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Contact us about graduate education!


Ellie Jessup
Office Associate
307-766-2366
eparr1@uwyo.edu

Dr. Suzanne Young, Associate Dean for Graduate Programs
Director, School of Counseling, Leadership, Advocacy, and Design
syoung@uwyo.edu 
307-766-6819

College of Education
www.uwyo.edu/education
307-766-3145


Contact Us

School of Counseling, Leadership, Advocacy, and Design

1000 E. University Ave. Dept. 3374

Laramie, WY 82071

Phone: (307) 766-5649

Graduate Education

Department of Professional Studies

Special Education Faculty Publications and Presentations

2017

Agran, M., Singer, G., & Spooner, F. (2017). Evidence-based practices: The complexities of implementation. Research and Practices for Persons with Severe Disabilities, 42, 3-7.

Agran, M., Wojcik, A., Cain, I., Thoma, C., Achola, E., Austin, K., Nixon, C., & Tamura, R. (2017). Participation of students with intellectual and developmental disabilities in extracurricular activities. Education and Training in Autism and Developmental Disabilities, 52, 3-12.

2016

Agran, M., Andren-Kirche, K.A., & MacLean, W. (2016). “My voice counts, too": Voting participation among individuals with intellectual disability. Intellectual and Developmental Disabilities, 54, 285-294.

Agran, M., Hughes, C., Thoma, C., & Scott, L. (2016). Employment social skills: What skills are really valued? Career Development and Transition for Exceptional Individuals, 39, 111-120.

2015

Agran, M., MacLean, W., & Kitchen, K. (2015). “I never thought about it”: Teaching people with intellectual disability to vote. Education and Training in Autism and Developmental Disabilities, 50, 388-396.

Dobler, T. (2015). Positive behavior supports in classrooms and schools: Effective and practical strategies for teachers and other service providers by Storey, K., & Post, M. [Review of the book Positive behavior supports in the classrooms and schools: Effective and practical strategies for teachers]. Research and Practice for Persons with Severe Disabilities, 40(1), 86-88.

2014

Agran, M. (2014). Strategies for promoting self-management. In F. Brown, J. Anderson, and R. DePry (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp. 333-346). Baltimore: Paul H. Brookes.

Agran, M., & Martin, J.E. (2014 {2nd Edition}). Self-determination: Enhancing competence and independence. In K. Storey & P. Bates (Eds.), The road ahead: Transition to adult life for persons with disabilities (pp. 189-214). St. Augustine: Training Resource Network.

2013

Agran, M., Brown, F., Hughes, C., Quirk, C., & Ryndak, D. (2013). Equity and full participation for individuals with severe disabilities: A vision for the future. Baltimore: Paul H. Brookes.

2012

Range, B. G. & Yocom, D. J. Connecting Response to Intervention and Grade Retention: Implications for School Leaders.  Accepted by School Leadership Review for Summer 2012

Blum, H. T. & Yocom, D. J. The case for common assessment for Literature Circles. National Network of Educational Review National Conference. Denver, CO. October 18-20, 2012

Yocom, D. J. & Blum, H. T. Developing Common Assessments for inclusive middle school classrooms. Teacher Education Division of the Council for Exceptional Children National Conference. Grand Rapids, MI. November 6-10, 2012

Agran, M. (2011-2012). Promoting literacy instruction for people with severe disabilities: Achieving and realizing a literate identity. Research and Practice for Persons with Severe Disabilities, 36 (#3-4), 89-91.

2011

Agran, M. (2011). Health and safety. In P. Wehman & J. Kregel (Eds.), Teaching independent living skills ( 3rd edition, pp. 283-308). Austin, TX: Pro-Ed.

Garner, H.L., Bruce, M.A., & Stellern, J. (2011). Adapting Navajo philosophy and the Native American medicine wheel to conduct group counseling with adolescents. The Journal for Specialists in Group Work, 36(1), 62-77.

Agran, M., & Krupp, M. (2011). Providing choice making in employment programs: The beginning or end of self-determination? Education and Training in Autism and Developmental Disabilities, 45, 565-575.

2010

Agran, M., & Wehmeyer, M. (2010). Promoting self-regulated learning. In A. Mourad & J. de la Fuente Arias (Eds.), International perspectives on applying self-regulated learning in different settings.  New York: Peter Lang Publishing.

Wehmeyer, M., Agran, M., Mithaug, D., Martin, J., & Palmer, S.  (2010). Promoting self-determined learning. In A. Mourad & J. de la Fuente Arias (Eds.), International perspectives on applying self-regulated learning in different settings.  New York: Peter Lang Publishing.

Agran, M., Storey, K., & Krupp, M. (2010). Choosing and choice making are not the same: Asking "what do you want for lunch?" is not self-determination. Journal of Vocational Rehabilitation, 33 (2), 77-88.

Agran, M., & Krupp, M. (2010). A preliminary investigation of parents' opinions about safety skills instruction: An apparent discrepancy between importance and expectation. Education and Training in Autism and Developmental Disabilities, 45, 303-311.

Agran, M., Wehmeyer, W., Cavin, M., & Palmer, S. (2010). Promoting active engagement in the general education classroom and access to the general education curriculum for students with cognitive disabilities. Education and Training in Developmental Disabilities, 45, 163-174.

Benson, T., Agran, M., & Yocom, D. J. (2010). Special education and National Board Certification. Teacher Education and Special Education, 33, 155-168.

Stellern, J. "Advanced Training and Presentation of Emotional Freedom Techniques." San Francisco, California. August, 2010. (Presentation)

2009

Stanbury, S., Bruce, M. A., Jain, S., & Stellern, J. (2009, February 9). The effects of an empathy building program on bullying behavior. Journal of School Counseling, 7(2). Retrieved February 9, 2009 from http://www.jsc.montana.edu/articles/v7n2.pdf.

Bruce, M.A., Suhaila, K., & Stellern, J. "Calm yourself with self-help strategies" Chi Omega Sorority Members. Laramie, Wyoming.  November, 2009. (Presentation)

Rusch, F., Hughes, C., Agran, M., Martin, J.E., & Johnson, J. (2009). New transition bridges: Toward an outcomes-oriented definition. Career Development for Exceptional Individuals, 32, 1-7.


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Contact us about graduate education!


Ellie Jessup
Office Associate
307-766-2366
eparr1@uwyo.edu

Dr. Suzanne Young, Associate Dean for Graduate Programs
Director, School of Counseling, Leadership, Advocacy, and Design
syoung@uwyo.edu 
307-766-6819

College of Education
www.uwyo.edu/education
307-766-3145


Contact Us

School of Counseling, Leadership, Advocacy, and Design

1000 E. University Ave. Dept. 3374

Laramie, WY 82071

Phone: (307) 766-5649

1000 E. University Ave. Laramie, WY 82071
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