Boston University Wheelock College of Education & Human Development
BU Wheelock faculty hold expertise in interdisciplinary systems serving students with disabilities, including educational systems, policy systems, mental health systems, and family systems. Scholars who apply to LINC at BU Wheelock will develop expertise in these systems, and in systemic factors shaping the experiences and outcomes of students with disabilities and their families.
Dr. Elizabeth Bettini researches factors that contribute to inequities in students’ access to skilled special educators. She has expertise in special educators’ working conditions and attrition, particularly among beginning teachers and those serving students with emotional/behavioral disorders.
Dr. Jennifer Greif Green researches school-based mental health service provision, especially for students with emotional/behavioral disorders, racial/ethnic disparities in mental health service access, and bullying prevention.
Dr. Nathan D. Jones researches teacher development and teacher quality, with a specific focus on developing and validating tools to assess the effectiveness of special education teaching. He is also currently exploring innovative approaches to teacher preparation, including how to better prepare general educators to work with students with disabilities.
Dr. Zachary Rossetti studies experiences of families with children with disabilities, focusing on family engagement in education and sibling roles and relationships. His research also examines social interactions and friendships between students with and without intellectual and developmental disabilities, including how educators facilitate social interactions and friendship opportunities.
UConn Neag School of Education
UConn Neag School faculty hold expertise in implementation of interventions and intervention systems for students with disabilities and their teachers, including literacy, social-behavioral, and transition interventions. Scholars who apply to LINC at UConn’s Neag School will develop expertise in educational interventions and research on effective interventions to improve the experiences and outcomes of students with disabilities.
Dr. Devin Kearns researches reading disability—including dyslexia— and reading interventions for elementary- and middle school-age children.
Dr. Michael Coyne has expertise in beginning reading and early vocabulary intervention, school-based experimental research, multi-tiered systems of support, and effective practices for students with learning disabilities.
Dr. Allison Lombardi studies transition from adolescence to adulthood, with a particular focus on college and career readiness and higher education experiences of underrepresented groups, including students with disabilities.
Dr. Jennifer Freeman studies the effects of multi-tiered systems of support such as Positive Behavior Interventions and Supports (PBIS) on outcomes at the high school level for high-risk student groups including students with disabilities. She is particularly interested in improving graduation rates across and within student groups. She also studies professional development methods for improving teacher’s use of evidence based classroom management strategies.
Dr. Brandi Simonsen conducts research, publishes, teaches, and provides training/technical assistance in the areas of school- and class-wide PBIS, positive and proactive professional development supports for teachers, and applications of PBIS in alternative education settings.