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.

Expand
Education

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

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

Expand
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

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

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

Expand
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.

Expand
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

Expand
Service

Research Committee Chair Sibling Leadership Network, 2014 - present

Expand
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. 3 undergraduate hours. 3 graduate hours.

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. 2 undergraduate hours. 2 graduate hours.

BLEND/ IMPACT seminar 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 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 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

Update Your Profile

Refreshing data...please wait