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(773) 442-5580
Effie Kritikos
Effie
Kritikos
Professor and Chair, Special Education
College of Education
Expertise
Special education, multicultural education, assessment and language.
Education

University of Illinois at Chicago
Special Education, Ph.D.

Kellogg, Northwestern University, MBA.

Northwestern University
Speech & Language Pathology, M.S.

Background

Dr. Kritikos is a full professor in the Department of Special Education, where she has taught for over 25 years. She has experience at the birth-21 school, clinical and hospital settings in the areas of special education and speech-language pathology. Dr. Kritikos has written books and articles. She has reviewed and presented numerous papers for a variety of organizations.
 

Room LWH 4041
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Office Hours
By appointment
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Jolanta
W.
Jonak, Ed.D.
Associate Professor
Special Education
College of Education
(773) 442-5992
Expertise
Assessment, mental health, cultural and linguistic diversity
Courses Taught
SPED 380 Assessment of Exceptional Individuals and Diverse Populations in Special Education
SPED 501: Characteristics of Children and Youths with Disabilites
SPED 504: Assessment I – Principles of Educational Assessment in Special Education
SPED 509: Methods I: Specialized Curriculum & Methods in Special Education
SPED 508: Methods II - General Curriculum & Methods in Special Education
SPED 507: Internship I: Assessing and Teaching Individuals with Mild to Moderate Disabilities
SPED 524: Practicum for Behavior Specialist
SPED 529: Practicum LBS II
Research Interests
Best educational and assessment practices in elementary and secondary schools; appropriate education and evaluation methods of culturally and linguistically diverse students; psycho-educational assessment of high incidence disabilities; autistic spectrum disorder; attention deficit hyperactivity Disorder; learning disabilities; mental health in schools and the role of support staff in students’ social and emotional learning; positive behavior interventions and supports (PBIS); scientifically research based materials and instructional delivery methods to meet needs of all students; response to intervention (RTI) service delivery model with explicit interest in high schools; disproportionate representation of culturally and linguistically diverse students in special education.
Education

Ed.D.,  School Psychology   
National Louis University - Skokie, Illinois
              
M.Ed.,  Curriculum and Instruction
National Louis University - Evanston, Illinois 
                                         
B.A  Special Education
Northeastern Illinois University, Chicago

Background

Jolanta Jonak, Ed.D. is an Associate Professor in the Department of Special Education at Northeastern Illinois University in Chicago. She earned an Ed.D. in Educational Psychology with concentration in School Psychology.  Her previous degrees are in Special Education and Curriculum and Instruction.  Dr. Jonak has worked as a special education teacher and school psychologist in various elementary and high school settings in the greater Chicago area. Her research interests are in cultural and linguistic diversity, high-incidence disabilities, best educational and assessment practices of diverse students, and mental health.

LWH 3024
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5992
Office Hours
Wednesdays: 5:00 pm – 7:00 pm, Thursdays: 12:00 – 4:00 pm
Main Campus
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Mark
E.
Melton
Ed.D.
Professor
Special Education
College of Education
Graduate Studies and Research
(773) 442-5577
Expertise
Autism spectrum disorders, collaboration and consultation, and behavior management.
Courses Taught
SPED 510: Behavior Management
SPED 505: Consultation and Collaboration in Special Education
SPED 511: Alternative (Functional) Curriculum
SPED 372/375: Development and Characteristics of Children with Disabilities
Research Interests
Higher ordered and critical thinking skills; autism; and social-emotional development
Education

Ed.D., Early Childhood Special Education
The George Washington University, Washington, DC

M.S.W., Social Work
Virginia Commonwealth University, Richmond, VA

B.A., Education
Illinois State University, Normal, IL

Selected Publications

Kritikos, E.P., LeDosquet, P.L., & Melton, M. (2011). Foundations of assessment in early childhood special education.  Pearson: Upper Saddle, NJ.

Background

Dr. Mark Melton is a licensed clinical social worker with extensive experience in supporting children with behavioral and regulatory challenges and their families. Mark has over twenty years of experience in educational, vocational and residential settings. Mark has been a classroom teacher, a school administrator and has worked as a family support coordinator for early intervention services. Mark worked for the Fairfax County (VA) Public School Division as a mental health consultant to the Head Start and Kindergarten programs where he was responsible for professional development of staff and intervention with children, their teachers and families. Mark has maintained a private practice in clinical social work for over twelve years, working with children and their families. Mark completed his Doctoral Degree from The George Washington University, Washington, DC.

LWH 4035
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

(773) 442-5577
Office Hours
Tuesday, Thursday 12:00 - 3:00 pm
Main Campus
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Gerardo
Moreno
Ph.D.
Professor
Special Education
College of Education
(773) 442-5715
Expertise
Programming and interventions for children/youth with emotional/behavioral disorders, implementation of Response to Intervention (RTI), educational practices for children/adolescents from diverse backgrounds
Courses Taught
Special Education 379: Managing Behaviors in the Classroom
Special Education 501: Characteristics of Children and Youth with Exceptionalities
Special Education 504: Assessment I - Principles of Assessment
Special Education 510: Methods III - Strategies in Behavior Management
Special Education 520: Assessment II - Applied Diagnostic Testing
Special Education 514B: Teaching in Special Education (Practicum)
Special Education 523: Educational Assessment and Planning for Positive Behavior Management
Research Interests
Emotional/Behavioral Disorders, Learning Disabilities, Response to Intervention, Working with Culturally/Linguistically Diverse populations
Education

Ph.D., Special Education - Emotional/Behavioral Disorders - University of North Texas, Denton

M.Ed., Counseling - University of Texas, El Paso

B.A., Psychology - University of Texas, El Paso

Selected Publications

Moreno, G., Wong-Lo, M., & Bullock, L.M. (2017). National examination of the practice of the functional behavioral assessment: Survey of educators and their experiences in the field. International Journal of Emotional Education, 9(1), 54-70.

Moreno, G., & Bullock, L.M. (2015). Offering behavioral assistance to Latino students demonstrating challenging behaviors: Incorporating the functional behavioral assessment as pre-referral practice. International Journal of Emotional Education, 7(2), 36-48.

Moreno, G., &  Segura-Herrera, T. (2014). Review of school disciplinary practices and Latino students in public schools. Multicultural Teaching and Learning, 9(1), 33-51.

Moreno, G., Wong-Lo, M., Short, M., & Bullock, L.M. (2013). Implementing a Culturally Attuned     Functional Behavioral Assessment to Understand and Address Challenging Behaviors Demonstrated by Students from Diverse Backgrounds. Emotional & Behavioural Difficulties.

Moreno, G., Wong-Lo, M., & Bullock, L.M. (2013). Assisting students from diverse backgrounds with
challenging behaviors: Incorporating a culturally attuned functional behavioral assessment in pre-referral services. Preventing School Failure: Alternative Education for Children and Youth,
58(1), 58-68.

Moreno, G. (2013). Special education and diverse populations. In C. E. Cortes & J. G. Golson (Eds.), Multicultural America. Thousand Oaks, CA: Sage.

Moreno, G., & Gaytán, F.X. (2012). Special issue - Focus on Latino learners: Developing a foundational understanding of Latino cultures to cultivate student success. Preventing School Failure: Alternative Education for Children and Youth, 57(1), 7-16.

Moreno, G. & Gaytán, F. X. (2012). Reducing subjectivity in special education referrals by educators working with Latino students: Encouraging the incorporation of the functional behavioral assessment as a pre-referral practice. Emotional & Behavioural Difficulties, 18(1), 88-101.

Moreno, G., & Wong-Lo, M. (2011). Considerations and practices in working with students and families from Latino and Asian-American backgrounds. Multicultural Learning & Teaching, 6(1).

Moreno, G. (2011). Addressing Challenging behaviours in the general education setting: Conducting a teacher-based functional behavioural assessment (FBA). Education 3 - 13, 39(3), 1-9.

Moreno, G., & Bullock, L. M. (2011). Principles of positive behavior supports: Using the FBA as a problem-solving approach to address challenging behaviours beyond special populations. Emotional & Behavioural Difficulties, 16(2), 117-127.

Moreno, G. (2011).  Special issue on cyberbullying: Case study vignettes. Preventing School Failure, 55(2), 70, 78, 87, 101.

Adams, T. E. & Moreno, G. (2011). Sexual orientation and race. In M. Z. Strange, C. K. Oyster, & J. G. Golson (Eds.), The Multimedia Encyclopedia of Women in Today's World. Thousand Oaks, CA: Sage.

Moreno, G. (2010). No need to count to ten: Advocating for the early implementation of the functional behavioural assessment in addressing challenging behaviours. Emotional & Behavourial Difficulties, 15(1), 15-22.

Johns, B. H., Moreno, G., Albrecht, S. F., Hale, R., & Raza-Self, S. Y. (2007). Connecting with troubled children and youth: Commitment, caring, and collaboration. Highlights from the International Forum on Education Troubled Children/Youth: Innovative Approaches, Alternative Settings, and Multidisciplinary Collaboration Resulting in Positive Outcomes [Monograph]. Council for Children with Behavioral Disorders, Arlington, VA.

Lloyd, S. R., Wood, T. A., & Moreno, G. (2000). What’s a mentor to do? Teaching Exceptional Children, 33(6), 38-42.

Background

Gerardo Moreno is Professor of Special Education at Northeastern Illinois University, Chicago and serves as the Director of the William Itkin Children’s Service Center.

Dr. Moreno’s research and teaching focus on the development, delivery, and evaluation of special education services for children and youth with disabilities, particularly individuals identified with specific learning disabilities and/or emotional behavioral disorders. Through this scope, he examines the development and implementation of psychometric and curriculum-based assessments, best practices in academic interventions (e.g., Response to Intervention), and programming/interventions for individuals with emotional/behavioral disorders, particularly the use of the Functional Behavioral Assessment (FBA) and Positive Behavior Supports (PBS). Additionally, his research examines the impact of past and current educational practices on the quality of services for individuals from culturally and linguistically diverse backgrounds and the development of cultural competency among pre-service and in-service educators.

Dr. Moreno completed his doctoral work in Special Education with a Focus on Emotional/Behavioral Disorders at the University of North Texas in Denton, Texas, under the guidance of Dr. Lyndal M. Bullock. Prior to entering the field of higher education, he worked as a school counselor and special education classroom teacher in Texas public schools for more than 10 years.

LWH 4020-E
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5715
Office Hours
Mondays, Wednesdays 2-4 p.m. or by appointment
Main Campus
Curriculum Vitae
Dr. Jody Siker
Jody
Siker
Ph.D.
Assistant Professor
Special Education
College of Education
(773) 442-5590
Courses Taught
SPED 509: Methods I: Specialized Methods in Special Education
SPED 508: Methods II: General Curriculum and Methods
SPED 323 and SPED 505: Collaboration and Consultation in Special Education
SPED 384: Instructional Design
SPED 404: Survey of the Field of Special Education
SPED 383: Informal Assessment and Progress Monitoring
Research Interests
Co-teaching and collaboration, math education, retention and recruitment of teacher candidates of color, equity, inclusion.
Education

Ph.D., Joint Doctoral Program in Special Education, University of California, Berkeley and San Francisco State University (2015).

M.S., Exceptional Education, University of Wisconsin-Milwaukee (2005).

B.S., Psychology and Biological Aspects of Conservation, University of Wisconsin-Madison (2000).

Selected Publications

Courey, S., Balogh, E., Siker, J. R., & Paik, J. (2012). Academic music: Understanding basic fraction concepts through music notation. Educational Studies in Mathematics, 81, 251-278. doi: 10.1007/s10649-012-9395-9

Courey, S. J., LePage, P., Siker, J. R., Roschelle, J., & Blackorby, J. (2011). Preparing middle school mathematics teachers: Rethinking engagement and learning. The Mathematics Enthusiast.

Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with Universal Design for Learning (UDL). Teacher Education and Special Education, 36, 7-27. doi: 10.1177/0888406412446178

LePage, P., Courey, S., Blackorby, J., Siker, J., Nguyen, T. (2015). Using Dynabook to improve special education teachers’ thinking. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1).

Murata, A., Siker, J., Kang, B., Baldinger, E., Kim, H. J., Scott, M., & Lanouette, K. (2017). Math talk and student strategy trajectories: The case of two first grade classrooms. Cognition and Instruction, 35(4), 290-316. doi:10.1080/07370008.2017.1362408

Siker, J., & Gonzales, W. (2021) Preparing paraprofessionals from non-dominant backgrounds: An investigation of experiences in graduate school. Teacher Education Division Conference Proceedings. https://tedcec.org/sites/default/files/2021-12/TED%202021%20Correct%20Conference%20Proceedings.pdf

Room LWH 4040
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5590
Office Hours
Monday: 3-6 p.m.
Thursday: 5-7 p.m.

Google Meet:
https://meet.google.com/rob-fvvu-meh?authuser=0&hs=122
Main Campus
Wendy Gonzales
Wendy
Gonzales
Ph.D.
Assistant Professor
Special Education
College of Education
(773) 442-5599
Courses Taught
SPED 382: Strategies For Differentiating Instruction For Students With Exceptional Learning Needs
SPED 383: Informal Assessment And Progress Monitoring
SPED 511: Methods IV:Alternative Programming And Curriculum In Special Education
ECED 306: Reading Methods in Early Childhood
Research Interests
Reading Interventions, literacy development, learning disabilities, emergent bilinguals, family perspectives.
Education

B.A., Early Childhood Education and Bilingual education-Saint Xavier University

M.Ed, Learning Behavior Specialist 1-University of Illinois at Chicago 

Ph.D., Special Education

Selected Publications

Gonzales, W., & Moreno, G. (2022). Culturally Attuned Assessment and Identification Practices in the 21st Century. Bilingual Special Education for the 21st Century: A New Interface, 51-80.

Hughes, M. T., Magaña, S., Gonzales, W., Núñez, G., & Moreno-Angarita, M. (2022). Colombian parents of children with autism spectrum disorder: Perceptions, experiences, and expectations. Journal of International Special Needs Education, 25(1), 25-36.

Magaña, S., Tejero Hughes, M., Salkas, K., Gonzales, W., Núñez, G., Morales, M. & Moreno-Angarita, M. (2021). Implementing a parent education intervention in Colombia: Assessing parent outcomes and perceptions across delivery modes. Focus on Autism and Other Developmental Disabilities, 36(3), 165-175.

Gonzales, W., & Tejero Hughes, M. (2021). Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners. Reading Psychology, 42(4), 411-434.

Siker, J., & Gonzales, W. (2021, November). PREPARING PARAPROFESSIONALS FROM NON-DOMINANT BACKGROUNDS: AN INVESTIGATION OF EXPERIENCES IN GRADUATE SCHOOL. In TED 2021 Conference (p. 254).

Gonzales, W. (2019). English Learners Struggling with Literacy: Does A Spanish Literacy Intervention Enhance Outcomes? (Doctoral dissertation, University of Illinois at Chicago).

Gonzales, W., Núñez, G., Soria, M., & Hughes, M. T. (2018). Engaging in Literacy: Latino Families Speak Up. International Journal of Education, 10(2), 50. https://doi.org/10.5296/IJE.V10I2.12984

Meléndez, J. W., Radinsky, J., Vossoughi, S., Marin, A. M., Bang, M., Nolan, C. M., & Hall, R. (2018). Community-based design partnerships: Examples from a new generation of CHAT/DBR. International Society of the Learning Sciences, Inc.[ISLS].

Gonzales, W., & Tejero Hughes, M. (2018). Libros en mano: Phonological awareness intervention in children’s native languages. Education Sciences, 8(4), 175.

Room LWH 4053
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5599
Office Hours
In Room LWH 4053
Main Campus