Faculty Directory

David Scanlon

Program Director, Moderate Support Needs

Associate Professor


TCS Teaching, Curriculum, and Society


David Scanlon, Ph.D. specializes in cognitive-strategic teaching & learning, content-area literacy, and self-advocacy, particularly as they pertain to students with high-incidence disabilities in inclusive education. His research is focused on interventions empowering learners and those who teach them. The former chairperson of the AERA Special Education Research SIG and the Council for Learning Disabilities Research Committee, he has published two textbooks and numerous peer-reviewed research articles, and has received over $5million in research funding. He also teaches about special education methods and global perspectives on disabilities and special education. Scanlon is former editor of the Learning Disability Quarterly and current editor of Learning Disabilities Research & Practice. He is a Fellow of the International Academy for Research in Learning Disabilities.

  • 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"


  • Scanlon, D., Calhoon, M.B., & Berkeley, S. (2021). Making FAPE appropriate now for students with learning disabilities. Learning Disabilities Research & Practice, 36(4), 287-294. DOI: 10.1111/ldrp.12262 
  • 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., 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.
  • 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
  • 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
  • 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.


Select Grants

  • Bottema-Beutel, K., & Scanlon, D. (Principal Investigators). Developing Team Leader Certificate Program: A Collaborative Project with Newton Public Schools. Collaborative Fellows, Lynch School, Boston College.
  • Scanlon, D. (Principal Investigator). A Comprehensive Accommodation Model In the Catholic School Context. Warmenhoven Family Endowed Fund, Lynch School, Boston College. 
  • Bottema-Beutel, K. & Scanlon, D. (Principal Investigator). Developing Support Materials for High School Students with Autism Spectrum Disorder and Learning Disabilities: A Community-based Participatory Research Project. Michael & Susan Argyelan Education Research Fund.
  • Scanlon, D. (Principal Investigator). Assessing Academic Engagement and the Benefits of the “Student Self-Accommodation Strategy” for High School Students with LD. Argyelan Family Education Research Fund, LSOE) 
  • Scanlon, D. (Principal Investigator/Administrator). SpedEx: Empowering Schools and Parents to Resolve Their Own IEP Disputes. MA Department of Elementary and Secondary Education.

Selected Appointments & Awards

  • Fellow, International Academy for Research in Learning Disabilities
  • Fellow, Autism Consortium Doctoral 
  • Fellowship, Hammill Institute on Disabilities, awarded to doctoral students studying with D. Scanlon

Professional Activities

  • Administrator, SpedEx Consultation; Editor, Learning Disabilities Research & Practice 
  • Committee Chairperson (2019), Janette Klingner Doctoral Student Presentation Award. Conference of the International Academy for Research in Learning Disabilities, Crete, Greece
  • New Faculty Mentor. Leadership Institute. International Council for Learning Disabilities
  • Member, Executive Committee. International Academy for Research in Learning Disabilities; Associate Program Chairperson. Council for Exceptional Children Annual Conference. The Council for Exceptional Children
  • Technical Review Committee Member. National Center on Intensive Interventions. American Institutes for Research [AIR], Vanderbilt University. Sponsored by the U.S. DOE Office of Special Education Programs
  • Reviewer. Learning Information and Communication System (LINCS) Resource Collection. U.S. Department of Education, Office of Vocational and Adult Education