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Rosa Santos Gilbertz

Biography

Professor Santos is the Associate Provost for Faculty Development at the University of Illinois at Urbana-Champaign. In this role, she assists with campus-level 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. Associate Provost Santos also oversees the new faculty orientation, mid-career faculty programming, and the dual-career academic couples program. Prior to her appointment as Associate Provost, she 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.

Key Professional Appointments

  • Associate Provost for Faculty Development, Office of the Provost, University of Illinois, Urbana-Champaign
  • Professor, Special Education, University of Illinois, Urbana-Champaign
Education

PhD, Special Education, Utah State University, 1997

MS, Special Education, Emporia State University, 1992

BS, Family Life and Child Development, University of the Philippines, 1986

Awards, Honors, Associations

<em>1999-2014: List of Teachers Ranked as Excellent by their Students</em><span>, University of Illinois </span>

<span><em><em>2022: <em>Distinguished Graduate Lecturer</em>, Department of Special Education at San Diego State University-San Diego, CA.</em></em></span>

<span><em><em>2002-2003: <em>Spitze-Mather Faculty Award for Excellence</em><span>, College of Education, University of Illinois</span></em></em></span>

<span><em><em>2007-2008: Outstanding Undergraduate Teaching Award for Faculty</em><span>, College of Education, University of Illinois</span></em></span>

<span><em>2008-2009: <em>Campus Award for Excellence in Undergraduate Teaching</em>, Office of the Provost, University of Illinois</em></span>

<span><em>2009-2013: <em>Teaching Academy Faculty Fellow</em><span>, Office of the Provost, University of Illinois</span></em></span>

<span><em>2011: <em>Named as one of Inclusive Illinois’ Campus Women Leaders</em>, Provost’s Gender Equity Council, University of Illinois</em></span>

<span><em>2012: <em>Merle B. Karnes Service to the Division Award</em>, The Division for Early Childhood of the Council for Exceptional Children</em></span>

<span><em>2013: <em>CEC Leadership Award</em>, The Council for Exceptional Children</em></span>

<span><em>2013: <em>Alumni Achievement Award</em>, Emma Eccles Jones College of Education and Human Services, Utah State University</em></span>

<span><em>2013: <em>Outstanding Faculty Award for Service</em><span>, College of Education, University of Illinois</span></em></span>

<span><em>2016: <em>Distinguished Graduate Lecturer</em>, Department of Special Education at San Diego State University-San Diego, CA.</em></span>

<span><em>2016-2017: F<em>ellow</em>, Big Ten Academic Alliance Leadership Program for Department Executive Officers, University of Illinois</em></span>

<span><em>2018: <em>Innovation in Programming Award - 3<sup>rd</sup> Place Central Region Winner (Military Families Learning Network 2017 Team)</em><span>, National Extension Association for Family Consumer Sciences</span></em></span>

<span><em>2018: <em>Innovation in Programming Award - 2018 State Award (Military Families Learning Network 2017 Team),</em> National Extension Association of Family  Consumer Sciences -Minnesota Affiliate</em></span>

<span><em>2019 1<sup>st</sup> Place National Winner and 1<sup>st</sup> Place Central Region Winner - </em>Mary W. Wells Memorial Diversity Award<em> (Military Families Learning Network 2018 Virtual Conference - </em>Cultural Competency Awareness, Action, and Advocacy <em>Team), </em>National Extension Association for Family Consumer Sciences</span>

Links

Office of the Provost

Military Families Learning Network

Early Intervention Training Program at the University of Illinois

Research & Service

Professor Santos' research focuses on young children with disabilities and their families within the context of early intervention and early childhood special education services. 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.  She is engaged in research activities in three interrelated areas

(1) building empirical knowledge on how parents and other family members facilitate children’s learning and development;

(2) developing a foundational understanding of the role that culture and language play in young children’s development; and

(3) translating research to practice for professionals in early childhood settings.

Through these research activities, her aim is 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.

Publications

Adams, N. B., & Santos, R. (2022). A Call for Support for Refugee Families and Their Children with Disabilities. Exceptionality, 30(5), 351-365.  link >

Adams, N. B., & Santos, R. M. (2022). Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities. Journal of Special Education, 56(2), 63-72.  link >

Hile, K. A., & Santos, R. M. (2022). “Would You Like to Hear a Story?”: Collaborating With Families Using Photo-Elicitation. Journal of Early Intervention, 44(1), 40-57.  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 >

Curtiss, S. L., McBride, B. A., Uchima, K., Laxman, D. J., Santos, R. M., Weglarz-Ward, J., & Kern, J. (2021). Understanding Provider Attitudes Regarding Father Involvement in Early Intervention. Topics in Early Childhood Special education, 41(2), 147-159.  link >

Corr, C., Milagros Santos, R., Fowler, S. A., Spence, C., & Skubel, A. (2020). Early interventionists’ perceptions of supporting families experiencing poverty. Early Child Development and Care, 190(13), 2093-2105.  link >

Corr, C., Snodgrass, M. R., Greene, J. C., Meadan, H., & Santos, R. M. (2020). Mixed Methods in Early Childhood Special Education Research: Purposes, Challenges, and Guidance. Journal of Early Intervention, 42(1), 20-30.  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 >

Miller, D., & Santos, R. M. (2020). The Characteristics Among Maltreatment, Special Education Service Delivery, and Personnel Preparation. Journal of Special Education, 53(4), 216-225.  link >

Weglarz-Ward, J. M., Santos, R. M., & Hayslip, L. A. (2020). How Professionals Collaborate to Support Infants and Toddlers with Disabilities in Child Care. Early Childhood Education Journal, 48(5), 643-655.  link >

Weglarz-Ward, J. M., Santos, R. M., & Hayslip, L. A. (2020). What Early Intervention Looks Like in Child Care Settings: Stories From Providers. Journal of Early Intervention, 42(3), 244-258.  link >

Corr, C., & Milagros Santos, R. (2019). Jocelin: a best-case scenario for a young child with disabilities who experienced abuse? Early Child Development and Care, 189(1), 1-15.  link >

Spence, C. M., & Santos, R. M. (2019). Multi-component Professional Development for Early Interventionists. International Journal of Early Childhood Special Education, 11(1), 52-63.  link >

Weglarz-Ward, J. M., Santos, R. M., & Timmer, J. (2019). Factors That Support and Hinder Including Infants with Disabilities in Child Care. Early Childhood Education Journal, 47(2), 163-173.  link >

Corr, C., Spence, C., Miller, D., Marshall, A. A., & Santos, R. M. (2018). Beyond “Hoping for the Best”: Home Visits in Impoverished Urban Areas. Young Exceptional Children, 21(2), 111-120.  link >

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

Weglarz-Ward, J. M., Santos, R. M., Laxman, D. J., McBride, B. A., Curtiss, S. L., & Kern, J. L. (2018). Inviting Dad to the Dance: Father-Child Involvement and Interactions. In J. A. McCollum, R. M. Santos, & J. M. Weglarz-Ward (Eds.), Interaction: Enhancing Children’s Access to Responsive Interactions (pp. 51-64). (DEC Recommended Practices Monograph Series; No. 5). Division for Early Childhood of the Council for Exceptional Children.

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

Corr, C., & Santos, R. M. (2017). Abuse and Young Children With Disabilities: A Review of the Literature. Journal of Early Intervention, 39(1), 3-17.  link >

Corr, C., & Santos, R. M. (2017). “Not in the Same Sandbox”: Cross-Systems Collaborations Between Early Intervention and Child Welfare Systems. Child and Adolescent Social Work Journal, 34(1), 9-22.  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.

McBride, B. A., Curtiss, S. J., Uchima, K., Laxman, D. J., Santos, R. M., Weglarz-Ward, J., Dyer, W. J., Jeans, L. M., & Kern, J. (2017). Father Involvement in Early Intervention: Exploring the Gap Between Service Providers’ Perceptions and Practices. Journal of Early Intervention, 39(2), 71-87.  link >

Miller, D., Corr, C. P., Munger, K., Spence, C. M., & Santos, R. M. (2017). Adoption, Attachment, and the DEC Recommended Family Practices. In C. M. Trivette, & B. Keilty (Eds.), Family: Knowing Families, Tailoring Practices, Building Capacity (pp. 67-74). (DEC Recommended Practices Monograph Series; No. 3). Division for Early Childhood of the Council for Exceptional Children.

Hile, K. A., Milagros Santos, R., & Hughes, M. A. (2016). Preparing early interventionists to implement family-centered practices. Journal of Early Childhood Teacher Education, 37(4), 314-330.  link >

Kern, J. L., McBride, B. A., Laxman, D. J., Justin Dyer, W., Santos, R. M., & Jeans, L. M. (2016). The role of multiple-group measurement invariance in family psychology research. Journal of Family Psychology, 30(3), 364-374.  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., & Santos, R. M. (2016). Reflecting on Books That Include Characters With Disabilities. YC Young Children, 71(2), 30-37.

Santos, R. M. (2016). DEC Position Statement on Child Maltreatment. Division for Early Childhood of the Council for Exceptional Children.

Santos, R. M., & Hile, K. A. (2016). Early Intervention. In D. Couchenour, & J. K. Chrisman (Eds.), The SAGE Encyclopedia of Contemporary Early Childhood Education (pp. 492-498). SAGE Publishing.  link >

Santos, R. M. (2016). IRIS Module: Strategies for Supporting Young Children with Disabilities who are also Dual Language Learners in the Preschool Classroom. The IRIS Center.

Santos, R. M., Jeans, L. M., & 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), 85-98.  link >

Corr, C., Santos, R. M., & Fowler, S. A. (2015). The Components of Early Intervention Services for Families Living in Poverty: A Review of the Literature. Topics in Early Childhood Special education, 36(1), 55-64.  link >

Laxman, D. J., McBride, B. A., Jeans, L. M., Dyer, W. J., Santos, R. M., Kern, J. L., Sugimura, N., Curtiss, S. L., & Weglarz-Ward, J. M. (2015). Father Involvement and Maternal Depressive Symptoms in Families of Children with Disabilities or Delays. Maternal and child health journal, 19(5), 1078-1086.  link >

Santos, R. M. (2015). Building Relationships with Families from Diverse Backgrounds. University of Illinois Urbana-Champaign.

Santos, R. M. (2015). Enhancing Services for Young Children With Disabilities and Their Families. (DEC Recommended Practices Monograph Series; No. 1). Division for Early Childhood of the Council for Exceptional Children.

Santos, R. M., & Durán, L. (2014). When Good Intentions Are Not Enough: Essentials for Effective Leaders and Educators in Building and Leading Culturally Responsive Schools and Programs. In C. Zhang, C. McCray, & S-J. Cho (Eds.), Effective Education for All: Implementing Positive Behavior Support in Early Childhood Through High School (pp. 211-225). (Educational Psychology: Critical Pedagogical Perspectives; Vol. 25). Peter Lang Publishing.

Jeans, L. M., Santos, R. M., Laxman, D. J., McBride, B. A., & Dyer, W. J. (2013). Early Predictors of ASD in Young Children Using a Nationally Representative Data Set. Journal of Early Intervention, 35(4), 303-331.  link >

Jeans, L. M., Santos, R. M., Laxman, D. J., Mcbride, B. A., & Dyer, W. J. (2013). Examining ECLS-B: Maternal Stress and Depressive Symptoms When Raising Children With ASD. Topics in Early Childhood Special education, 33(3), 162-171.  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 >

Santos, R. M. (2013). YEC’s Editorial Team wish to thank the following individuals for their support of the Young Exceptional Children journal. Young Exceptional Children, 16(4), 44-45.  link >

Cheatham, G. A., Santos, R. M., & Kerkutluoglu, A. (2012). Review of Comparison Studies Investigating Bilingualism and Bilingual Instruction for Students with Disabilities. Focus on Exceptional Children, 45(3), 1-12.  link >

Duran, L., & Santos, R. M. (2012). Inventory of practices: Evidence-based strategies to support communication and language development of young children who are dual language learners. University of Illinois Urbana-Champaign.

Duran, L., & Santos, R. M. (2012). Screening guidelines for young children who are dual language learners. University of Illinois Urbana-Champaign.

Little-Romero, E., Duran, L., & Santos, R. M. (2012). Supporting the Maintenance and Revitalization of Indigenous Language and Cultures Through Early Childhood Practice. In R. M. Santos, G. A. Cheatham, & L. Duran (Eds.), Supporting Young Children who are Dual Language Learners with or at-risk for Disabilities (pp. 148-163). (Young Exceptional Children Monograph Series; No. 14). Division for Early Childhood of the Council for Exceptional Children.

Santos, R. M., Ruppar, A. L., & Jeans, L. M. (2012). Immersing Students in the Culture of Disability Through Service Learning. Teacher Education and Special Education, 35(1), 49-63.  link >

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 Urbana-Champaign.

Santos, R. M., Cheatham, G. A., & Durán, L. (Eds.) (2012). Supporting Young Children Who Are Dual Language Learners with or at-Risk for Disabilities. (Young Exceptional Children Monograph Series; No. 14). Division for Early Childhood of the Council for Exceptional Children.

Santos Gilbertz, R. M., Fettig, A., & Shaffer, L. (2012). Helping Families Connect Early Literacy with Social-Emotional Development. YC Young Children, 67(2), 88-93.

Cheatham, G. A., & Santos, R. M. (2011). Collaborating with families from diverse cultural and linguistic backgrounds considering time and communication orientations. YC Young Children, 66(5), 76-82.

Duran, L., Cheatham, G., & Santos, R. M. (2011). Assessing Dual Language Learners: Recommendations for Practice. 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. 133-156). (Young Exceptional Children Monograph Series; No. 13). Division for Early Childhood of the Council for Exceptional Children.

Mouzourou, C., Santos, R. M., & Gaffney, J. S. (2011). At home with disability: One family's three generations narrate autism. International Journal of Qualitative Studies in Education, 24(6), 693-715.  link >

Santos, R. M., & Chan, S. (2011). Families with Filipino Roots. In E. W. Lynch, & M. J. Hanson (Eds.), Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families (4 ed., pp. 319-364). Brookes Publishing.

Santos, R. M., Jeans, L. M., McCollum, J., Fettig, A., & Quesenberry, A. (2011). Perspectives of roles during parent-child interactions of Filipino immigrant mothers. Early Child Development and Care, 181(6), 809-826.  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.

Cheatham, G., & Santos, R. M. (2009). “Why Won’t They Just Cooperate?”: Understanding How Cultural Values Impact How We Team with Families. In C. Peterson, L. Fox, & A. Santos (Eds.), Quality Inclusive Services in a Diverse Society (pp. 107-121). (Young Exceptional Children Monograph Series; No. 11). Division for Early Childhood of the Council for Exceptional Children.

Cheatham, G. A., Armstrong, J., & Santos, R. M. (2009). "Y'all Listenin?": Accessing Children’s Dialects in Preschool. Young Exceptional Children, 12(4), 2-14.  link >

Justin Dyer, W., McBride, B. A., Santos, R. M., & Jeans, L. M. (2009). A Longitudinal Examination of Father Involvement With Children With Developmental Delays: Does Timing of Diagnosis Matter? Journal of Early Intervention, 31(3), 265-281.  link >

Peterson, C., Fox, L., & Santos, R. M. (Eds.) (2009). Quality Inclusive Services in a Diverse Society. (Young Exceptional Children Monograph Series; No. 11). Division for Early Childhood of the Council for Exceptional Children.

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 Urbana-Champaign.

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 >

Cheatham, G. A., Milagros Santos, R., & Ellie Ro, Y. (2007). Home Language Acquisition and Retention for Young Children With Special Needs. Young Exceptional Children, 11(1), 27-39.  link >

Santos, R. M., & McCollum, J. A. (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.  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 Urbana-Champaign.

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.

Santos, R. M., Corso, R. M., & Maude, S. (2006). Meaningful Participation of Diverse Constituents: The Culturally and Linguistically Appropriate Services Institute. Multiple Voices for Ethnically Diverse Exceptional Learners, 9(1), 34-49.  link >

Cheatham, G. A., & Milagros Santos, R. (2005). A-B-Cs of Bridging Home and School Expectations: For Children and Families of Diverse Backgrounds. Young Exceptional Children, 8(3), 3-11.  link >

Corso, R. M., Fowler, S. A., & Santos, R. M. (Eds.) (2005). Building Healthy Relationships with Families. (CLAS Collection; No. 2). Sopris West Educational Services.

Fowler, S. A., Santos, R. M., & Corso, R. M. (Eds.) (2005). Getting Started: Culturally and Linguistically Appropriate Screening, Assessment and Family Information Gathering. (CLAS Collection; No. 1). Sopris West Educational Services.

Hemmeter, M. L., Santos, R. M., Snyder, P., Hyson, M., Harris-Solomon, A., Bailey, D., Farrell, A., & Fewell, R. (2005). Young Children with or at-Risk for, Developmental Disabilities. In A. Turnbull, & K. C. Lakin (Eds.), National Goals and Research for People with Intellectual and Developmental Disabilities (pp. 15-37). American Association on Mental Retardation.

Ohtake, Y., Santos, R. M., & Fowler, S. A. (2005). It’s a Three-way Conversation: Families, Service Providers and Interpreters Working Together. In E. M. Horn, & H. Jones (Eds.), Interdisciplinary Teams (pp. 33-43). (Young Exceptional Children Monograph Series; No. 6). Division for Early Childhood of the Council for Exceptional Children.

Ohtake, Y., Fowler, S. A., & Santos, R. M. (2005). Working with Interpreters to Plan Early Childhood Services with Bilingual and Multilingual Families. In R. M. Santos, R. M. Corso, & S. A. Fowler (Eds.), Working with Linguistically Diverse Families (pp. 38-50). (CLAS Collection; No. 3). Sopris West Educational Services.

Sandall, S. R., McLean, M., Santos, R. M., & Smith, B. J. (2005). DEC's Recommended Practices: The Context for Change. In S. Sandall, M. L. Hemmeter, B. J. Smith, & M. E. McLean (Eds.), DEC Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education (pp. 19-39). Sopris West.

Santos, R. M., & Zhang, C. (2005). An Individualized Perspective of Family Support Services: A Review of the Literature. In R. M. Corso, S. A. Fowler, & R. M. Santos (Eds.), Building Healthy Relationships with Families (pp. 5-38). (CLAS Collection; No. 2). Sopris West Educational Services.

Santos, R. M., Corso, R. M., & Rothenberg, D. (2005). Information Training and Technical Assistance: A Case Study of the Culturally and Linguistically Appropriate Services (CLAS) Institute Web Site. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of Special Education Technology Research and Practice (pp. 161-175). Knowledge By Design, Inc.

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

Santos, R. M., Corso, R. M., & Fowler, S. A. (Eds.) (2005). Working with Linguistically Diverse Families. (CLAS Collection; No. 3). Sopris West Educational Services.

Santos, R. M. (2004). DEC Concept Paper on Responsiveness to Family Cultures, Values and Languages. Division for Early Childhood of the Council for Exceptional Children.

Santos, R. M. (2004). Ensuring Culturally and Linguistically Appropriate Assessment of Young Children. YC Young Children, 59(1), 48-50.

Santos, R. M., & Chan, S. (2004). Families with Filipino Roots. In E. W. Lynch, & M. J. Hanson (Eds.), Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families (3 ed., pp. 299-344). Brookes Publishing.

Banks, R. A., Milagros Santos, R., & Roff, V. (2003). Discovering Family Concerns, Priorities, and Resources: Sensitive Family Information Gathering. Young Exceptional Children, 6(2), 11-19.  link >

Corso, R. M., Santos, R. M., & Roof, V. (2002). Honoring Diversity in Early Childhood Education Materials. Teaching Exceptional Children, 34(3), 30-36.  link >

Santos, R. M. (2002). DEC Position Statement on Responsiveness to Family Cultures, Values and Languages. 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.

Ohtake, Y., Santos, R. M., & Fowler, S. A. (2001). Working with Interpreters to Plan Early Childhood Services with Limited-English-Proficient Family. (CLAS Technical Report; No. 12). CLAS Early Childhood Research Institute.

Santos, R. M., Lee, S., Validivia, R., & Zhang, C. (2001). Translating Translations: Selecting and Using Translated Early Childhood Materials. Teaching Exceptional Children, 34(2), 26-31.  link >

Santos, R. M. (2001). Using What Children Know to Teach Them Something New: Applying High-Probability Procedures at Home and in the Preschool Classroom. In M. Ostrosky, & S. R. Sandall (Eds.), Teaching Strategies: What to Do to Support Young Children's Development (pp. 71-80). (Young Exceptional Children Monograph Series; No. 3). Division for Early Childhood of the Council for Exceptional Children.

Baghwanji, Y., Fowler, S. A., & Santos, R. M. (2000). Culturally and Linguistically Sensitive Practices in Motor Skills Intervention for Young Children. (CLAS Technical Report; No. 1). CLAS Early Childhood Research Institute.

Hains, A. H., Belland, J., Conceição-Runlee, S., Santos, R. M., & Rothenberg, D. (2000). Instructional Technology and Personnel Preparation. Topics in Early Childhood Special education, 20(3), 132-144.  link >

Ohtake, Y., Milagros Santos, R., & Fowler, S. A. (2000). It's a Three-Way Conversation: Families, Service Providers, and Interpreters Working Together. Young Exceptional Children, 4(1), 12-18.  link >

Sandall, S., McLean, M. E., Santos, R. M., & Smith, B. J. (2000). DEC's New Recommended Practices: The Context for Change. In S. Sandall, M. E. McLean, & B. J. Smith (Eds.), DEC Recommended Practices in Early Intervention/Early Childhood Special Education (pp. 5-13). Sopris West.

Santos, R. M., Fowler, S. A., Corso, R. M., & Bruns, D. A. (2000). Acceptance, Acknowledgment, and Adaptability: Selecting Culturally and Linguistically Appropriate Early Childhood Materials. Teaching Exceptional Children, 32(3), 14-22.  link >

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

Santos, R. M., & Reese, D. (1999). Selecting culturally and linguistically appropriate materials for parents and family members.

Santos, R., Lignugaris Kraft, B., & Akers, J. (1999). Tips on planning: Center time activities for preschool classrooms. Young Exceptional Children, 2(4), 9-16.  link >

Santos Gilbertz, R. M., & 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.  link >

Fowler, S. A., Higgins Hains, A., Ramirez, B., Rothenberg, D., & Santos, R. M. (1998). Meeting the Need for Culturally and Linguistically Appropriate Early Intervention Services. In F. Lamb-Parker, J. Hagen, R. Robinson, & C. Clark (Eds.), Children and Families in an Era of Rapid Change: Creating a Shared Agenda for Researchers, Practitioners and Policy Makers (pp. 168-171). Columbia University's Joseph L. Mailman School of Public Health Center for Population and Family Health.

Santos, R. M., Higgins Hains, A., Ramirez, B., & Rothenburg, D. E. (1998). Culturally and Linguistically Appropriate Services in Early Intervention: Research to Practice. In F. Lamb-Parker, J. Hagen, R. Robinson, & C. Clark (Eds.), Children and Families in an Era of Rapid Change: Creating a Shared Agenda for Researchers, Practitioners and Policy Makers (pp. 166-167). Columbia University's Joseph L. Mailman School of Public Health Center for Population and Family Health.

Lignugaris Kraft, B., & Santos, R. M. (1997). Integrating Effective Teaching Literature With Literature on Instruction in the Natural Environment. Exceptionality, 7(2), 139-141.  link >

Santos, R. M., & Kraft, B. L. (1997). Integrating Research on Effective Instruction With Instruction in the Natural Environment for Young Children With Disabilities. Exceptionality, 7(2), 97-129.  link >

Dinnebeil, L., Rule, S., Merrill, Z., Deer, M., Rowland, C., Santos, R. M., & Spratt, K. (1995). Using coincidental teaching with young children (revised). Utah State University-Department of Special Education and Rehabilitation.

Grants

CURRENT:

2018-2021: Co-Principal Investigator of the <em>Early Intervention Training Program at the University of Illinois.</em> Illinois Department of Human Services. ($1,428,310.00/year).

2015-2021: <span>Co-Principal Investigator: <em>Military Family Learning Network: Early Intervention. </em>US Department of Defense and US Department of Agriculture. (~$150,000/year)</span>

2015-2020: Co-Principal Investigator: <em>Project Family IMPACT </em>(H325D150036). - Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel, U.S. Department of Education. ($1,249,934.00)

 

Courses

SPED 199: Undergraduate Open Seminar (SPED 199) Topics will vary. See course schedule.

SPED 391: Thesis (SPED 391) Prerequisite: Senior standing.

SPED 395: Independent Study (SPED 395) Study of problems not considered in other courses; designed for students who excel in self-direction and intellectual curiosity.

SPED 599: Thesis Research (SPED 599) Individual direction of research and thesis writing.