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Lynch School of Education

David Scanlon

associate professor

headshot of david scanlon


Personal Website

Campion Hall
Room 218



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 (2011). Transition for Students with High Incidence Disabilities

Guest Editor  Reading & Writing Quarterly (2009).  Technologies for Procedural Facilitation

Technical Review Committee  National Center on Intensive Interventions

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. (2015).  Student perspectives on academic accommodations.  Exceptionality.

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.