Faculty Directory

David Scanlon

Associate Professor, Teaching, Curriculum, and Society

Department

TCS Teaching, Curriculum, and Society

Biography

David Scanlon has devoted decades of his life to those for whom learning does not come easily. His research interests include learning disabilities, special education collaborations and disputes, transition, content-area teaching and learning, and strategic teaching and learning.

As an associate professor at the Lynch School, Scanlon prepares his students to meet the needs of all learners by covering topics such as special education teaching and disabilities and human differences.

He is renowned for his special education expertise, both with adolescents and adults. Throughout his career, he has served as editor for the International Journal for Research in Learning Disabilities, editor of Learning Disability Quarterly, and section editor of the Handbook of Special Education, 2nd Ed. Scanlon has been named as the next editor of Learning Disabilities Research & Practice. 

David Scanlon has previously been elected chairperson of the Special Education Research SIG of the American Educational Research Association (AERA) and chairperson of the International Council for Learning Disabilities Research Committee. Scanlon was also the principal investigator for The Secondary Classroom Accommodations Project. In both 2014 and 2015, he served as associate program chairperson for the Council for Exceptional Children Annual Conference. He has written extensively on special education policy and practices.

Among his many honors, Scanlon is a fellow with both the Autism Consortium and the International Academy for Research in Learning Disabilities.

GLOBAL SPOTLIGHT
  • Collaborator on "Towards An International Understanding of Learning Disabilities", a project with researchers from University of Athens, University of Cologne, and Wuppertal University to identify an international typology of "specific learning disabilites"
  • Editor, "The International Journal for Research in Learning Disabilities"

Publications

  • Scanlon, D., Calhoon, M.B., & Berkeley, S. (2021). Making FAPE appropriate now for students with learning disabilities. Learning Disabilities Research & Practice, 0(0), 1-8. DOI: 10.1111/ldrp.12262 [Online First]
  • Scanlon, D., Nannemann, A., & Baker, D. (2021). Lessons from research for implementing an instructional accommodations model in secondary inclusion.  Learning Disabilities: A Multidisciplinary Journal, 26(1), 1-15.
  • Berkeley, S., Scanlon, D. Sutton, & J., Sacco, D. (2020). A snapshot of RTI implementation a decade later: New picture, same story? Journal of Learning Disabilities, 53(5), 332-342. https://doi.org/10.1177/0022219420915867
  • Boyle, J. & Scanlon, D. (2019). Methods and strategies for teaching students with high incidence disabilities, A case-based approach, 2nd Edition.  Belmont, CA: Wadsworth/Cengage Learning. 
  • Bottema-Beutel, K., Cuda, J., Kim, S.Y., Crowley, S., & Scanlon, D. (2020). High school experiences and support recommendations of autistic youth. Journal of Autism and Developmental Disorders, 50(9), 3397-3412.  doi:10.1007/s10803-019-04261-0
  • Calhoon, M.B., Berkeley, S.B., & Scanlon, D. (2019). The erosion of FAPE for students with LD.  Learning Disability Research and Practice,34(1), 6-13. DOI: DOI:10.1111/ldrp.12188
  • Louick, R, & Scanlon, D. (2021). Sustained feelings of success and agency: Keys to literacy motivation among adolescents with learning disabilities, Exceptionality, 29(1), 1-15. DOI: 10.1080/09362835.2019.1639184
  • Scanlon, D., Saenz, L, & Kelly, M.P.  (2018). The effectiveness of alternative IEP dispute resolution practices.  Learning Disability Quarterly, 41(2), 68-78. DOI 10.1177/0731948717698827
  • Baker, D., & Scanlon, D. (2016).  Student perspectives on academic accommodations.  Exceptionality, 24(2), 93-108.
  • Scanlon, D. (2017).  Transition to adulthood and high incidence disabilities. In J. Kauffman, D. Hallahan, & P. Pullen (Eds.), Handbook of Special Education, 2nd Ed. (pp. 687-689). Routledge.
  • Scanlon, D., Patton, J., & Raskind, M. (2017).  Transition to daily living for persons with high incidence disabilities.  In J. Kauffman, D. Hallahan, & P. Pullen (Eds.), Handbook of Special Education, 2nd Ed. (pp. 718-737).  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.