College of Education

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Mary-Alayne Hughes

Key Professional Appointments

  • Clinical Professor Emerita, Special Education, University of Illinois, Urbana-Champaign

Appl, D. J., Hoffman, B., & Hughes, M. A. (2017). Readiness Skills That Support Toddlers’ Transition Into Preschool. Young Exceptional Children, 20(4), 151-165.  link >

Hile, K. A., Milagros Santos, R., & Hughes, M. A. (2016). Preparing early interventionists to implement family-centered practices. Journal of Early Childhood Teacher Education, 37(4), 314-330.  link >

Hopkins, A. F., & Hughes, M. A. (2015). Individualized Health Care Plans: Supporting Children With Chronic Conditions in the Classroom. Young Exceptional Children, 19(2), 33-44.  link >

Hughes, M. A., Spence, C. M., & Ostrosky, M. M. (2015). Early Childhood Mental Health Consultation: Common Questions and Answers. Young Exceptional Children, 18(3), 36-51.  link >

Cole, S. A., Mccollum, J. A., Swinford, L., Dewar, G., & Hughes, M. A. (2009). Moving towards relationship-based practices in a crisis nursery setting. Early Child Development and Care, 179(7), 863-877.  link >

Marsili, A., & Hughes, M. (2009). Finding Kirk's Words: An Infant Mental Health Approach to Preschool Intervention. Young Exceptional Children, 12(2), 2-15.  link >

Hughes, M-A., Shaffer, L., & Zaghlawan, H. (2008). Inclusive playgroups: Supporting the development of infants and toddlers. In C. Peterson, L. Fox, & P. M. Blasco (Eds.), Early Intervention for infants and Toddlers and Their Families: Practices and Outcomes (pp. 75-92). (Young Exceptional Children Monograph Series; No. 10). Division for Early Childhood of the Council for Exceptional Children.

Hughes, M. A., McCollum, J., Sheftel, D., & Sanchez, G. (1994). How Parents Cope With the Experience of Neonatal Intensive Care. Children's Health Care, 23(1), 1-14.  link >

Hughes, M. A., & McCollum, J. (1994). Neonatal Intensive Care: Mothers' and Fathers' Perceptions of What Is Stressful. Journal of Early Intervention, 18(3), 258-268.  link >

Hughes, M. A., & Sussman, H. M. (1983). An assessment of cerebral dominance in language-disordered children via a time-sharing paradigm. Brain and Language, 19(1), 48-64.  link >


SPED 199: Undergraduate Open Seminar (SPED 199) Topics will vary. See course schedule.

SPED 391: Thesis (SPED 391) Prerequisite: Senior standing.

SPED 395: Independent Study (SPED 395) Study of problems not considered in other courses; designed for students who excel in self-direction and intellectual curiosity.

SPED 599: Thesis Research (SPED 599) Individual direction of research and thesis writing.