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

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

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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 Research and Practice in Intellectual and Developmental Disabilities

Burke, M., Mello, M., & Goldman, S. (2016) Examining the feasibility of a special education advocacy training 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

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

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

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 Exceptionality

Burke, M., Goldman, S., Hart, M., & Hodapp, R. (2016) Evaluating the efficacy of a special education advocacy training program 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 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

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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

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

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 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. Course Information: 3 or 4 undergraduate hours. 3 or 4 graduate hours. Prerequisite: Requires concurrent enrollment in SPED 524 or EDPR 420, or consent of instructor.

Assistive Tech & Phys Disab 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. Course Information: 2 undergraduate hours. 2 graduate hours. Prerequisite: Admission to the Department of Special Education or consent of instructor.

BLEND/ IMPACT seminar Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Course Information: Additional fees may apply. See Class Schedule. Approved for letter and S/U grading. Class Schedule Information: Some sections may require additional course fees.

Field Study and Thesis Seminar 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. Course Information: May be repeated up to 8 hours. Prerequisite: Admission to graduate studies in Special Education or consent of instructor.: (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.

Meghan Burke

Associate Professor, Special Education

Contact

Office

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

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