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Erica Mason

Key Professional Appointments

  • Assistant Professor, Special Education, University of Illinois, Urbana-Champaign

Research & Service

Erica Mason’s research is situated between the fields of special education and mathematics education. Her primary research focus is on the teaching of mathematics to students with disabilities, specifically investigating teachers’ conceptions of disability and capability. Erica prioritizes co-designing projects through research-practice partnerships and employs a critical special education stance.



Mason, E. N., & Lembke, E. S. (2023). Weekly Versus Intermittent Progress Monitoring in Mathematics: A Conceptual Replication and Pilot Study. Assessment for Effective Intervention, 48(3), 138-148.  link >

Olsen, A. A., & Mason, E. N. (2023). Perceptions of autonomy: Differential job satisfaction for general and special educators using a nationally representative dataset. Teaching and Teacher Education, 123, Article 103999.  link >

Mason, E. N. H., Padilla, A., & Tan, P. (2022). Toward justice-driven inquiry: On the rightful presence of students with disabilities in mathematics. Mathematics Teaching, 283.

Powell, S. R., Benz, S. A., Mason, E. N., & Lembke, E. S. (2022). How to Structure and Intensify Mathematics Intervention. Beyond Behavior, 31(1), 5-15.  link >

Bernardin, C. J., Mason, E., Lewis, T., & Kanne, S. (2021). “You Must Become a Chameleon to Survive”: Adolescent Experiences of Camouflaging. Journal of Autism and Developmental Disorders, 51(12), 4422-4435.  link >

Powell, S. R., Mason, E. N., Bos, S. E., Hirt, S., Ketterlin-Geller, L. R., & Lembke, E. S. (2021). A Systematic Review of Mathematics Interventions for Middle-School Students Experiencing Mathematics Difficulty. Learning Disabilities Research and Practice, 36(4), 295-329.  link >

Powell, S. R., Lembke, E. S., Ketterlin-Geller, L. R., Petscher, Y., Hwang, J., Bos, S. E., Cox, T., Hirt, S., Mason, E. N., Pruitt-Britton, T., Thomas, E., & Hopkins, S. (2021). Data-based individualization in mathematics to support middleschool teachers and their students with mathematics learning difficulty. Studies in Educational Evaluation, 69, Article 100897.  link >

Mason, E. N., & Smith, R. A. (Accepted/In press). Tracking Intervention Dosage to Inform Instructional Decision Making. Intervention in School and Clinic, 56(2), 92-98.  link >

Conoyer, S. J., Ford, J. W., Smith, R. A., Mason, E. N., Lembke, E. S., & Hosp, J. L. (2019). Examining Curriculum-Based Measurement Screening Tools in Middle School Science: A Scaled Replication Study. Journal of Psychoeducational Assessment, 37(7), 887-898.  link >

Mason, E. N., Benz, S. A., Lembke, E. S., Burns, M. K., & Powell, S. R. (2019). From Professional Development to Implementation: A District's Experience Implementing Mathematics Tiered Systems of Support. Learning Disabilities Research and Practice, 34(4), 207-214.  link >

Lembke, E. S., Smith, R. A., Thomas, C. N., Mcmaster, K. L., & Mason, E. N. (2018). Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments That Improve Student Outcomes. In J. McLeskey, L. Maheady, B. Billingsley, M. T. Brownell, & T. J. Lewis (Eds.), High Leverage Practices for Inclusive Classrooms (pp. 80-93). Routledge.  link >


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 446: Curriculum Development I (SPED 446) 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.

SPED 447: Curriculum Development II (SPED 447) 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.

SPED 517: Disability Issues in Special Education (SPED 517) 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.