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(773) 442-5580
Dr 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.

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 15 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.
 

LWH 4041
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Office Hours
By appointment
Maria Frances
Maria
Frances
Office Support Specialist
Academic Affairs

C 102
5500 North Saint Louis Ave.
Chicago, IL 60625
United States

Office Hours
Monday-Friday 8:30 a.m.-4:30 p.m.
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Barbara
Quashie
Office Support Specialist
Special Education
Expertise
Administrative support for faculty and providing support and assistance for students.
Education

N/A

Background

Administrative support for faculty and providing support and assistance for students.

LWH 4058
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

Office Hours
Monday - Friday, 9:30 - 5:30 pm
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Jolanta
W.
Jonak, Ed.D.
Special Education
College of Education
Phone
(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

Phone
(773) 442-5992
Office Hours
Wednesdays: 5:00 pm – 7:00 pm, Thursdays: 12:00 – 4:00 pm
Main Campus
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Michele
Kane
Special Education
College of Education
Phone
(773) 442-5594
Expertise
Gifted Education, Career Development
Courses Taught
GIFT 450: Psychology of Individuals Who are Gifted and Talented
Research Interests
Lived experiences of gifted individuals; social and emotional needs of gifted; spirituality and giftedness; affective curriculum; and career development across the lifespan
Education

Ed.D., Loyola University – Chicago, 2006

M.A., Northeastern Illinois University, 1999

M.A., Roosevelt University, 1982

B. A., St. Mary’s College - Notre Dame, IN, 1974

Selected Publications

Kane, M. (2013). Constancy and change in progressive education: The Roeper Philosophy

     of Self Actualization and Interdependence. In D. Ambrose, B. Sriraman, & T. Cross (Eds.).

    The Roeper School: A Model for Holistic Development of High Ability.  The Netherlands:  Sense

     Publications.

Kane, M. (2013). Parent lore:  Collected stories of asynchronous development.  In C. Neville, M.

     Piechowski, & S. Tolan (Eds.). Off the Charts: Asynchrony and the Gifted Child. Unionville,

     NY: Royal Fireworks Press.

LWH 4055
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

Phone
(773) 442-5594
Office Hours
Monday (off campus) 2-4pm; Tuesday 3-7pm; by appointment, or Skype
Main Campus
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Phyllis
L.
LeDosquet
Special Education
College of Education
Phone
(773) 442-5591
Expertise
Early Childhood Special Education
Courses Taught
SPED 502 Language and Cognition
Research Interests
The authenticity of family dynamics and life for families of students with disabilities
Education

Ph.D in Special Education for University of North Dakota

Selected Publications

Kritikos, E.P., LeDosquet P.L., Melton M. E., (2012). Assessment of young children with special needs. Upper Saddle River, NJ: Pearson.

LeDosquet, P. L., ( 2009). Early childhood. In E. P. Kritikos, Special education assessment: Issues and strategies affecting today's classroom. Upper Saddle River, NJ: Pearson.

LeDosquet, P. L., (2008). (Review of the book English Language Learners with Disabilities: A Resource Guide for Educators by B. Birnbaum). MellenPress.

Beyda, S., Kritikos, E.P., Messerer J, LeDosquet P. (2007). Curriculum infusion of real life issues for students with exceptionality. Chicago, Il: Northeastern Illinois University.

LeDosquet. P, L. (2003). On a wing and a prayer: The story of courtney and taylor. (Unpublished doctoral dissertation) University of North Dakota, Grand Forks, ND.

Background

Educator in public education in the areas of visual impairment, early childhood and early intervention.   Coordinated and advisor for Early Childhood Special Education.  Advisor for M.A. LBS I program.

LWH 4040
5500 North Saint Louis Avenue
Chicago, IL 60625
United States

Phone
(773) 442-5591
Office Hours
By appointment.
Main Campus
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Mark
E.
Melton
Special Education
College of Education
Graduate Studies and Research
Phone
(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

Phone
(773) 442-5577
Office Hours
Tuesday, Thursday 12:00 - 3:00 pm
Main Campus
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Gerardo
Moreno
Director, William Itkin Children's Service Center
Special Education
College of Education
Phone
(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 over ten years.

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

Phone
(773) 442-5715
Office Hours
Mondays, Wednesdays 2:00 - 4:00 p.m. or by appointment
Main Campus
Curriculum Vitae