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Michaelene Ostrosky

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Grayce Wicall Gauthier Professor of Education, Special Education

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288E Education Building
1310 S 6th (mail code 708)
(UIUC Campus Mail) Champaign, IL 61820

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Michaelene Ostrosky

Biography

Dr. Michaelene M. Ostrosky’s educational background and research focus on early childhood special education with a particular interest in inclusion, social emotional competence, social interaction and peer relationships, challenging behavior, and communication delays and disabilities. Through her work Professor Ostrosky strives to promote caring, inclusive communities where all children are accepted, and differences are celebrated. As a former teacher of young children who were deaf and blind, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations.

Key Professional Appointments

Grayce Wicall Gauthier Professor, College of Education, University of Illinois, Urbana-Champaign

Professor, Special Education, University of Illinois, Urbana-Champaign

Research & Service

Dr. Michaelene M. Ostrosky’s research focuses on early childhood special education with a particular interest in inclusion, social emotional competence, social interaction and peer relationships, challenging behavior, and communication delays and disabilities. She has been the recipient of numerous external grants to fund her scholarship over the past 20+ years. Professor Ostrosky is a prolific scholar with more than 100 publications, and she is the recipient of several college and university awards for her research. Through her research Professor Ostrosky strives to promote caring, inclusive communities where all children are accepted, and differences are celebrated. As a former teacher of young children who were deaf and blind, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations.

Publications

Cheung, W. C., Ostrosky, M. M., Favazza, P. C., Stalega, M., & Yang, H. W. (Accepted/In press). Exploring the Perspectives of Preschool Teachers on Implementing Structured Motor Programs in Inclusive Classrooms. Early Childhood Education Journal.  link >

Wahman, C. L., Pustejovsky, J. E., Ostrosky, M. M., & Santos, R. M. (2022). Examining the Effects of Social Stories™ on Challenging Behavior and Prosocial Skills in Young Children: A Systematic Review and Meta-Analysis. Topics in Early Childhood Special education, 41(4), 267-279.  link >

Ely, M. S., & Ostrosky, M. M. (Accepted/In press). Single Case Design: Changing Practices of Early Intervention Professionals Serving Children with Visual Impairments. Early Childhood Education Journal.  link >

O’Grady, C. E., Jackle, E. M., & Ostrosky, M. M. (Accepted/In press). Stopping Suspension in Early Childhood: Suggestions and Strategies. Young Exceptional Children.  link >

O’Grady, C., & Ostrosky, M. M. (Accepted/In press). Suspension and Expulsion: Early Educators’ Perspectives. Early Childhood Education Journal.  link >

Yang, H. W., Meadan, H., & Ostrosky, M. M. (2021). A Parent-Implemented Gross Motor Intervention for Young Children with Disabilities. Journal of Early Intervention, 43(3), 275-290.  link >

DiPietro-Wells, R., Krippel, M. D., Ostrosky, M. M., & Milagros Santos, R. (2020). Debunking Myths to Promote Collaboration With Military Families. Young Exceptional Children, 23(4), 175-186.  link >

Ely, M. S., Ostrosky, M. M., & Burke, M. M. (2020). Self-Efficacy of Providers of Early Intervention Services to Young Children with Visual Impairments and Their Families. Journal of Visual Impairment and Blindness, 114(2), 114-126.  link >

Hemmeter, M. L., Ostrosky, M., & Fox, L. (Eds.) (2020). Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers. Brookes Publishing.

Williams, C. S., & Ostrosky, M. M. (2020). What About MY TOYS? Common Questions About Using a Bagless Approach in Early Intervention. Young Exceptional Children, 23(2), 76-86.  link >

Yang, H. W., Ostrosky, M. M., & Meadan-Kaplansky, H. (2020). Parental perceptions of participation in physical activities for preschoolers with disabilities. Early Child Development and Care, 190(5), 655-669.  link >

Akamoglu, Y., Ostrosky, M. M., Cheung, W. C., Yang, H. W., Favazza, P. C., Stalega, M. V., & Aronson-Ensign, K. (2019). Move Together, Communicate Together: Supporting Preschoolers’ Communication Skills Through Physical Activities. Early Childhood Education Journal, 47(6), 677-685.  link >

Beneke, S. J., Ostrosky, M., & Katz, L. G. (2019). The Project Approach for All Learners: A Hands-On Guide for Inclusive Early Childhood Classrooms. Brookes Publishing.

Cheung, W. C., Ostrosky, M., Yang, H. W., Akamoglu, Y., Favazza, P. C., & Aronson-Ensign, K. (2019). Merging Motor and Cognitive Development: There’s So Much to Learn While Being Physically Active! Palaestra, 33(3).

Laumann, B. M., Ostrosky, M. M., & Hsieh, W. (2019). Quality Inclusive Practices for Preschoolers with Disabilities: Providing Access, Opportunities for Participation, and Supports. In O. N. Saracho (Ed.), Handbook of Research on the Education of Young Children (4 ed., pp. 276-283). Routledge.  link >

Yang, H. W., Ostrosky, M. M., Favazza, P. C., Stalega, M. V., & Block, M. E. (2019). Embedding Motor Activities Into Inclusive Preschools. Young Exceptional Children, 22(4), 177-186.  link >

Bhattashali, A., Ostrosky, M. M., & Monda-Amaya, L. (2018). Perceptions of typically developing children in India about their siblings with disabilities. International Journal of Inclusive Education, 22(12), 1257-1271.  link >

Butler, A., & Ostrosky, M. (2018). Reducing Challenging Behaviors during Transitions: Strategies for Early Childhood Educators to Share with Parents. YC Young Children, 73(4), 12-19.

Ely, M. S., & Ostrosky, M. M. (2018). Applying the foundational concepts from early intervention to services provided to young children with visual impairments: A literature review. Journal of Visual Impairment and Blindness, 112(3), 225-238.  link >

Meyer, L. E., & Ostrosky, M. M. (2018). Identifying Classroom Friendships: Teachers’ Confidence and Agreement With Children. Topics in Early Childhood Special education, 38(2), 94-104.  link >

Spence, C. M., Connor, S. M., Burke, T., Cheema, J. R., & Ostrosky, M. M. (2018). Assessing Early Intervention Provider Needs: Insights from One State. Infants and Young Children, 31(1), 53-68.  link >

Ely, M. S., Meadan-kaplansky, H., & Ostrosky, M. M. (2017). Development of Theory of Mind: Considerations for Children with Visual Impairments. Journal of Blindness Innovation and Research, 7(1).  link >

Ely, M. S., & Ostrosky, M. M. (2017). Survey results for training and resource needs cited by early intervention professionals in the field of visual impairment. Journal of Visual Impairment and Blindness, 111(6), 527-542.  link >

Favazza, P. C., Ostrosky, M. M., Meyer, L. E., Yu, S. Y., & Mouzourou, C. (2017). Limited representation of individuals with disabilities in early childhood classes: alarming or status quo? International Journal of Inclusive Education, 21(6), 650-666.  link >

Hile, K. A., Weglarz-Ward, J. M., DiPietro-Wells, R. R., Santos, R. M., & Ostrosky, M. (2017). Parenting Under Fire: Supporting Military Families Experiencing Challenging Circumstances. In C. M. Trivette, & B. Keilty (Eds.), Family: Knowing Families, Tailoring Practices, Building Capacity (pp. 43-54). (DEC Recommended Practices Monograph Series; No. 3). Division for Early Childhood of the Council for Exceptional Children.

Snodgrass, M. R., Meadan-Kaplansky, H., Ostrosky, M., & Cheung, W. C. (2017). One Step at a Time: Using Task Analyses to Teach Skills. Early Childhood Education Journal, 45(6), 855-862.  link >

Dorsey, E. A., Mouzourou, C., Park, H., Ostrosky, M. M., & Favazza, P. C. (2016). Teacher Perceptions of Two Multi-Component Interventions: Disability Awareness and Science. Topics in Early Childhood Special education, 36(2), 103-114.  link >

Doubet, S. L., & Ostrosky, M. M. (2016). Parents’ Experiences When Seeking Assistance for Their Children With Challenging Behaviors. Topics in Early Childhood Special education, 36(3), 176-185.  link >

Favazza, P. C., Ostrosky, M., & Mouzourou, C. (2016). The Making Friends Program: Supporting Acceptance in Your K-2 Classroom. Brookes Publishing.

Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2016). Storybooks and Beyond: Teaching Problem Solving Skills in Early Childhood Classrooms. Young Exceptional Children, 19(3), 18-31.  link >

Meadan-Kaplansky, H., Ayvazo, S., & Ostrosky, M. (2016). The ABCs of Challenging Behavior: Understanding Basic Concepts. Young Exceptional Children, 19(1), 3-15.  link >

Meyer, L. E., & Ostrosky, M. M. (2016). Impact of an Affective Intervention on the Friendships of Kindergarteners With Disabilities. Topics in Early Childhood Special education, 35(4), 200-210.  link >

Ostrosky, M. M., Santos, R. M., & Zaghlawan, H. Y. (2016). Early Intervention and Early Childhood Education. In M. L. Wehmeyer, & K. A. Shogren (Eds.), Handbook of Research-Based Practices for Educating Students with Intellectual Disability (pp. 367-382). Taylor and Francis Inc..  link >

Price, C. L., Ostrosky, M. M., & Mouzourou, C. (2016). Exploring Representations of Characters with Disabilities in Library Books. Early Childhood Education Journal, 44(6), 563-572.  link >

Price, C. L., Ostrosky, M. M., & Santos, R. M. (2016). Reflecting on Books That Include Characters With Disabilities. YC Young Children, 71(2), 30-37.

yu, S., Ostrosky, M. M., Meyer, L. E., Favazza, P. C., Mouzourou, C., & Van Luling, L. (2016). Using Teacher Impression Journals to Improve Intervention Effectiveness. Topics in Early Childhood Special education, 35(4), 245-255.  link >

Zaghlawan, H. Y., & Ostrosky, M. M. (2016). A Parent-Implemented Intervention to Improve Imitation Skills by Children with Autism: A Pilot Study. Early Childhood Education Journal, 44(6), 671-680.  link >

Beneke, S., & Ostrosky, M. M. (2015). Effects of the Project Approach on Preschoolers with Diverse Abilities. Infants and Young Children, 28(4), 355-369.  link >

Doubet, S. L., & Ostrosky, M. M. (2015). The Impact of Challenging Behavior on Families: I Don't Know What to Do. Topics in Early Childhood Special education, 34(4), 223-233.  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 >

Meyer, L. E., Ostrosky, M. M., Yu, S. Y., Favazza, P. C., Mouzourou, C., van Luling, L., & Park, H. (2015). Parents' responses to a kindergarten-classroom lending-library component designed to support shared reading at home. Journal of Early Childhood Literacy, 16(2), 256-278.  link >

Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C., & Leboeuf, L. M. (2015). Pick a Book, Any Book: Using Children’s Books to Support Positive Attitudes Toward Peers With Disabilities. Young Exceptional Children, 18(1), 30-43.  link >

Yu, S., Ostrosky, M. M., & Fowler, S. A. (2015). The Relationship Between Preschoolers’ Attitudes and Play Behaviors Toward Classmates With Disabilities. Topics in Early Childhood Special education, 35(1), 40-51.  link >

Fowler, S. A., Ostrosky, M. M., & Yates, T. J. (2014). Teaching and Learning in the Early Years. In L. Florian (Ed.), The SAGE Handbook of Special Education (2 ed., pp. 613-632). SAGE Publishing.  link >

Meyer, L. E., & Ostrosky, M. M. (2014). Measuring the Friendships of Young Children With Disabilities: A Review of the Literature. Topics in Early Childhood Special education, 34(3), 186-196.  link >

Muwana, F. C., & Ostrosky, M. M. (2014). Factors related to pre-service teachers' attitudes towards inclusion: A case for Zambia. International Journal of Inclusive Education, 18(8), 763-782.  link >

Park, H., & Ostrosky, M. M. (2014). What Typically Developing Children's Parents Say When They Read Books About Disabilities. Topics in Early Childhood Special education, 33(4), 225-236.  link >

Quesenberry, A. C., Hemmeter, M. L., Ostrosky, M. M., & Hamann, K. (2014). Child care teachers' perspectives on including children with challenging behavior in child care settings. Infants and Young Children, 27(3), 241-258.  link >

Beneke, S. J., & Ostrosky, M. (2013). The potential of the project approach to support diverse young learners. YC Young Children, 68(2), 22-28.

Cheatham, G. A., & Ostrosky, M. M. (2013). Goal setting during early childhood parent-teacher conferences: A comparison of three groups of parents. Journal of Research in Childhood Education, 27(2), 166-189.  link >

Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2013). Collaborating With Parents in Using Effective Strategies to Reduce Children's Challenging Behaviors. Young Exceptional Children, 16(1), 30-41.  link >

Meadan, H., Ostrosky, M. M., Santos, R. M., & Snodgrass, M. R. (2013). How Can I Help? Prompting Procedures to Support Children's Learning. Young Exceptional Children, 16(4), 31-39.  link >

Ostrosky, M., & Sandall, S. R. (Eds.) (2013). Addressing Young Children's Challenging Behaviors. (Young Exceptional Children Monograph; No. 15). Division for Early Childhood of the Council for Exceptional Children.

Ostrosky, M. M., Mouzourou, C., Danner, N., & Zaghlawan, H. Y. (2013). Improving Teacher Practices Using Microteaching: Planful Video Recording and Constructive Feedback. Young Exceptional Children, 16(1), 16-29.  link >

Yu, S., & Ostrosky, M. M. (2013). Young children’s understanding of disabilities implications for attitude development and inclusive education. In O. N. Saracho, & B. Spodek (Eds.), Handbook of Research on the Education of Young Children (3 ed., pp. 345-354). Taylor and Francis.  link >

Hemmeter, M. L., Ostrosky, M. M., & Corso, R. M. (2012). Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies. Young Exceptional Children, 15(2), 32-46.  link >

Hsieh, W. Y., Hsieh, C. M., Ostrosky, M., & McCollum, J. (2012). Taiwanese first-grade teachers' perceptions of inclusive education. International Journal of Inclusive Education, 16(1), 71-88.  link >

Meadan, H., Ostrosky, M. M., Zaghlawan, H. Y., & Yu, S. Y. (2012). Using coaching with preschool teachers to support the social skills of children with and without autism spectrum disorders. International Journal of Early Childhood Special Education, 4(2), 74-94.

Santos, R. M., Ostrosky, M., Yates, T. J., Jeans, L. M., & Meyer, L. E. (2012). Supporting young children’s communication and language development: A research synthesis. University of Illinois at Urbana-Champaign.

yu, S., Ostrosky, M. M., & Fowler, S. A. (2012). Measuring Young Children's Attitudes Toward Peers With Disabilities: Highlights From the Research. Topics in Early Childhood Special education, 32(3), 132-142.  link >

Cheatham, G. A., & Ostrosky, M. M. (2011). Whose expertise? An analysis of advice giving in early childhood parent-teacher conferences. Journal of Research in Childhood Education, 25(1), 24-44.  link >

Fettig, A., & Ostrosky, M. M. (2011). Collaborating with Parents in Reducing Children's Challenging Behaviors: Linking Functional Assessment to Intervention. Child Development Research, 2011, 1-10. [835941].  link >

Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using Visual Supports with Young Children with Autism Spectrum Disorder. Teaching Exceptional Children, 43(6), 28-35.  link >

Quesenberry, A. C., Hemmeter, M. L., & Ostrosky, M. M. (2011). Addressing Challenging Behaviors in Head Start: A Closer Look at Program Policies and Procedures. Topics in Early Childhood Special education, 30(4), 209-220.  link >

Santos, R. M., Ostrosky, M., Yates, T. J., Fettig, A., Cheatham, G., & Shaffer, L. (2011). Practices in Assessing Young Children's Social-Emotional Competence: It's More Than Just Completing a Checklist. In M. McLean, & P. Snyder (Eds.), Gathering Information to Make Informed Decisions: Contemporary Perspectives about Assessment in Early Intervention and Early Childhood Special Education (pp. 111-132). (Young Exceptional Children Monograph; No. 13). Division for Early Childhood of the Council for Exceptional Children.

Thomas, D. V., & Ostrosky, M. (2011). Implementing a new social-emotional philosophy: The struggle in one head start classroom. Early Childhood Research and Practice, 13(1).

Yu, S. Y., Ostrosky, M., & Fowler, S. A. (2011). Children's friendship development: A comparative study. Early Childhood Research and Practice, 13(1).

Zaghlawan, H. Y., & Ostrosky, M. M. (2011). Circle Time: An Exploratory Study of Activities and Challenging Behavior in Head Start Classrooms. Early Childhood Education Journal, 38(6), 439-448.  link >

Ostrosky, M. M., & Meadan, H. (2010). Helping children play and learn together. YC Young Children, 65(1), 104-110.

Beneke, S., & Ostrosky, M. (2009). Teachers' views of the efficacy of incorporating the project approach into classroom practice with diverse learners. Early Childhood Research and Practice, 11(1).

Cheatham, G. A., & Ostrosky, M. M. (2009). Listening for details of talk: Early childhood parent-teacher conference communication facilitators. Young Exceptional Children, 13(1), 36-49.  link >

Hsieh, W. Y., Hemmeter, M. L., McCollum, J. A., & Ostrosky, M. M. (2009). Using coaching to increase preschool teachers' use of emergent literacy teaching strategies. Early Childhood Research Quarterly, 24(3), 229-247.  link >

Meadan, H., Ostrosky, M. M., Zaghlawan, H. Y., & yu, S. (2009). Promoting the Social and Communicative Behavior of Young Children With Autism Spectrum Disorders: A Review of Parent-Implemented Intervention Studies. Topics in Early Childhood Special education, 29(2), 90-104.  link >

Yates, T. J., Ostrosky, M., Cheatham, G. A., Fettig, A., Shaffer, L., & Santos, R. M. (2009). Research Synthesis on Screening and Assessing Social Emotional Competence. University of Illinois at Urbana-Champaign.

Beneke, S. J., Ostrosky, M. M., & Katz, L. G. (2008). Calendar time for young children: Good intentions gone awry. YC Young Children, 63(3), 12-16.

Gaffney, J. S., Ostrosky, M. M., & Hemmeter, M. L. (2008). Books as Natural Support for Young Children's Literacy Learning. YC Young Children, 63(4), 87-93.

Hemmeter, M. L., Ostrosky, M., Artman, K. M., & Kinder, K. A. (2008). Moving right along... Planning transitions to prevent challenging behavior. YC Young Children, 63(3), 18-25.

Hemmeter, M. L., Santos, R. M., & Ostrosky, M. M. (2008). Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior: A Survey of Higher Education Programs in Nine States. Journal of Early Intervention, 30(4), 321-340.  link >

McCollum, J. A., & Ostrosky, M. M. (2008). Family roles in young children's emerging peer-related social competence. In W. H. Brown, S. L. Odom, & S. R. McConnell (Eds.), Social competence of young children: Risk, disability, and intervention (pp. 31-59). Paul H Brookes Publishing.

Meadan, H., Halle, J., Ostrosky, M. M., & Destefano, L. (2008). Communicative Behavior in the Natural Environment: Case Studies of Two Young Children With Autism and Limited Expressive Language. Focus on Autism and Other Developmental Disabilities, 23(1), 37-48.  link >

Fowler, S. A., Ostrosky, M. M., & Yates, T. J. (2007). Teaching and Learning in the Early Years. In L. Florian (Ed.), The SAGE Handbook of Special Education (pp. 349-359). SAGE Publishing.  link >

Quesenberry, A., Ostrosky, M. M., & Corso, R. (2007). Skilled and Knowledgeable Caregivers: The Role of Fathers in Supporting Young Children's Development. Young Exceptional Children, 10(4), 11-19.  link >

Zaghlawan, H. Y., Ostrosky, M. M., & Al-Khateeb, J. M. (2007). Decreasing the inattentive behavior of Jordanian children: A group experiment. Education and Treatment of Children, 30(3), 49-64.

Erbas, D., Yucesoy, S., Turan, Y., & Ostrosky, M. M. (2006). Turkish special education teachers' implementation of functional analysis in classroom settings. Education and Training in Developmental Disabilities, 41(2), 155-162.

Han, J., Ostrosky, M. M., & Diamond, K. E. (2006). Children's Attitudes Toward Peers With Disabilities: Supporting Positive Attitude Development. Young Exceptional Children, 10(1), 2-11.  link >

Hemmeter, M. L., Ostrosky, M., Santos, R. M., & Joseph, G. (2006). Preschool training module 1: Promoting children's success: Building relationships and creating supportive environments. University of Illinois at Urbana-Champaign.

Hemmeter, M. L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35(4), 583-601.

Meadan, H., Ostrosky, M. M., & Halle, J. W. (2006). “What?”; “I Don’t Understand’; and “Pardon?”: Using Communication Breakdowns to Encourage Communication. Young Exceptional Children, 9(3), 2-9.  link >

Ostrosky, M. M., Gaffney, J. S., & Thomas, D. V. (2006). The interplay between literacy and relationships in early childhood settings. Reading and Writing Quarterly, 22(2), 173-191.  link >

Santos, R. M., Cheatham, G. A., & Ostrosky, M. (2006). Enseñe me: Practical strategies for supporting the social and emotional development of young English language learners. Language Learner, 1(3), 5-9, 24.

Ostrosky, M. M., & Cheatham, G. A. (2005). Teaching the Use of a Problem-Solving Process: To Early Childhood Educators. Young Exceptional Children, 9(1), 12-19.  link >

Santos, R. M., & Ostrosky, M. (2005). The potential misinterpretation of problem behavior: Understanding the impact of language differences on preschoolers' behavior.

Horn, E. M., Ostrosky, M., & Jones, H. (Eds.) (2004). Family-based Practices. (Young Exceptional Children Monograph; No. 5). Division for Early Childhood of the Council for Exceptional Children.

Turan, Y., Ostrosky, M. M., Halle, J. W., & Destefano, L. (2004). Acceptability of language interventions: A comparison of preschool and elementary teachers' responses. Journal of Early Intervention, 26(3), 221-233.  link >

Lee, H., Ostrosky, M. M., Bennett, T., & Fowler, S. A. (2003). Perspectives of Early Intervention Professionals about Culturally- Appropriate Practices. Journal of Early Intervention, 25(4), 281-295.  link >

Ostrosky, M., & Sandall, S. R. (Eds.) (2002). Assessment: Gathering Meaningful Information. (Young Exceptional Children Monograph; No. 4). Division for Early Childhood of the Council for Exceptional Children.

Santos, RM., & Ostrosky, MM. (2002). Understanding the Impact of Language Differences on Classroom Behavior. (What Works Briefs; No. 2). Center on Social and Emotional Foundations for Early Learning.

Ostrosky, M., & Sandall, S. R. (Eds.) (2001). Teaching Strategies: What to Do to Support Young Children's Development. (Young Exceptional Children Monograph; No. 3). Division for Early Childhood of the Council for Exceptional Children.

Donegan, M. M., Ostrosky, M., & Fowler, S. A. (2000). Peer Coaching: Teachers Supporting Teachers. Young Exceptional Children, 3(3), 9-16.  link >

Sandall, S. R., & Ostrosky, M. (Eds.) (2000). Natural Environments and Inclusion. (Young Exceptional Children Monograph; No. 2). Division for Early Childhood of the Council for Exceptional Children.

Courses

Supervised Prac in SPED (SPED 524) Supervised practice in one or more settings in which students with mild to severe disabilities are served; practicum settings may include day, residential, special, and regular schools which serve students with disabilities. Topic: Infancy in Special Education. All students registering for Section I must attend Practicum Seminar on Wednesdays from 7:30 to 9:20 pm. In addition, those students who are participating in Playgroup Practicum are required to attend the Playgroup Seminar on Monday evenings (7 to 9 pm). If you have questions, please contact Dr. Hughes, 288 Education Building.

Supervised Prac in SPED (SPED 524) Supervised practice in one or more settings in which students with mild to severe disabilities are served; practicum settings may include day, residential, special, and regular schools which serve students with disabilities. Topic: Early Childhood and Special Edcation

Supervised Prac in SPED (SPED 524) Supervised practice in one or more settings in which students with mild to severe disabilities are served; practicum settings may include day, residential, special, and regular schools which serve students with disabilities. Topic: Early Childhood Special Education

Supervised Prac in SPED (SPED 524) Supervised practice in one or more settings in which students with mild to severe disabilities are served; practicum settings may include day, residential, special, and regular schools which serve students with disabilities. Topic: Infancy - Special Education

Consortium (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study.

Concepts and Issues in SPED I (SPED 592) Roles and competencies for special education leadership positions; includes literature critique, and preparation and presentation of a major review paper in an area of research interest.