Research
Disability and Inclusion
The educational experiences of students with disabilities is profoundly different now than it was decades ago. In response to research showing the detrimental effects of excluding students with disabilities from a traditional public education, school districts across the country have embraced inclusive education that brings students with disabilities into traditional classrooms with their non-disabled peers.
Despite these efforts, however, there is still more work to be done. Far too many students with disabilities still do not have access to educational opportunities that are available to their able-bodied peers, such as participation in certain educational settings or school activities.
At the University of Delaware’s College of Education and Human Development, our faculty have been at the forefront of special education research for decades and regularly partner with federal and state agencies to develop projects that will contribute meaningful and positive change in the lives of people with disabilities. Recent faculty research projects have included how students with learning disabilities acquire and retain mathematical knowledge, how to build more inclusive communities, how schools can address the mental health gap that exists between white and non-white students, and systemic problems that put people with disabilities at greater risk of sexual abuse.
Researchers by Topic
Gary Allison
Assistant Professor
How have the educational experiences of students with disabilities changed and improved? Gary Allison’s research interests include special education teaching methodology and curriculum, as well as conducting assessments and analysis, and developing effective treatment of health or life-endangering behaviors in students with severe disabilities. He has been working with students with autism and other severe or profound disabilities for over 40 years in public schools, homes, and private residential schools.
Sarah Curtiss
Assistant Professor
Why are individuals with intellectual and developmental disabilities at greater risk of sexual abuse? According to Sarah Curtiss, the answer lies in the administrative systems that are designed to protect the disabled. To help researchers, policymakers and healthcare workers who are trying to make decisions based off incomplete data, Curtiss has developed a theoretical framework for assessing the risk factors that make sexual abuse more likely among individuals with disabilities, as well as potential steps for governments to assess the shortcomings of their healthcare systems that put individuals with developmental and intellectual disabilities at risk for abuse.
Steven M. Eidelman
H. Rodney Sharp Professor of Human Services Policy and Leadership
How can communities be more accommodating to individuals with disabilities and their families? Steven M. Eidelman’s research and interests include community based and inclusive support to people with intellectual disabilities and their families. Recent publications have examined the cost of caregiving for parents of children with developmental disabilities.
Sarah B. Mallory
Assistant Professor
How does research into autism spectrum disorders translate to education practices in schools and at home? Sarah Mallory provides professional development to help educators create and implement evidence-based teaching and support strategies for individuals diagnosed with autism or other developmental disabilities. She is the interim director of the Delaware Network for Excellence in Autism (DNEA), a state-funded resource center working to improve the lives of individuals and families living with autism.
Laura Eisenman
Professor
How has the emergence of disability studies transformed higher education? According to Laura Eisenman, students with disabilities have greater access to post-secondary learning opportunities, but disparities persist according to class, race and gender. Eisenman’s research focuses primarily on post-secondary education opportunities for students with intellectual disabilities. She was the principal investigator of a five-year grant to fund transition and postsecondary programs for students with developmental and intellectual disabilities. Her research also includes understanding the social and community experiences of young adults with intellectual and developmental disabilities, exploring the meaning of disability in educational contexts, and the integration of disability studies perspectives in interdisciplinary pre-service professional programs.
Beth Mineo
Associate Professor
How can modern digital technology help students with learning disabilities? Beth Mineo’s research focuses on autism and other communication disorders, particularly language disorders, and the role of assistive technology in providing new learning opportunities. Recent projects include a $2.2 million grant from the Department of Health and Human Services to develop a training program for educational leaders to better understand neurodevelopmental disorders, and a $1.9 million grant from the Department of Education to study the efficacy of assistive technology in early childhood special education.
Stephanie Del Tufo
Assistant Professor
How do neurocognitive differences affect language and literacy development, especially in students with disabilities? Stephanie Del Tufo explores language and literacy across the lifespan, studying the developing brain in children, the mature adult brain, and the aging brain. Through a new study in the Journal of Learning Disabilities Del Tufo provided neurocognitive evidence that learning words in isolation is more beneficial for children with decoding difficulties in lessons related to oral reading. By contrast, learning words in contexts is more beneficial for all readers in lessons related to semantic information. This work can help inform what works, for whom, and when in the design of literacy curricula.
Nancy C. Jordan
Dean Family Endowed Chair of Education and Professor
>How do children with learning disabilities learn and maintain mathematical knowledge? Nancy Jordan’s highly-influential project, “Improving Understanding of Fractions among Students with Mathematical Learning Difficulties,” was funded by the U. S. Department of Education’s Institute of Education Sciences (IES) to the tune of $9.9 million. In total, Jordan’s research has attracted nearly $17 million in external grant funding.
Gary Allison
Assistant Professor
How have the educational experiences of students with disabilities changed and improved? Gary Allison’s research interests include special education teaching methodology and curriculum, as well as conducting assessments and analysis, and developing effective treatment of health or life-endangering behaviors in students with severe disabilities. He has been working with students with autism and other severe or profound disabilities for over 40 years in public schools, homes, and private residential schools.
Tia N. Barnes
Assistant Professor
How can schools support collaboration between teachers and paraeducators in special education and inclusive classrooms? According to Tia Barnes, effective collaboration between teachers and paraeducators is a vital but understudied area in creating quality special education classrooms. Barnes is a Foundation for Child Development Promising Scholar and co-principal investigator for the Recognizing Excellence in Learning and Teaching (RELATE) project that examines social interactions including those between teachers and paraeducators in early childhood and K-12 classrooms.
Al Cavalier
Associate Professor
What can be done at the state-level to improve the quality of education for students with disabilities? Al Cavaliers research specializes in developmental disabilities and child development under a fellowship program at the Eunice Kennedy Shriver National Institute of Child Health and Human Development in the Department of Health and Human Services. Cavalier has assisted in the design and implementation of the Delaware statewide Positive Behavior Support Initiative and is a member of the Governor’s Advisory Council for Exceptional Citizen, with a special focus on disproportionality in student suspension and expulsion rates, the adequacy of adapted physical education services, and special education underrepresentation in charter schools.
Laura Eisenman
Professor
How has the emergence of disability studies transformed higher education? According to Laura Eisenman, students with disabilities have greater access to post-secondary learning opportunities, but disparities persist according to class, race and gender. Eisenman’s research focuses primarily on post-secondary education opportunities for students with intellectual disabilities. She was the principal investigator of a five-year grant to fund transition and postsecondary programs for students with developmental and intellectual disabilities. Her research also includes understanding the social and community experiences of young adults with intellectual and developmental disabilities, exploring the meaning of disability in educational contexts, and the integration of disability studies perspectives in interdisciplinary pre-service professional programs.
Bridgette G. Johnson
Assistant Professor
How do we prepare the next generation of teachers to continue improving the educational experience for students with disabilities? Bridgette Johnson’s research is focused on teachers serving students with severe disabilities, best practices in educating young children with disabilities, inclusive education and various issues related to educating children with disabilities from racially, ethnically, culturally and linguistically diverse backgrounds.
Kristen D. Ritchey
Professor
What can educators do to help all students meet the writing expectations of the Common Core State Standards? Ritchey’s research focuses on identification and intervention for elementary children with reading and writing disabilities. Her research has shown that elementary school students experiencing reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. She is also researching universal screening procedures for academic difficulties in reading for fourth and fifth grade students.
Funded Research & Engagement
The Feasibility and Efficacy of Mealtimes on the Spectrum: An online toolkit for making mealtimes more meaningful and functional
PI: Sarah Curtiss
University of Delaware General University Research Grant
Early Academic Achievement and Intervention Response: Role of Executive Function
Co-PIs: Stephanie Del Tufo, L. Cutting
National Institutes of Health
Doctoral Students
Melissa has worked as a special education teacher in Pennsylvania and New Jersey public schools, and her research interests include social-emotional learning, instructional strategies to support students of all learning abilities and cultural backgrounds.
Virginia’s research interests include investigating age, and ethnic disparities in services and social support access among families with children with disabilities and mental health challenges. She is conducting research on leadership development in the disabilities field through the National Leadership Consortium.
In the News
The average American family meal lasts only 20 minutes, but during that time, families often engage in complex social processes …
Melissa Lewis is an elementary education major with concentrations in English as a second language and special education. Lewis also …
Those living with intellectual and developmental disabilities are seven times more likely to be sexually abused in their lifetimes than …
Twelve University of Delaware professors, including three in the School of Education and one in the Department of Human Development …
Research Centers & Labs
The Autism in Context Research Lab, directed by Dr. Sarah Curtiss, conducts research that is useful to autistic youth, their families and educational professionals. Research topics have included family mealtimes, sex education and the transition to adulthood.
The Center for Disabilities Studies works to enhance the lives of individuals with disabilities and their families through education, advocacy, service and research. It promotes empowerment and opportunity, accessibility and inclusiveness, so all may fully participate in – and enrich – their communities.
Adapting Curriculum and Classroom Environments for Student Success (ACCESS) is a collaborative project that provides educators and families with the tools to improve educational outcomes for students with disabilities.
Housed at the university’s Center for Disabilities Studies and in collaboration with community partners, the Delaware Network for Excellence in Autism promotes evidence-based practice and family support through training, technical assistance and resource dissemination.
