Biography

Rosa Milagros Santos is the Associate Provost for Faculty Development. In this role, she assists with processes and policies related to faculty development and success, including faculty mentoring, support for pre-tenure and mid-career faculty, career paths for specialized faculty, and leadership development. She also oversees the new faculty orientation, mid-career faculty programming, and the dual-career academic couples program. Prior to her appointment as Associate Provost, Dr. Santos served as Interim Head of the Department of Special Education in the College of Education in 2016-17, and was a Provost Fellow for Faculty Development and Diversity in 2015-16.

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Key Professional Appointments

Associate Provost for Faculty Development Office of the Provost, University of Illinois, 2017 - present

Professor Special Education, University of Illinois, 2013 - present

Project Coordinator/Co-Principal Investigator, Early Childhood Research Institute on Culturally and Linguistically Appropriate Services Special Education, University of Illinois at Urbana-Champaign, 1997 - 2001

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Awards, Honors, Associations

Fellow, BTAA Leadership Program for Department Executive Officers Big Ten Academic Alliance, 2016 - 2016

List of Teachers Ranked as Excellent by their Students CITL, 2011 - 2014

Alumni Achievement Award Emma Eccles Jones College of Education and Human Services at Utah State University, 2013 - 2013

Outstanding CEC Leadership Award Council for Exceptional Children, 2013 - 2013

Outstanding Faculty Award for Service College of Education, University of Illinois at Urbana-Champaign, 2013 - 2013

Merle B. Karnes Service to the Division Award Division for Early Childhood of the Council for Exceptional Children, 2012 - 2012

Excellence in Undergraduate Teaching Office of the Provost, 2009 - 2009

Spitze-Mather Award for Excellence College of Education, 2004 - 2004

Fulbright Scholar Fulbright Program, 1990 - 1990

Research & Service

Dr. Santos’ research focuses on young children with disabilities and their families within the context of early intervention and early childhood special education services (EI/ECSE). Specifically, she is interested in developing an understanding of the ecologic influence of families and culture on parents and professionals in facilitating young children’s development and learning. To this end, she has engaged in research activities in three interrelated areas designed to advance the current knowledge base in the field of EI/ECSE. Her first research area is building empirical knowledge on how parents and other family members facilitate children’s learning and development. Her second research area is focused on developing a foundational understanding of the role that culture and language play in young children’s development. Her third research area focuses on translating research to practice for professionals in early childhood settings. Through these research activities, she aims to make a positive impact on the lives of children with disabilities and their families by enhancing the practices of professionals who work directly with these children and families.

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Publications

Weglarz-Ward, J., Santos Gilbertz, R., & Timmer, J. (2019). Factors that support and hinder including infants with disabilities in child care. Early Childhood Education Journal, 47 163-173.  link >

McCollum, J., Santos Gilbertz, R., & Weglarz-Ward, J. (2018). DEC Recommended Practices Monograph Series No. 5 on Interaction: Enhancing Children’s Access to Responsive Interaction. Washington, DC: Division for Early Childhood of the Council for Exceptional Children.

Weglarz-Ward, J., & Santos Gilbertz, R. (2018). Parent and Professional Perceptions of Inclusion in Child Care: A Literature Review. ( 2 ed vol. 31, pp. 128-143). Infants and Young Children.  link >

Corr, C., Santos Gilbertz, R., & Fowler, S. (2016). Families Living in Poverty and the Components of Early Intervention Services: A review of the literature. Topics in Early Childhood Special Education, 36 55-64.

Kern, J., McBride, B., Laxman, D., Dyer, W., Santos, R., & Jeans, L. (2016). The Role of Multiple-Group Measurement Invariance in Family Psychology Research. Journal of Family Psychology, 30 (3), 364-374.  link >

Ostrosky, M., Santos Gilbertz, R., & Zaghlawan, H. (2016). Early Intervention and Early Childhood Education. Research-Based Practices for Educating Students with Intellectual Disability Routledge.

Price, C., Ostrosky, M., & Santos, R. (2016). Strategies for reflecting on books that include characters with disabilities. Young Children, 71 (2), 30-37.

Santos, R., & Hile, K. (2016). Early Intervention. Sage Encyclopedia of Contemporary Early Childhood Education ( pp. 492-498). Thousands Oak, CA, USA: Sage Publishing.

Santos, R., Jeans, L., & Corr, C. (2016). The Developmental Benefits of Parent-Child Interaction: Perspectives of Filipino Mothers of Children with and without Disabilities Journal of Research in Childhood Education, 30 1-14.

Hains, A., Belland, J., Conceição-Runlee, S., Santos Gilbertz, R., & Rothenberg, D. (2000). Integrating technology into personnel preparation Topics in Early Childhood Special Education, 20 (3), 132-144.

Ohtake, Y., Santos Gilbertz, R., & Fowler, S. (2000). It’s a three way conversation: Families, service providers, and interpreters working together Young Exceptional Children, 4 (1), 12-18.

Santos Gilbertz, R., Fowler, S., Corso, R., & Bruns, D. (2000). Acceptance, acknowledgement, and adaptability: Selecting culturally and linguistically appropriate early childhood materials TEACHING Exceptional Children, 32 (3), 14-22.

Santos Gilbertz, R., & Lignugaris/Kraft, B. (1999). The effects of direct questions on preschool children’s responses to indirect requests Journal of Behavioral Education, 9 (3/4), 193-210.

Santos Gilbertz, R., Lignugaris/Kraft, B., & Akers, J. (1999). Tips on planning center time activities in preschool classrooms. ( 4 ed vol. 2, pp. 9-16). Young Exceptional Children.

Santos Gilbertz, R., & Lignugaris/Kraft, B. (1997). Integrating effective instruction literature with research on instruction in the natural environment. ( 2 ed vol. 7, pp. 97-129). Exceptionality.

Santos Gilbertz, R., & Lignugaris/Kraft, B. (1997). Integrating effective teaching literature with literature on instruction in the natural environment. ( 2 ed vol. 7, pp. 137-139). Exceptionality.

Corr, C., & Santos, R. Abuse and Young children with disabilities: A Review of the Literature. Journal of Early Intervention,.

Corr, C., Spence, C., Miller, D., Marshall, A., & Santos, R. Beyond “hoping for the best” - Home visits in impoverished urban areas Young Exceptional Children,.

Hile, K., Santos Gilbertz, R., & Hughes, M. Preparing Early Interventionists to Implement Family-centered Practices. Journal of Early Childhood Teacher Education/Taylor & Francis,.

Miller, D., & Santos Gilbertz, R. The characteristics among maltreatment, special education service delivery, and personnel preparation. Journal of Special Education,.

Spence, C., Miller, D., Corr, C., & Santos, R. When in doubt, reach out! Effective teaming strategies for early childhood professionals. Young Children,.

Weglarz-Ward, J., & Santos Gilbertz, R. What early intervention looks like in child care settings: Stories from providers. Journal of Early Intervention,.

Santos, R., & Duran, L. (2014). When Good Intentions are Not Enough: Essentials for Effective Leaders and Educators in Building and Leading Culturally Responsive Schools and Programs. Using Positive Behavioral Supports for Promoting School Success from Early Childhood to High School for Culturally and Linguistically Diverse Students: Practices and Policies New York, USA: Peter Lang Publishing Group.

Laxman, D., McBride, B., Jeans, L., Dyer, J., Santos, R., Kern, J., Sugimura, N., Curtiss, S., & Weglarz-Ward, J. (2015). Father involvement and maternal depressive symptoms in families of children with disabilities or delays. ( 19 ed pp. 1078–1086). Maternal and Child Health Journal.

Jeans, L., Santos Gilbertz, R., Laxman, D., McBride, B., & Dyer, W. (2014). Early Predictors of ASD in Young Children Using a Nationally Representative Data Set. Journal of Early Intervention.  link >

Meadan-Kaplansky, H., Ostrosky, M., Santos, R., & Snodgrass, M. (2013). How can I help?: Prompting procedures to support children’s learning ( 4 ed vol. 16,). Young Exceptional Children.  link >

Jeans, L., Santos Gilbertz, R., Laxman, D., McBride, B., & Dyer, W. (2013). Stress and Symptoms of Depression in Mothers of Young Children with Autism Spectrum Disorders, Using a Nationally Representative Dataset. Topics in Early Childhood Special Education,.  link >

Cheatham, G., Santos, R., & Kerkutluoglu, A. (2012). Review of comparison studies investigating bilingualism and bilingual instruction for students with disabilities Focus on Exceptional Children,.

Santos Gilbertz, R., Cheatham, G., & Duran, L. (2012). Young Exceptional Children Monograph Series No. 14 on Supporting Young Dual Language Learners with Special Needs ( vol. 14,). Missoula, MT, USA: Division for Early Childhood of the Council for Exceptional Children.

Santos Gilbertz, R., Shaffer, L., & Fettig, A. (2012). Helping families connect early literacy with social-emotional development Young Children, 67 (2), 88-93.

Duran, L., Cheatham, G., & Santos Gilbertz, R. (2011). Assessing Dual Language Learners: Recommendations for Practice Young Exceptional Children Monograph on Gathering Information to Make Informed Decisions: Contemporary Perspectives about Assessment in Early Intervention and Early Childhood Special Education ( pp. 133-156). Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.

Santos Gilbertz, R., Ostrosky, M., Yates, T., Fettig, A., Cheatham, G., & Shaffer, L. (2011). Practices in assessing young children's social-emotional competence: It's more than just completing a checklist Young Exceptional Children Monograph on Gathering Information to Make Informed Decisions: Contemporary Perspectives about Assessment in Early Intervention and Early Childhood Special Education ( pp. 111-132). Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.

Santos Gilbertz, R., Ruppar, A., & Jeans, L. (2011). Immersing Students in the Culture of Disability through Service Learning Teacher Education in Special Education, 1 (35), 49-63.

Cheatham, G., & Santos Gilbertz, R. (2011). Collaborating with families from diverse cultural and linguistic backgrounds: Considering time and communication orientations Young Children, 66 (5), 76-84.

Mouzourou, C., Santos Gilbertz, R., & Gaffney, J. (2011). At home with disability: Three generations of one family narrate Autism International Journal of Qualitative Studies in Education, 24 693-715.

Santos Gilbertz, R., & Chan, S. (2011). Developing cross-cultural competence: A guide for working with young children and their families. Baltimore, MD: Paul H. Brookes.

Santos Gilbertz, R., Jeans, L., McCollum, J., Fettig, A., & Quesenberry, A. (2010). Perspectives of roles during parent-child interactions of Filipino immigrant mothers. Early Child Care and Development,.  link >

Cheatham, G., & Santos Gilbertz, R. (2009). “Why won’t they just cooperate?” Understanding how cultural values impact how we team with families. Young Exceptional Children Monograph Series 11, Quality Inclusive Services in a Diverse Society, 107-121.

Cheatham, G., Santos Gilbertz, R., & Armstrong, J. (2009). Y’all listenin’? Accessing children’s dialects in preschool Young Exceptional Children, 12 2-14.

Dyer, W., McBride, B., Santos Gilbertz, R., & Jeans, L. (2009). A longitudinal examination of father involvement with children with developmental delays: Does timing of diagnosis matter? Journal of Early Intervention, 31 265-281.

Peterson, C., Fox, L., & Santos Gilbertz, R. (2009). Young exceptional children [Monograph, Serial No. 11]. Quality Inclusive Services in a Diverse Society.

Yates, T., Ostrosky, M., Cheatham, G., Fettig, A., Shaffer, L., & Santos Gilbertz, R. (2009). Research synthesis on screening and assessing social-emotional competence. Center on the Social and Emotional Foundations for Early Learning, University of Illinois at Urbana-Champaign.

Hemmeter, M., Santos Gilbertz, R., & Ostrosky, 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.

Cheatham, G., Santos Gilbertz, R., & Ro, Y. (2007). Home language acquisition and retention for young exceptional children Young Exceptional Children, 11 (1), 27-39.

Santos Gilbertz, R., & McCollum, J. (2007). Perspectives of parent-child interaction in Filipino mothers of very young children with and without disabilities Journal of Early Intervention, 29 (3), 243-261.

Santos Gilbertz, R., Corso, R., & Maude, S. (2006). Increasing meaningful participation of diverse constituents: Lessons learned from the CLAS experience Multiple Voices, 9 34-49.

Santos Gilbertz, R., Cheatham, G., & 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.

Hemmeter, M., Santos Gilbertz, R., Snyder, P., Hyson, M., Harris-Solomon, A., & Bailey, D. (2005). Young children with, or at-risk for, developmental disabilities National goals and research for people with intellectual and developmental disabilities ( pp. 15-37). Washington, DC: American Association on Mental Retardation.

Cheatham, G., & Santos Gilbertz, R. (2005). A-B-C's of bridging home and school expectations for children and families of diverse backgrounds Young Exceptional Children, 8 (3), 3-11.

Ohtake, Y., Santos Gilbertz, R., & Fowler, S. (2005). It's a three way conversation: Families, service providers and interpreters working together. ( pp. 33-43). In Young Exceptional Children Monograph Series No. 6 on Interdisciplinary Teaming.

Sandall, S., McLean, M., Santos Gilbertz, R., & Smith, B. (2005). DEC’s recommended practices: The context for change DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education ( pp. 19-39). Longmont, CO: Sopris West.

Santos Gilbertz, R., Corso, R., & Rothenberg, D. (2005). Information training and technical assistance: A case study of the CLAS Institute Web site The handbook of special education technology research and practice ( pp. 161-175). Whitefish Bay, WI: Knowledge by Design.

Santos Gilbertz, R. (2004). Responsiveness to family cultures, values, and languages Missoula, MT: The Council for Exceptional Children, Division for Early Childhood.

Corso, R., Fowler, S., & Santos Gilbertz, R. (2004). CLAS collection #2: Building healthy relationships with families to support service utilization Longmont, CO: Sopris West.

Fowler, S., Santos Gilbertz, R., & Corso, R. (2004). CLAS collection #1: Getting started: Culturally and linguistically appropriate screening, assessment and family information gathering Longmont, CO: Sopris West.

Ohtake, Y., Fowler, S., & Santos Gilbertz, R. (2004). Working with interpreters to plan early childhood services with bilingual and multilingual families CLAS collection #3: Language and communication: Working with linguistically diverse families ( pp. 5-38). Longmont, CO: Sopris West.

Santos Gilbertz, R. (2004). Ensuring culturally and linguistically appropriate assessment of young children Young Children, 59 (1), 48-50.

Santos Gilbertz, R. (2004). Ensuring culturally and linguistically appropriate assessment of young children. ( pp. 38-39). Washington, DC: Spotlight on young children and assessment / National Association for the Education of Young Children.

Santos Gilbertz, R., & Chan, S. (2004). Families with Pilipino roots Developing cross-cultural competence: A guide for working with young children and their families ( 3 ed pp. 299-344). Baltimore: Brookes.

Santos Gilbertz, R., & Zhang, C. (2004). An individualized perspective of family support services: A review of the literature CLAS collection #2: Building healthy relationships with families to support service utilization ( pp. 37-48). Longmont, CO: Sopris West.

Santos Gilbertz, R., Corso, R., & Fowler, S. (2004). CLAS collection #3: Language and communication: Working with linguistically diverse families Longmont, CO: Sopris West.

Banks, R., Roof, V., & Santos Gilbertz, R. (2003). Discovering family concerns, priorities and resources: Sensitive family information gathering Young Exceptional Children, 6 (2), 11-19.

Ostrosky, M., & Santos Gilbertz, R. (2003). Understanding the impact of language differences on classroom behavior. ( 5 ed vol. 23, pp. 20-21). The Utah Special Educator Special Monograph on English Learners: Literacy and Achievement.

Santos Gilbertz, R. (2003). Ensuring culturally and linguistically appropriate assessment of young children Young Children, 1 (59), 48-50.

Corso, R., Santos Gilbertz, R., & Roof, V. (2002). Adapting and evaluating early childhood education and early childhood special education materials at the community level Teaching Exceptional Children, 34 (3), 30-36.

Santos Gilbertz, R. (2002). DEC position statement on responsiveness to family cultures, values and languages Arlington, VA: The Council for Exceptional Children, Division for Early Childhood.

Santos Gilbertz, R., & Ostrosky, M. (2002). Understanding the impact of language differences on classroom behavior (What Works Briefs # 2) Champaign, IL: University of Illinois at Urbana-Champaign, Center on the Social and Emotional Foundations for Early Learning.

Santos Gilbertz, R. (2001). Using what children know to teach them something new: Applying high-probability procedures at home and in the preschool classroom Young Exceptional Children Monograph on Teaching Strategies (Serial No. 3),.

Santos Gilbertz, R., Lee, S., Valdivia, R., & Zhang, C. (2001). Translating translations: Selecting and using translated early childhood materials Teaching Exceptional Children, 34 (2), 26-31.

Bhagwanji, Y., Santos Gilbertz, R., & Fowler, S. (2000). Culturally sensitive practices in motor skills intervention with young children (CLAS Technical Report #1) Champaign, IL: CLAS Early Childhood Research Institute, University of Illinois at Urbana-Champaign.  link >

Catlett, C., Winton, P., & Santos Gilbertz, R. (2000). Resources within reason: Materials that serve culturally and linguistically diverse children and families Young Exceptional Children, 3 (4), 27.

Catlett, C., Winton, P., & Santos Gilbertz, R. (2000). Resources within reason: Materials that support culturally and linguistically diverse children and families Young Exceptional Children, 3 (3), 28.

Sandall, S., McLean, M., Santos Gilbertz, R., & Smith, B. (2000). DEC’s new recommended practices: The context for change DEC recommended practices in early intervention/early childhood special education ( pp. 5-13). Longmont, CO: Sopris West.

Santos, R. (2000). Special needs children and their families. Continuance, 39.

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Presentations

Cockroaches, Crowding, & Crying: Rethinking the Dynamics of Poverty & Social Emotional Development in the Early Childhood Years. (2015).: St. Petersburg, FL.

Change in children’s functional abilities across time and contributions of father involvement. (2015). SRCD: Philadelphia, PA.

Father involvement in early intervention: Identifying the barriers (2015). SRCD: Philadelphia, PA.

Together We Will: Use a Framework for Social Emotional Success (2015).: Cromwell, CT.

Preparing Future Early Interventionists to Implement Participatory Family-Centered Practices. (2014). Zero to Three: Fort Lauderdale, FL.

Professional Development for Early Interventionists: A Review of the Literature (2014). Zero to Three: Fort Lauderdale, FL.

Examination of early intervention content in personnel preparation programs across disciplines. (2014). TED: Indianapolis, IN.

Children with disabilities who have experienced abuse: A synthesis of the literature. (2014). DEC: St. Louis, MO.

Early intervention and families living in poverty: Methodological considerations. (2014). DEC: St. Louis, MO.

Personnel preparation of early interventionists across disciplines in one state (2014). DEC: St. Louis, MO.

Preparing Future Early Interventionists to Implement Participatory Family-Centered Practices (2014). DEC: St. Louis, MO.

Professional Development for Early Interventionists: A Review of the Literature (2014). DEC: St. Louis, MO.

The Nuts and Bolts of Training with the Pre-K Parent Modules. (2014).: St. Petersburg, FL.

Identifying the Training Needs of Early Intervention Personnel: Family Focused Programming Includes Fathers (2014).: San Diego, CA.

Modeling Time-Dependent Associations in Longitudinal Research with Children with Disabilities: Assessment Lag as Moderator (2014).: San Diego, CA.

arly Intervention Providers’ Perceptions of Serving Families in Poverty (2014).: San Diego, CA.

Understanding Ways that Culture Can Impact Young Children’s Behavior and Social Emotional Development (2013).: San Francisco, CA.

romoting Inclusive Practices: Using Research and Resources from DEC (2013).: San Francisco, CA.

Promoting Social and Emotional Competence in Preschool Environments: A Training-of-Trainers. (2013).: San Francisco, CA.

A Cross-Cultural Perspective of Mothers’ Roles and Goals During Parent-Child Interactions (2013).: San Antonio, TX.

When Good Intentions are Not Enough: Strategies to Effectively Work with Families from Diverse Cultural and Linguistic Backgrounds (2013).: Clearwater Beach, FL.

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Grants

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

Co-Principal Investigator Early Intervention Training Program (EITP) at the University of Illinois, Illinois Department of Human Services, 2013 - 2020

Co-Principal Investigator Family Development Concentration Area - Early Intervention Military Families Learning Network, U.S. Department of Defense (Auburn University), 2015 - 2019

Principal Investigator Preparing Culturally Responsive Early Intervention/Early Childhood Special Education Personnel (PCRP), U.S. Department of Education, 2014 - 2019

Principal Investigator Project Blend, U.S. Department of Education, 2011 - 2019

Co-Principal Investigator Preparing Relationship-based Early Intervention/Early Childhood Special Education Personnel (PREP), U.S. Department of Education, 2009 - 2016

Senior Personnel Military Families Learning Network, U.S. Department of Agriculture, 2014 - 2015

Principal Investigator Head Start Center on Quality Teaching and Learning, Health & Human Services (University of Washington), 2010 - 2015

Co-Principal Investigator Men's Parenting Behaviors in Famlies of Children with Disabilities: Findings from the ECLS-B, Institute of Education Sciences, 2012 - 2014

Senior Personnel DELL-D Developing Early Language and Literacy in Danville, U.S. Department of Education, 2007 - 2011

Principal Investigator Preparing Relationship-Based Early Intervention Personnel (PREP), U.S. Department of Education, 2004 - 2010

Senior Personnel Center on the Social and Emotional Foundations for Early Learning (CSEFEL), U.S. Department of Health and Human Services, 2001 - 2006

Senior Personnel Center for Evidence-Based Practice: Young Children with Challenging Behavior, U.S. Department of Education, 2001 - 2006

Principal Investigator Perceptions of Immigrant Filipino Mothers' Interactions with Their Infants and Toddlers, Campus Research Board, 2004 - 2004

Co-Principal Investigator Enhancing Pre-Service Teachers' Resource Family Experience, The Kay Meginnis Endowment for the Enhancement of Special Education Programs, 2003 - 2004

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Service

Associate Editor Journal of Early Intervention, Division for Early Childhood of the Council for Exceptional Children, 2014 - present

Managing Editor DEC Recommended Practices Monograph Series, Division for Early Childhood of the Council for Exceptional Children, 2014 - present

Managing Editor YEC Monograph Series, Division for Early Childhood of the Council for Exceptional Children, 2012 - 2014

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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. Additional fees may apply. See Class Schedule. Approved for S/U grading only. May be repeated in same or subsequent terms to a maximum of 8 hours.

Project BLEND 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.

Santos , Rosa Milagros

Associate Provost for Faculty Development, Special Education

Contact

Office

284D Education Building
1310 S. Sixth St.
Champaign, IL 61820

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