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