Faggella-Luby, M. N., Dukes, L. L., Tarconish, E. J., Taconet, A., Gelbar, N., & Madaus, J. (Accepted/In press). COVID-19: An examination of the perceptions on instruction for college students with disabilities during remote learning. Journal of Learning Disabilities.

Madaus, J., Cascio, A., Delgado, J., Gelbar, N., Reis, S., & Tarconish, E. (2023). Improving the Transition to College for Twice-Exceptional Students with ASD: Perspectives From College Service Providers. Career Development and Transition for Exceptional Individuals, 46(1), 40-51.  link >

Tarconish, E. J., Lombardi, A., & Taconet, A. (Accepted/In press). Assessing the effects of disability awareness & inclusive teaching online training videos on instructors’ disability-related self-efficacy. Journal of Postsecondary Education and Disability.

Tarconish, E. J., Scott, S., Dolan, R., Banerjee, M., & Lombardi, A. (Accepted/In press). Universal design in higher education: Where have we been and where are we headed? Journal of Postsecondary Education and Disability.

Madaus, J., Tarconish, E., Langdon, S. W., & Gelbar, N. (2022). High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions. Frontiers in Psychology, 13, Article 995356.  link >

Madaus, J., Tarconish, E. J., Langdon, S. W., Taconet, A., & Gelbar, N. (2022). Parents’ Perceptions of the College Experiences of Twice-Exceptional Students with Autism Spectrum Disorder. Developmental Disabilities Network Journal, 2(2).

Madaus, J. W., Faggella-Luby, M. N., Dukes, L. L., Gelbar, N. W., Langdon, S., Tarconish, E. J., & Taconet, A. (2022). What Happened Next? The Experiences of Postsecondary Students With Disabilities as Colleges and Universities Reconvened During the Pandemic. Frontiers in Psychology, 13, Article 872733.  link >

Taconet, A., Tarconish, E. J., Sinclair, T. E., Vance, M. L., Allegra, R. P., Rose, S., & Adams, T. A. (2022). Students with disabilities in postsecondary education: Identifying and addressing barriers to access and success. In C. M. Millett (Ed.), Expanding promise: Depicting the ecosystems of support and financial sustainability for five college promise populations (pp. 45-53). (ETS Research Report Series; No. RR-22-07).  link >

Tarconish, E. J., Taconet, A., Madaus, J., Gelbar, N., Dukes, L. L., & Faggella-Luby, M. N. (2022). Perceptions of College Students with Disabilities Regarding Institutional and Disability Services Offices' Response to Sustaining Education During COVID-19. Journal of Postsecondary Education and Disability, 35(2), 99-111.

Tarconish, E., Lombardi, A., Madaus, J., Taconet, A., & Coelho, C. (2021). Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature. Journal of Vocational Rehabilitation, 55(1), 15-26.  link >

Tarconish, E., Taconet, A., Gelbar, N., Madaus, J., Dukes III, L., & Faggella-Luby, M. (2021). The Spectrum of Disability Documentation Requirements at 12 Institutions: A Thematic Analysis. Learning Disabilities: A Multidisciplinary Journal, 26(2).  link >

Lombardi, A., Rifenbark, G. G., Monahan, J., Tarconish, E., & Rhoads, C. (2020). Aided by Extant Data: The Effect of Peer Mentoring on Achievement for College Students with Disabilities. Journal of Postsecondary Education and Disability, 33(2), 143-154.

Lombardi, A., Rifenbark, G., Tarconish, E., Volk, D., Monahan, J., Buck, A., Izzo, M., & Murray, A. (2020). Main and Moderating Effects of an Online Transition Curriculum on Career Readiness. Career Development and Transition for Exceptional Individuals, 43(3), 146-156.  link >

Lombardi, A., McGuire, J. M., & Tarconish, E. (2018). Promoting Inclusive Teaching among College Faculty: A Framework for Disability Service Providers (Practice Brief). Journal of Postsecondary Education and Disability, 31(4), 397-413.

SPED 117: The Culture of Disability (SPED 117) The purpose of this course is to provide an introduction to the culture of disability across the lifespan. The impact of disabilities on an individual across the lifespan will be explored, and the unique culture that is created by having a disability will be addressed. The historical basis for the disability movement and special education will be addressed, including legislation and litigation that has had a significant impact on the field. Students also will learn about the characteristics of individuals with diverse abilities as well as current trends in educational services.

SPED 317: Characteristics & Eligibility (SPED 317) The purpose of this course is to provide an introduction to issues associated with the identification and characteristics of students with disabilities, eligibility for special education, and placement to meet students' educational needs.

SPED 322: Introduction to Intellectual Disability (SPED 322) Study of the history and current status of the social, emotional, physical, and learning characteristics and problems of persons with an intellectual disability; identification and diagnosis; available services and provisions; and educational programs and lifelong processes of adaptation for these individuals and their families.

SPED 405: General Educator's Role in Special Education (SPED 405) Examination of issues in educating students with special needs: service delivery models, roles of teachers and related service providers, student assessment, curriculum individualization, instructional strategies, management of problem behaviors, and program evaluation.

SPED 444: Career Development and Transition (SPED 444) Course focuses on developing transition plans and activities that prepare students with disabilities for adulthood, including post school employment, independent living, and postsecondary education. Particular emphasis is placed on career development including determining job interests, career exploration, work experiences prior to graduation, job development, and job placement.

SPED 593: Concepts and Issues in Special Education 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.