Annual special education talks

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Annual special education talks

2021-2022: Supporting Linguistic Diversity in Education:
A Four-Part Series

Please join the special education program faculty and our cohort of second-year doctoral students as we host this series of talks on supporting linguistic diversity in education.

Part 1: April 7, 3 p.m., CST

Elaine Gale headshot

Deaf Adult Involvement: Supporting Linguistic Diversity in Early Intervention

Dr. Elaine Gale

Associate Professor of Special Education
City University of New York (CUNY) Hunter College

Deaf adult involvement is a key aspect in early intervention programs serving young deaf children and their families, and even more so when it comes to supporting linguistic diversity. Dr. Elaine Gale will outline the history of language and communication in Deaf and Hard-of-Hearing education and highlight deaf adult involvement in recommendations from Joint Committee Infant Hearing (JCIH) (Muse et al., 2013) and Family-Centered Early Intervention (FCEI) (Moeller et al., 2013). Deaf adult involvement accomplishments and challenges will be shared along with strategies for moving forward to support linguistic diversity in early intervention.

Part 2: April 14, 3 p.m., CST

Jeannette Mancilla Martinez head shot

Rejecting De Facto Characterizations of Students from Linguistically Diverse Homes as "At-Risk" for Compromised Educational Outcomes

Dr. Jeannette Mancilla-Martinez

Associate Professor, special education
Vanderbilt University

The immense diversity among students from linguistically diverse homes in the U.S is often obscured by gross dichotomizations, such as of students’ home language environment as English-monolingual or not English-monolingual. Indeed, the sociodemographic characteristics of this population of students are immensely varied, with significant implications for effectively serving their strengths and needs. In this talk, I discuss my program of research that aims to better understand and support this population's educational outcomes.

Part 3: April 21, 3 p.m., CST

Yun Ching Chung head shot

Access matters: Inclusive Practices with AAC

Dr. Yun-Ching Chung

Professor, special education
Illinois State University

Students who use augmentative and alternative communication (AAC) are a heterogeneous group with various strengths and support needs. However, they often face access and interaction challenges in the general education classrooms. In this talk, we will explore evidence-based strategies that educational teams can use to support meaningfully participation of students who use AAC.

Part 4: April 28, 11 a.m., CST

Dr. Elaine Gale, Dr. Jeannette Mancilla-Martinez, and Dr. Yun-Ching Chung will discuss questions and comments shared by audience members across this series as we face realities of special education service delivery systems and explore our individual and shared opportunities and responsibilities for change. Register.

Previous scholar talks

2020-2021: Perspectives on Racial Disproportionality in Special Education: A Four-Part Series: Dr. Catherine Kramarczuk Voulgarides, Dr. Alfredo J. Artiles, Dr. Aydin Bal, and Dr. Amanda L. Sullivan

2019-2020: Dr. Bryan Cook: Open Science and Early Career Researchers

2018-2019: Dr. Rob Horner: Implementing Effective Educational Practices at Scales of Social Significance

2017-2018: Dr. Sam Odom: Running with the Wolves in Special Education: Colleagues, Science, and Practice

2016-2017 Reflections from within our program

2015-2016: Drs. Doug and Lynn Fuchs: Is There a Role for Cognitive Processes in Academic Intervention?

2014-2015: Drs. Thomas Scruggs and Margo Mastropieri

2013-2014: Dr. Mark Wolery

2012-2013: Dr. Paul Yoder

Works cited

Dr. Gale's talk

  • Gale, E. (2021). Collaborating with deaf adults in early intervention. Young Exceptional Children, 24(4), 225-236.
  • Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. Journal of Deaf Studies and Deaf Education, 18(4), 429–445.
  • Muse, C., Harrison, J., Yoshinaga-Itano, C., Grimes, A., Brookhouser, P. E., Epstein, S., Buchman, C., Mehl, A., Vohr, B., Moeller, M. P., Martin, P., Benedict, B., Scoggins, B., Crace, J., King, M., Sette, A., & Martin, B. (2013). Supplement to the JCIH 2007 position statement: Principles and guidelines for early intervention after confirmation that a child is deaf or hard of hearing. Pediatrics, 131(4), e1324–e1349.

Dr. Mancilla-Martinez's talk

  • Mancilla-Martinez J, Oh MH, Luk G, Rollins A. Language and Special Education Status: 2009–2019 Tennessee Trends. Educational Researcher. February 2022. doi:10.3102/0013189X221077208
  • Oh MH, Mancilla-Martinez J. Elementary Schoolteachers’ Bilingual Development Beliefs and English Learners’ English Reading Comprehension Achievement. The Elementary School Journal, 2(122), 165-190.

Dr. Chung's talk

  • Chung, Y., & Douglas, K. H. (2015). A peer interaction package for students with autism spectrum disorders who use speech-generating devices. Journal of Developmental and Physical Disabilities, 27(6), 831-849.
  • Chung, Y., Douglas, K. H., Walker, V. L., & Wells, R. (2019). Interactions of high school students with intellectual and developmental disabilities in the general education classrooms. Intellectual and Developmental Disabilities, 57(4), 307-322.