., & Danner, N. (2014). CASA strong beginnings: Raising awareness across early childhood and child welfare systems. Early Child Development and Care, 9 1436-1446.  link >


Co-Principal Investigator, Project STePS, Preparing Leaders in Special Education, Technology, Research, Policy, and Cultural, Linguistic, and Socioeconomic Diversity, U.S. Department of Education, 2019 - 2024

Co-Principal Investigator, TI3: Trauma-Informed Early Intervention, Early Childhood Special Education, and Social Work, U.S. Department of Education, 2019 - 2023

Co-Principal Investigator, Illinois Early Childhood Asset Map Project (IECAM), Illinois State Board of Education, 2017 - 2022


Topics in Early Childhood Special Education, 2017 - present


Mixed Method Inquiry (EPSY 575) This advanced course addresses the theory and practice of mixing inquiry methodologies in program evaluation and applied research. Topics include selected roots of mixed inquiry, various stances on mixing philosophical traditions while mixing methods, conceptualizations of mixed method design and analysis, and challenges of mixed method practice. Students should have basic familiarity with experimental or survey (quantitative) with and constructivist or interpretivist (qualitative) social science. Familiarity with other social science frameworks (e.g., critical theory, feminism, action science) is also highly desirable.

Mixed Method Inquiry (SPED 575)

Individual Differences: B to 6 (SPED 585) 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.

Impact/STEPS Grant (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study.

BLEND/ IMPACT/STePS seminar (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study.

Concepts and Issues in SPED II (SPED 593) Seminar in current concepts and issues relating to all children with special needs; introduction to grant proposal writing; and introduction to journal reviewing; requires critical review of key readings and preparation of a literature review of a topic of current research in special education. Course is restricted to Special Education majors or consent of instructor.