Biography

Meghan Burke, Ph.D., BCBA-D, is an associate professor of special education. Her research interests include parent advocacy, families (i.e., parents and siblings) of individuals with significant disabilities, and disability policy. Meghan's research examines how parents advocate for services for their offspring with disabilities. Additionally, Meghan conducts research examining how siblings of individuals with disabilities transition to caregiving roles.

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Education

Ph.D., Special Education-Significant Disabilities, Vanderbilt University, 2012

M.S., Special Education-Significant Disabilities, Vanderbilt University, 2009

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Awards, Honors, Associations

Early Career Award American Association on Intellectual and Developmental Disabilities, 2019 - 2019

Reviewer of the Year Research and Practice in Severe Disabilities, 2014 - 2014

Anne Rudigier Award Association for University Centers on Disabilities, 2011 - 2011

David Zeaman Award Gatlinburg conference on Research and Theory in Intellectual and Developmental Disability, 2010 - 2010

Student Scholarship Award American Association on Intellectual and Developmental Disabilities, 2010 - 2010

Beth Goodman Scholarship Council of Parent Attorneys and Advocates, 2008 - 2008

Trainee Volunteer Scholarship Association of University Centers on Disabilities, 2007 - 2007

Research & Service

Meghan has developed and tested advocacy training programs (e.g., the Volunteer Advocacy Project or VAP) to educate and empower parents of individuals with disabilities to access services not only for their own offspring but also for other families. To date, the VAP has been replicated in four states. Further, the advocacy training programs have been offered in English and Spanish to families of individuals with disabilities.

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Publications

Burke, M., & Goldman, S. (2017). Documenting the Experiences of special education advocates. Journal of Special Education, 51 3-13.

Burke, M. (2016). Effectiveness of parent training activities on parents of children with intellectual or developmental disabilities (I/DD): Empowerment, knowledge, and satisfaction with services. ( vol. 13, pp. 85-93). Research and Practice in Intellectual and Developmental Disabilities.

Burke, M., Mello, M., & Goldman, S. (2016). Examining the feasibility of a special education advocacy training. ( vol. 28, pp. 539-556). Journal of Developmental and Physical Disabilities.

Burke, M., Magana, S., Garcia, M., & Mello, M. The feasibility and effectiveness of an advocacy program for Latino families of children with autism spectrum disorder. Journal of Autism and Developmental Disorders.

Burke, M., Rios, K., & Lee, C. Exploring the special education advocacy process according to families and advocates. Journal of Special Education.

Goldman, S., Burke, M., Mason, C., & Hodapp, R. (2017). Correlates of sustained volunteering for special education advocacy. Exceptionality, 25 40-53.

Burke, M., Lee, C., Arnold, C., & Owen, A. (2016). Correlates of sibling relationship quality and reception of caregiving of adults with disabilities. Journal of Developmental and Physical Disabilities, 28 735-750.

Burke, M., Patton, K., & Lee, C. (2016). Parent Advocacy Across the Lifespan. International Review for Research in Developmental Disabilities, 51 193-231.

Burke, M., Lee, C., Carlson, S., & Arnold, C. (2018). Exploring the effects of a sibling leadership program for adult siblings of individuals with intellectual and developmental disabilities. International Journal of Developmental Disabilities.

Burke, M., Lulinski, A., Jones, J., & Gallus, K. (2018). A review of supports and services for adults with intellectual and developmental disabilities (IDD) and their families in the United States: Past and Present Context Impacting Future Research, Practi. International Review of Research in Developmental Disabilities, 54 131-176.

Burke, M., & Sandman, L. (2017). The effectiveness of a parent legislative advocacy program. Journal of Policy and Practice in Intellectual and Developmental Disabilities, 14 138-145.

Burke, M., & Hodapp, R. (2016). The nature, correlates, and conditions of advocacy in special education. Exceptionality, 24 137-150.

Burke, M., Dalmage, H., & , . (2016). Special education advocacy in the juvenile justice system: Perspectives from probation officers. ( vol. 24, pp. 151-164). Exceptionality.

Burke, M., Goldman, S., Hart, M., & Hodapp, R. (2016). Evaluating the efficacy of a special education advocacy training program. ( vol. 13, pp. 269-276). Journal of Policy and Practice in Intellectual Disabilities.

Burke, M., Arnold, C., & Owen, A. (2015). Sibling advocacy: Perspectives about advocacy from siblings of individuals with intellectual and developmental disabilities. Inclusion, 3 162-175.

Burke, M., & Goldman, S. (2015). The associated factors of mediation and due process among families of students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45 1345-1353.

Burke, M., Fish, T., & Lawton, K. (2015). A comparative analysis of adult siblings’ perceptions towards caregiving. Intellectual and Developmental Disabilities, 53 (2), 143-157.

Burke, M., & Sandman, L. (2015). In the voices of parents: Suggestions for the next IDEA reauthorization. ( 1 ed vol. 40, pp. 71-85). Research and Practice for Persons with Severe Disabilities.

Miodrag, N., Burke, M., Tanner-Smith, E., & Hodapp, R. (2015). Adverse health effects in parents of children with disabilities and chronic health conditions: A meta-analysis. Journal of Intellectual Disability Research, 59 257-271.

Burke, M., & Hodapp, R. (2014). Relating stress of mothers of children with developmental disabilities to family-school partnerships. Intellectual and Developmental Disabilities, 52 13-23.

Burke, M. (2013). Improving parental involvement: Training special education advocates. Journal of Disability Policy Studies, 23 225-234.

Burke, M., & Fujiura, G. (2013). Advantages and disadvantages of using the Survey of Income and Program Participation (SIPP) to examine caregiver healt. International Review for Research in Developmental Disabilities, 45 260-276.

Burke, M. (2012). Examining family involvement in regular and special education: Lessons to be learned from both sides. International Review of Research in Developmental Disabilities, 43 187-218.

Burke, M., Taylor, J., Urbano, R., & Hodapp, R. (2012). Predictors of future caregiving by siblings of individuals with intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 117 33-47.

Burke, M., Urbano, R., & Hodapp, R. (2011). Subsequent children in families of children with disabilities: Using demographic data to examine family reproductive patterns. American Journal on Intellectual and Developmental Disabilities, 116 223-245.

Hodapp, R., Urbano, R., & Burke, M. (2010). Adult male and female siblings of persons with disabilities: Findings from a national surve. Intellectual and Developmental Disabilities, 48 52-62.

Burke, M., Rios, K., & Lee, C. A pilot evaluation of an advocacy program on knowledge, empowerment, family-school partnership and parent well-being. Journal of Intellectual Disability Research.

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Presentations

Understanding the caregiving role of siblings of individuals with disabilities (2014). Ohio Siblings: Columbus, Ohio.

Civic engagement and Disability: Training parents of students with disabilities to effect legislative change (2014). University of Illinois at Chicago: Chicago, IL.

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Grants

Principal Investigator Improving Transition Outcomes for Youth with Autism through Parent Advocacy Training: A Multi-State Randomized Controlled Trial, National Institutes of Health (Vanderbilt University), 2019 - 2024

Principal Investigator Illinois Leadership Education in Neurodevelopmental and related Disabilities (LEND), Health & Human Services (University of Illinois at Chicago), 2016 - 2021

Co-Principal Investigator Project Family IMPACT, U.S. Department of Education, 2015 - 2020

Principal Investigator Enhancing Civic Engagement of Culturally and Linguistically Diverse Parents of Children with Disabilities, The Spencer Foundation (Boston University), 2018 - 2018

Principal Investigator Examining the Effectiveness of a Latino Parent Leadership Support Project, Organization for Autism Research, 2015 - 2016

Principal Investigator Examining the Effectiveness of a Parent Leadership Support Training (PLST) in Special Education, American Educational Research Association, 2014 - 2015

Co-Principal Investigator Engaging People with Disabilities and Their Siblings in Policy Discourse: Recommendations for, University of Illinois at Chicago (Institute for Policy and Civic Engagement), 2013 - 2014

Principal Investigator Training Parents of Students with Disabilities: Using Technology to Enhance Civic Engagement, Institute for Policy and Civic Engagement, 2013 - 2014

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Service

Research Committee Chair Sibling Leadership Network, 2014 - present

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Courses

Collaboration and Teaming (SPED 426) Course is designed to provide participants with the information needed for effective collaboration and interactive teaming. Participants will learn effective models of collaboration and consultation, team member roles and responsibilities, collaborative practices for participating on teams, and strategies for securing appropriate resources for students with disabilities. Emphasis is placed on skills necessary for working collaboratively with parents, teachers, and other service providers. 3 undergraduate hours. 3 graduate hours.

Assistive Tech & Phys Disab (SPED 431) Course focuses on specialized health care needs, policies, and procedures for working with students with disabilities. An overview is provided of methods for accommodating students including task or environmental modifications, assistive technology, and adaptive equipment options. 2 undergraduate hours. 2 graduate hours.

BLEND/ IMPACT seminar (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Additional fees may apply. See Class Schedule. Approved for letter and S/U grading.

STEPS Grant (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Additional fees may apply. See Class Schedule. Approved for letter and S/U grading.

Field Study and Thesis Seminar (SPED 591) Planning field studies and thesis problems by graduate students; students present their studies at each of four stages: (1) the inception, delimitation, tentative design stage; (2) the proposed design stage; (3) the revised design stage; and (4) the final design stage. Students are expected to analyze all presentations critically. May be repeated up to 8 hours.

Burke, Meghan

Associate Professor, Special Education

Contact

Office

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

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