Sarah Rosati

Sarah Rosati – sarah.rosati@uconn.edu

Sarah A. Rosati (she/her/ella) is a fourth-year PhD candidate in the Educational Psychology program at the University of Connecticut with a concentration in Special Education. She specializes in behavior supports and her research interests center on elevating the voices of students with dis/ability labels in behavior support planning processes. Sarah’s personal research includes developing and validating a self-determination measure (Student Self-Determination Opportunity Survey- Teacher Report; SSOS-TR) and running focus groups in high schools around Connecticut and Massachusetts in order to learn from with students with dis/ability labels about the extent to which they have been involved in the implementation of Positive Behavioral Interventions & Supports (PBIS) on their campuses. She has published works in the areas of DisCrit (Disability Studies & Critical Race Theory) and emotional behavioral disorders. Sarah is currently working with Dr. Jen Freeman (UConn) on a Supported College and Career Readiness project for secondary students with or at-risk for emotional or behavioral disorders.

Sarah has individually conducted a systematic literature review exploring the extent to which student voices are embedded into self-regulation research for elementary-aged students with dis/ability labels and is currently working to conduct a dissertation in this area. She has served as an adjunct professor, teaching assistant, and guest lecturer in courses focused on dis/ability categories where students benefit from social, emotional, and behavioral supports. Previous to her Ph.D. pursuit, Sarah served as a self-contained special education teacher in a class for students with multiple dis/ability labels, a K-5 special education administrator, and a Grade 4 general education teacher in New York City, San Diego, and San Francisco school systems. She received her undergraduate degree from Fordham University in Spanish Language & Literature with a minor in Psychology prior to receiving a dual master’s degree in Childhood Special Education (also from Fordham University). 

Publications:

Rosati, S. A. (2023). Initial development and validation of the Student Self-Determination Opportunity Survey: Teacher Report. Neag School of Education Journal, 1(1), 38-63. https://doi.org/10.59198/9413nois2

Liang, C. T., Rosati, S. A., Fluharty, M., Gabrilowitz, R., Carter, D., Mui, V., Kern, L., & Freeman, J. (2022). A DisCrit critique of practices for youth with or at risk of emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders. (Advance online publication). https://doi.org/10.1177/10634266221141064

Kern, L., Kelly, S., Rosati, S. A., Shera, S., Fluharty, M., Gabrilowitz, R., Carter, D., Liang, C. T., & Freeman, J. (2022). Systematic review of college and career readiness interventions for students with emotional and behavioral disorders. Career Development and Transition for Exceptional Individuals. (Advance online publication). https://doi.org/10.1177/21651434221136132

Freeman, J., Carter, D., Kern, L., Rosati, S. A., Sinnott, S., & Mui, V. Race and gender representation in college and career readiness research for students with EBD. Career Development and Transition for Exceptional Individuals. (In review).

Carter, D., Liang, C. T., Rosati, S. A., Fluharty, M., Gabrilowitz, R., & Mui, V. A DisCrit critique of college and career readiness for youth with or at risk of emotional behavioral disorders. Journal of Career Development. (In review).