|Title||Associate Professor; Grad Coordinator|
|Office||Winther Hall 5042|
- 1999 Ph.D. in Special Education, The University of Wisconsin-Madison
- 1997 Women's Studies Certificate, The University of Wisconsin-Madison
- 1995 MS in Special Education, The University of Wisconsin-Madison
- 1990 Teaching Certification grades 1-8 with Special Education Endorsement in Emotional Impairments grades pre-k-12;Eastern Michigan University; Ypsilanti, Michigan
- 1987 BS in Psychology, Minors in English Language and Literature and Sociology; Eastern Michigan University; Ypsilanti, Michigan
- Stuart, S. Herman, E. & Rinaldi, C. (in press). A collaborative planning framework for principals implementing response to intervention. Principal.
- Stuart, S., Collet-Klingenberg, L., & Rogers-Adkinson, D. (in review). Professionalizing ASD practice: Promoting high quality teaching for students with autism spectrum disorders. Journal of Distance Learning Administration.
- Stuart, S. (2012). Finding a voice: Inexpensive mobile technology is helping students with autism spectrum disorder to communicate and learn. Principal, 91(4), 32-38.
- Stuart, S. and Rinaldi, C. (2011). Response to intervention and English learners. The Journal of Multiculturalism in Education, 7(3), 1-16.
- Stuart, S., Rinaldi, C. Higgins-Averill, O. (2011). Agents of change: Voices of teachers on response to intervention. International Journal of Whole Schooling, 7(2),55-73.
- Rinaldi, C., Higgins-Averill, O., & Stuart, S. (2010). Educators’ perceptions of a three-year RTI reform effort in an urban elementary school. Journal of Education, 191(2), pp 43-53.
- Stuart, S. & Rinaldi, C. (2009). A collaborative planning framework for teachers implementing tiered instruction. Teaching Exceptional Children, 42(2), 52-63.
- Rinaldi, C. & Stuart, S. (2009). Whole schooling and RTI. International Journal of Whole Schooling, 5(1), 41-58.
- Devore, S. & Stuart, S., Riall, A. (2008). Universal Design for Instruction: A matter of equitable access to learning. Journal on Excellence in College Teaching, 19(2 & 3), 87-106.
- Rogers-Adkinson, D. Melloy, K., Stuart, S., Fletcher, L., & Rinaldi, C. (2008). Reading and written language competency of incarcerated youth. Reading and Writing Quarterly, 24(2), 197-218.
- Rogers-Adkinson & Stuart, S. (2008). Collaborative Services: Children experiencing neglect and side effects of prenatal alcohol exposure. Language, Speech, and Hearing Services in Schools, 38, 149-156.
- Stuart, S. Connor, M., Cady, K., & Zweifel, A. (2006). Multiage instruction and inclusion: A collaborative approach. The International Journal of Whole Schooling, 3(1), 13-27.
- Stuart, S., Flis, L, & Rinaldi, C. (2006). Connecting with families. Parents speak up about preschool services for children with autism spectrum disorders. Teaching Exceptional Children, 39(1).
- Kolb, S. & Stuart, S. (2005). Active problem-solving: A model for empowerment. Teaching Exceptional Children, 28(2), 14-21.
- Stuart, S. (2004). Life is just chance: Voices of girls with EBD. Beyond Behavior, 13(2), 3-7.
Ochoa, T., Gottschall, H., & Stuart, S. (2004). Not all groups are equal: Results from a PBL computer supported module. Journal of Educational Media and Hypermedia 13(1), 73-91.
- Ochoa, T., Kelly, M., Stuart, S., & Rogers-Adkinson, D. (2004). Results of the impact of PBL technology on the preparation of teachers of English language learners. Journal of Special Education Technology 19(2).
- Stuart, S. K. (2003). Choice or chance: Career development and girls with emotional or behavioral disorders. Behavioral Disorders 28(2), 150-161.