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Lynch School of Education

David Scanlon

associate professor

headshot of david scanlon

Email

Personal Website

Campion Hall
Room 218

617.552.4180

EDUCATION

Ph.D.   University of Arizona
M.O.E.  University of New Hampshire
B.S.     University of New Hampshire
A.A.S.  University of New Hampshire

EXPERTISE/INTERESTS

Learning disabilities; strategic teaching and learning inclusive education literacy; adolescents and adults; social implications of special education and schooling.

HONORS/PUBLICATIONS/PROFESSIONAL ACTIVITIES

Honors and Professional Service

Fellow  Autism Consortium

Fellow  International Academy for Research in Learning Disabilities

Editor  International Journal for Research in Learning Disabilities

Editor  Journal of Learning Disabilities  (2004–2010)

Section Editor Handbook of Special Education , 2nd Ed. (in press). Transition for Students with High Incidence Disabilities

Section Editor  Handbook of Special Education (2011). Transition for Students with High Incidence Disabilities

Program Committee (2013-2014). International Academy for Research in Learning Disabilities annual conference

Technical Review Committee  National Center on Intensive Interventions

Reviewer (2014) Social Science and Humanities Research Council of Canada

Reviewer  Learning Information and Communication Systems (LINCS). U.S. Office of Vocational and Adult Education

Associate Program Chairperson  Council for Exceptional Children Annual Conference (2014 & 2015)

Administrator  SpedEx Alternative Dispute Resolution Program (MA)

Chairperson  (2007-2008) Special Education Research SIG, American Educational Research Association

Selected Publications

Baker, D., & Scanlon, D. (2016).  Student perspectives on academic accommodations.  Exceptionality, 24(2), 93-108.

Scanlon, D. (in press). Section Editor's Introduction: Transition to adulthood and high incidence disabilities. In J. Kauffman & D. Hallahan (Eds.), Handbook of Special Education, 2nd Ed. Routledge.

Scanlon, D., Patton, J., & Raskind, M. (in press). Transition to daily living for persons with high incidence disabilities.  In J. Kauffman & D. Hallahan (Eds.), Handbook of Special Education, 2nd Ed. Routledge.

Sinclair, J., Unruh, D., Lindstrom, L., & Scanlon, D. (2015).  Barriers to sexuality for individuals with intellectual and developmental disabilities: A literature review. Education and Training in Autism and Developmental Disabilities, 50(1), 3-16.

Scanlon, D. (2013).  Specific Learning Disability and its newest definition: Which is comprehensive? and Which is insufficient?  Journal of Learning Disabilities, 46(1), 26-33.

Scanlon, D. & Baker, D. (2012).   An accommodations model for the secondary inclusive classroom.  Learning Disability Quarterly, 35(4), 212-224.

Scanlon, D., Patton, J., & Raskind, M.  (2011). Transition to daily living for persons with high incidence disabilities.  In J. Kauffman & D. Hallahan (Eds.), (pp. 594-610) Handbook of Special Education.  Routledge.

Boyle, J. & Scanlon, D. (2010). Methods and strategies for teaching students with mild disabilities: A case-based approach. Belmont, CA: Wadsworth/Cengage Learning.

Scanlon, D., Cass, R., Amtzis, A., & Sideridis, G. (2009). Procedural facilitation of propositional knowledge in the content areas. Reading & Writing Quarterly, 25, 290-310.

Scanlon, D., Saxon, K., Cowell, M., Kenny, M. E., Guladron-Muhrib, L, & Jernigan, M. (2008). Urban adolescents' post-school aspirations and awareness. Remedial and Special Education, 29(3), 161-174.

Klingner, J., Scanlon, D., & Pressley, M.  (2005).  How to publish in scholarly journals. Educational Researcher, 34(8), 14-20.  

Mellard, D., Scanlon, D., Kissam, B., & Woods, K.  (2005). Adult education instructional environments and interaction patterns between teachers and students: An ecobehavioral assessment. Literacy and Numeracy Studies: An International Journal in the Education and Training of Adults, 14(1), 49-68.  

Scanlon, D. (2003).  Learning strategies expected in content-area inclusion.  Developmental Disabilities Bulletin, 31, 11-41.