Clinical Professor Emerita, Special Education
1310 S. Sixth St., Education Building
Education Building (mail code 708)
Champaign (UIUC Campus Mail), IL 61820
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.