CEC J.E. Wallace Wallin Lifetime Achievement Award, Council for Exceptional Children, 2018

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 >

Fowler, S. (2019). The Genesis of the State of the Special Education Profession Survey. Teaching Exceptional Children, 52(1).  link >

Fowler, S. A., Coleman, M. R. B., & Bogdan, W. K. (2019). The State of the Special Education Profession Survey Report. Teaching Exceptional Children, 52(1), 8-29.  link >

Shepherd, K. G., Fowler, S., McCormick, J., Wilson, C. L., & Morgan, D. (2016). The search for role clarity: Challenges and implications for special education teacher preparation. Teacher Education and Special Education, 39(2), 83-97.  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 >

Danner, N., & Fowler, S. (2015). Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access. Journal of Montessori Research, 1(1), 28-41.  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 >

Fowler, S. A. (2013). Illinois Hard to Reach Families Project evaluation. University of Illinois Urbana-Champaign.

Fowler, S. A., Thomas, D. V., Tompkins, J., Hartle, L., & Corr, C. (2013). Strategies for enrolling traditionally underserved families in early childhood education programs. Early Childhood Research and Practice, 15(2).

Thomas, D. V., Goerge, R. M., Fowler, S. A., Seshadri, R., Danner, N., & Cesarone, B. (2012). Assessing risk: descriptive data related to risk factors experienced by young children and their families in Illinois. (Illinois Early Childhood Asset Map Project Technical Report; No. 2). University of Illinois 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 >

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

Jegatheesan, B., Miller, P. J., & Fowler, S. A. (2010). Autism from a religious perspective: A study of parental beliefs in South Asian Muslim immigrant families. Focus on Autism and Other Developmental Disabilities, 25(2), 98-109.  link >

Jegatheesan, B., Fowler, S., & Miller, P. J. (2010). From symptom recognition to services: How south asian muslim immigrant families navigate autism. Disability and Society, 25(7), 797-811.  link >

Beneke, S., Ruther, G., & Fowler, S. (2009). An early childhood program matrix: Pulling the pieces together for Illinois. Early Childhood Research and Practice, 11(1).

Fowler, S. A. (2009). Early Transition of Children with Special Needs. In International Encyclopedia of Education, Third Edition (pp. 613-620). Elsevier.  link >

Fowler, S. A., Bloom, P. J., Talan, T. N., Beneke, S., & Kelton, R. (2008). Who’s Caring for the Kids? The Status of the Early Childhood Workforce in Illinois. McCormick Tribune Center for Early Childhood Leadership, National-Louis University, dc.

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 >

Fowler, S. A., Yates, T., & Lewman, B. (2007). Using a Weekly Story to Plan Creative Activities and Promote Early Literacy in Preschool. Gifted Child Today, 30(3), 26-33.  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.

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.

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

Zhang, C., Fowler, S., & Bennett, T. (2004). Experiences and Perceptions of EHS Staff with the IFSP Process: Implications for Practice and Policy. Early Childhood Education Journal, 32(3), 179-186.  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 >

Bruns, D. A., & Fowler, S. A. (2001). Transition Is More Than a Change in Services: The Need for a Multicultural Perspective. CLAS Early Childhood Research Institute.

Lewman, B. S., & Fowler, S. A. (2001). Activities for the Spark Curriculum for Early Childhood. Redleaf Press.

Lewman, B. S., & Fowler, S. A. (2001). Spark Curriculum for Early Childhood: Implementation Guide. Redleaf Press.

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.

Pavri, S., & Fowler, S. A. (2001). Child Find, Screening, and Tracking: Serving Culturally and Linguistically Diverse Children and Families. CLAS Early Childhood Research Institute.

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.

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

Fowler, S. A., Donegan, M., Lueke, B., Hadden, D. S., & Phillips, B. (2000). Evaluating community collaboration in writing interagency agreements on the age 3 transition. Exceptional Children, 67(1), 35-50.  link >

Fowler, S. A. (2000). The SPARK Outreach Project: An early education program for children with disabilities: Final report. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center.

Hadden, D. S., & Fowler, S. A. (2000). Interagency Agreements. Young Exceptional Children, 3(4), 2-7.  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 >

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 >

Wischnowski, M. W., Fowler, S. A., & McCollum, J. A. (2000). Supports and Barriers to Writing an Interagency Agreement on the Preschool Transition. Journal of Early Intervention, 23(4), 294-307.  link >

Bruns, D. A., & Fowler, S. A. (1999). Designing Culturally Sensitive Transition Plans for Young Children and Their Families. Teaching Exceptional Children, 31(5), 26-30.  link >

Fowler, S. A. (1999). The First Installment of a Serial Novel on Inclusive Practices: Tell Me More. Journal of Early Intervention, 22(3), 203-204.  link >

Hertzog, N. B., & Fowler, S. A. (1999). Perspectives: Evaluating an early childhood gifted education program. Roeper Review, 21(3), 222-227.  link >

McNeill, J. H., & Fowler, S. A. (1999). Let's Talk: Encouraging Mother-Child Conversations during Story Reading. Journal of Early Intervention, 22(1), 51-69.  link >

Catlett, C., Winton, P., Fowler, S., Hains, A., Livesay, N., Rosenkoetter, S., & Rous, B. (1998). Resources within reason. Young Exceptional Children, 1(2), 28-33.  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.

Fink, D. B., & Fowler, S. A. (1997). Inclusion, One Step at a Time: A Case Study of Communication and Decision Making Across Program Boundaries. Topics in Early Childhood Special education, 17(3), 337-362.  link >

Hadden, S., & Fowler, S. A. (1997). Preschool: A New Beginning for Children and Parents. Teaching Exceptional Children, 30(1), 36-39.  link >

Donegan, M. M., Ostrosky, M. M., & Fowler, S. A. (1996). Children enrolled in multiple programs: Characteristics, supports, and barriers to teacher communication. Journal of Early Intervention, 20(2), 95-106.  link >

Mcneill, J. H., & Fowler, S. A. (1996). Using Story Reading to Encourage Children's Conversations. Teaching Exceptional Children, 28(4), 43-47.  link >

Fowler, S. A., Fink, D. B., & Wischnowski, M. W. (1995). FACTS/LRE: Family and Child Transitions into Least Restrictive Environments: Final report. University of Illinois Urbana-Champaign.

Hyun, J. K., & Fowler, S. A. (1995). Respect, Cultural Sensitivity, and Communication: Promoting Participation by Asian Families in the Individualized Family Service Plan. Teaching Exceptional Children, 28(1), 25-28.  link >

Meck, N. E., Fowler, S. A., Claflin, K., & Rasmussen, L. B. (1995). Mothers' Perceptions of Their NICU Experience 1 and 7 Months After Discharge. Journal of Early Intervention, 19(4), 288-301.  link >

Haymes, L. K., Fowler, S. A., & Cooper, A. Y. (1994). Assessing the Transition and Adjustment of Preschoolers with Special Needs to an Integrated Program. Journal of Early Intervention, 18(2), 184-198.  link >

Rosenkoetter, S. E., Hains, A. H., & Fowler, S. A. (1994). Bridging Early Services for Children with Special Needs and Their Families: A Practical Guide for Transition Planning. P.H. Brookes.

Fink, D. B., Borgio, E., & Fowler, S. A. (1993). Interagency agreements: improving the transition process for young children with special needs and their families. (Family and Child Transitions into Least Restrictive Environments (FACTS/LRE) Information Series). University of Illinois Urbana-Champaign.

Chandler, L. K., Fowler, S. A., & Lubeck, R. C. (1992). AN ANALYSIS OF THE EFFECTS OF MULTIPLE SETTING EVENTS ON THE SOCIAL BEHAVIOR OF PRESCHOOL CHILDREN WITH SPECIAL NEEDS. Journal of Applied Behavior Analysis, 25(2), 249-263.  link >

Chandler, L. K., Lubeck, R. C., & Fowler, S. A. (1992). GENERALIZATION AND MAINTENANCE OF PRESCHOOL CHILDREN'S SOCIAL SKILLS: A CRITICAL REVIEW AND ANALYSIS. Journal of Applied Behavior Analysis, 25(2), 415-428.  link >

Strain, P. S., Mcconnell, S. R., Carta, J. J., Fowler, S. A., Neisworth, J. T., & Wolery, M. (1992). Behaviorism in Early Intervention. Topics in Early Childhood Special education, 12(1), 121-141.  link >

Fowler, S. A., Schwartz, I., & Atwater, J. (1991). Perspectives on the Transition from Preschool to Kindergarten for Children with Disabilities and Their Families. Exceptional Children, 58(2), 136-145.  link >

Hains, A. H., Rosenkoetter, S. E., & Fowler, S. A. (1991). Transition planning with families in early intervention programs. Infants and Young Children, 3(4), 38-47.  link >

Kirby, K. C., Fowler, S. A., Illinois, U. O., & Baer, D. M. (1991). REACTIVITY IN SELF‐RECORDING: OBTRUSIVENESS OF RECORDING PROCEDURE AND PEER COMMENTS. Journal of Applied Behavior Analysis, 24(3), 487-498.  link >

Fowler, S. A., Hains, A. H., & Rosenkoetter, S. E. (1990). The Transition Between Early Intervention Services and Preschool Services: Administrative and Policy Issues. Topics in Early Childhood Special education, 9(4), 55-65.  link >

Hains, A. H., Fowler, S. A., Schwartz, I. S., Kottwitz, E., & Rosenkoetter, S. (1989). A comparison of preschool and kindergarten teacher expectations for school readiness. Early Childhood Research Quarterly, 4(1), 75-88.  link >

Fowler, S. A., Chandler, L. K., Johnson, T. E., & Elizabeth Stella, M. (1988). Individualizing Family Involvement in School Transitions: Gathering Information and Choosing the Next Program. Journal of Early Intervention, 12(3), 208-216.  link >

Fowler, S. A. (1988). Transition Planning. Teaching Exceptional Children, 20(4), 62-63.  link >

Higgins Hains, A., Fowler, S. A., & Chandler, L. K. (1988). Planning School Transitions: Family and Professional Collaboration. Journal of Early Intervention, 12(2), 108-115.  link >

Stern, G. W., Fowler, S. A., & Kohler, F. W. (1988). A COMPARISON OF TWO INTERVENTION ROLES: PEER MONITOR AND POINT EARNER. Journal of Applied Behavior Analysis, 21(1), 103-109.  link >

Fowler, S. A., & Riegler, H. (1987). Language training for generalization. Upsala Journal of Medical Sciences, 92(SUPPL. 44), 208-211.

Chandler, L. K., Fowler, S. A., & Lubeck, R. C. (1986). Assessing Family Needs: The First Step in Providing Family-Focused Intervention. Diagnostique, 11(3-4), 233-245.  link >

Fowler, S. A. (1986). Peer-Monitoring and Self-Monitoring: Alternatives to Traditional Teacher Management. Exceptional Children, 52(6), 573-581.  link >

Fowler, S. A., Dougherty, B. S., Kirby, K. C., & Kohler, F. W. (1986). ROLE REVERSALS: AN ANALYSIS OF THERAPEUTIC EFFECTS ACHIEVED WITH DISRUPTIVE BOYS DURING THEIR APPOINTMENTS AS PEER MONITORS. Journal of Applied Behavior Analysis, 19(4), 437-444.  link >

Johnson, T. E., Chandler, L. K., Kerns, G. M., & Fowler, S. A. (1986). What Are Parents Saying About Family Involvement in School Transitions? A Retrospective Transition Interview. Journal of Early Intervention, 11(1), 10-17.  link >

Rosenkoetter, S. E., & Fowler, S. A. (1986). Teaching Mainstreamed Children to Manage Daily Transitions. Teaching Exceptional Children, 19(1), 20-23.  link >

Dougherty, B. S., Fowler, S. A., & Paine, S. C. (1985). THE USE OF PEER MONITORS TO REDUCE NEGATIVE INTERACTION DURING RECESS. Journal of Applied Behavior Analysis, 18(2), 141-153.  link >

Kohler, F. W., & Fowler, S. A. (1985). TRAINING PROSOCIAL BEHAVIORS TO YOUNG CHILDREN: AN ANALYSIS OF RECIPROCITY WITH UNTRAINED PEERS. Journal of Applied Behavior Analysis, 18(3), 187-200.  link >

Baer, M., Fowler, S. A., & Carden-Smith, L. (1984). Using reinforcement and independent-grading to promote and maintain task accuracy in a mainstreamed class. Analysis and Intervention In Developmental Disablities, 4(2), 157-169.  link >

Fowler, S. A. (1984). Introductory comments: The pragmatics of self-management for the developmentally disabled. Analysis and Intervention In Developmental Disablities, 4(2), 85-89.  link >

Fowler, S. A., Baer, D. M., & Stolz, S. B. (Eds.) (1984). Self-management tactics for the developmentally disabled. Analysis and Intervention In Developmental Disablities, 4(2).

Smith, L. K. C., & Fowler, S. A. (1984). POSITIVE PEER PRESSURE: THE EFFECTS OF PEER MONITORING ON CHILDREN'S DISRUPTIVE BEHAVIOR. Journal of Applied Behavior Analysis, 17(2), 213-227.  link >

Wedel, J. W., & Fowler, S. A. (1984). “Read Me a Story, Mom”: A Home-Tutoring Program to Teach Prereading Skills to Language-Delayed Children. Behavior Modification, 8(2), 245-266.  link >

Carden-Smith, L. K., & Fowler, S. A. (1983). An assessment of student and teacher behavior in treatment and mainstreamed classes for preschool and kindergarten. Analysis and Intervention In Developmental Disablities, 3(1), 35-57.  link >

Fowler, S. A., & Baer, D. M. (1981). “DO I HAVE TO BE GOOD ALL DAY?” THE TIMING OF DELAYED REINFORCEMENT AS A FACTOR IN GENERALIZATION. Journal of Applied Behavior Analysis, 14(1), 13-24.  link >

Fowler, S. A. (1981). Ecological considerations in the education and integration of young handicapped children. Paper presented at Annual International Convention of The Council for Exceptional Children, Kansas City, Missouri, United States.

Fowler, S. A., Johnson, M. R., Whitman, T. L., & Zukotynski, G. (1978). Teaching a Parent in the Home to Train Self-Help Skills and Increase Compliance in Her Profoundly Retarded Adult Daughter. Research and Practice for Persons with Severe Disabilities, 3(3), 151-161.  link >

Stokes, T. F., Fowler, S. A., & Baer, D. M. (1978). TRAINING PRESCHOOL CHILDREN TO RECRUIT NATURAL COMMUNITIES OF REINFORCEMENT. Journal of Applied Behavior Analysis, 11(2), 285-303.  link >

Fowler, S. A., Rowbury, T. G., Nordyke, N. S., & Baer, D. M. (1976). Color matching technique to train children in the correct use of stairs. Physical Therapy, 56(8), 903-910.  link >

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.