Associate Professor
Coordinator – Educational Diagnostician Programs
Education
- Ph. D Education; University of California, Riverside, July 2019
- M.A. Special Education; Education Specialist – Moderate/ Severe; Added Authorization Traumatic Brain Injury; Point Loma Nazarene University, August 2013
- M.S. Data Analytics; Northwest Missouri State University, December 2023
- B.A. Special Education; Multiple Subjects (K-8) credential; Education Specialist - Mild/ Moderate; Western Governor’s University, July 2010
Courses Taught
Undergraduate Courses Taught:
- Assessment in Special Education (62-470)
- Assessment in Special Education Lab (62-471)
- Curriculum and Methods in Early Childhood Special Education (62-542)
- Designing Intervention and Assessment (62-321)
- Introduction to Special Education (62-371)
- Family and Community Resources in Early Childhood (62-455)
- Intervention and Assessment: Literacy, Special Populations, and English Language (61-324)
- Professional Learning Community 3 (62-119)
- Professional Learning Community 5 (61-312)
Graduate Courses Taught:
- Academic Skills: Assessment for Intervention (62-668)
- Advanced Developmental Psychology for Educators (62-629/ 61-729)
- Applied Learning Theory (62-658)
- Educational Psychology for the Educational Diagnostician (62-691/61- 729)
- Intro to Teaching Students with M/M Disabilities (62-642)
- Seminar: Selected Topics in Special Education (62-699)
- Student Evaluation and Assessment (62-652)
- Transition/ Career Education for Students with Disabilities: Processes and Resources (62-608)
Academic Interests
- Development of Post-Secondary Skills
- Evidence-Based Practices
- Students with Specific Learning Disabilities
- Teacher Preparation
- Noncognitive Factors
- Collaboration Between General and Special Education
Scholarly Activity
Grants
- Missouri Path Forward Theory into Practice, “Course Revision to Address Language Acquisition, Development, and Literacy” - $25,000
- Academic Partnerships, “The Use of Avatars in Education for Those With ASD: Examining the Impact of Anthropomorphism and Copresence on Instructor Satisfaction.” - $10,189
Peer-Reviewed Publications
- Rourke, B. L., Wilson, K., & Taylor, S. (2023). A little help from my friends: The moderating role of neurodiversity traits on perceptions of presence. Review of Communication (in press).
- Taylor, S. E. (2023). An application of the CCSR Noncognitive Framework: Bringing together typical and exceptional student research. Educational Considerations, 49(1).
- Taylor, S. E., Ingraham, N., Schairer-Kessler, C., Strickland, A., & Smith, L. (2023). Unpacking educator preparation accreditation policy: A systematic literature review of culturally responsive teaching [Manuscript submitted for publication]. Educator Perspectives, Spring 2024.
- King, L. M., Taylor, S. E., Haughey, J. P., & Gordon, W. D. (2022). Resiliency and lessons learned: Stakeholder perspectives on Northwest Missouri lab schools’ response to the pandemic. International Association of Lab Schools Journal, 12(2), 73-80.
- Taylor, S. (2021). The practices of teachers in the development of post-secondary skills in students with learning disabilities. Journal of the American Academy of Special Education Professionals 16(3), 96-115
International Presentations
- Lynn, T., Taylor, S., Farnan, S., & Holbrook, P. (2022, February). Diverse virtual field experiences: A rural, regional institution’s response to school closures. Council for Exceptional Children (CEC) Special Education Convention & Expo, Orlando, FL, United States. [virtual concurrent session] [Refereed]. [Acceptance Rate 30-35%; average attendees- range from 4500-6000 depending on the year]
- Taylor, S. & Rourke, B. (2022, January). Examining the impact of avatars on virtual instructor satisfaction for students with ASD. Council for Exceptional Children (CEC) Special Education Convention & Expo, Orlando, FL, United States. [concurrent session] [Refereed]. [Acceptance Rate 30-35%; average attendees- range from 4500-6000 depending on the year]
- King, L., Gordon, D., Rouner, C., Taylor, S., Haughey, J., Wall, T. (2021, July). Impact of lab schools on recruitment and retention: Making it work in times of covid, International Association of Lab Schools [virtual conference session] [Refereed].
National Presentations
- Taylor, S. & Ingraham, N. (2022, February). Disproportionate diagnosticians: A case study of evaluators in Missouri. Presented at the Council for Educational Diagnostic Services (CEDS)/CEC, Baton Rouge, LA [Refereed]
- Lynn, T., Taylor, S., & Farnan, S. (2021, November). Responding to school closures through diverse virtual field experiences for rural special education teacher candidates.
- Presented at the Teacher Education Division (TED)/CEC, Ft. Worth, TX [Refereed]. [85-95% Acceptance Rate depending on year; Attendance: 500-800].
- Taylor, S. & Robinson, J. (2021, November). Small special education programs caucus roundtables. Presented at the Teacher Education Division (TED)/CEC, Ft. Worth, TX [Refereed]. [85-95% Acceptance Rate depending on year; Attendance: 500-800]. [Moved to online in February 2022 due to pandemic]
State Presentations
- King, L., Haughey, J., Taylor, S., & Gordon, W. D. (2023, October). Teacher Education Recruitment Strategies, Missouri Association of Colleges for Teacher Education [virtual concurrent session]
- King, L., Rouner, C., Taylor, S., Gordon, D., Haughey, J., Wall, T. (2021, March). Building deep partnerships: Northwest Missouri State’s laboratory schools, Missouri Association of Colleges for Teacher Education [virtual concurrent session]
- Farnan, S., Lynn, T., Taylor, S. (2020, March). Developing mutually beneficial partnerships for the recruitment and retention of special education teachers. Presented at the 4th Annual Collaborative Conference, Columbia, Missouri.
- Farnan, S., Lynn, T., Taylor, S., Andreini, A., Dorsey, E., & Stein, Z. (2020, March).
- Developing mutually beneficial partnerships for the recruitment and retention of special education teachers. Presented at the 4th Annual Collaborative Conference, Columbia, Missouri.
- Taylor, S. (2020, March). Beyond academics: Life skills development for diploma-bound students. Presented at the 4th Annual Collaborative Conference, Columbia, Missouri.
Regional Presentations
- Montenguise, H., Schieffer, C., Taylor, S., Farnan, S. (2023, September). Applying the tools in your literacy toolbox to build activities for your students, 275 Conference.
- Taylor, S. (2022, September). Assessing and supporting social, emotional, and behavioral skills, Local Administrators of Special Education.
- Taylor, S. (2021, February). Post-secondary transition, Local Administrators of Special Education.
Student Group Advisement
- Council for Exceptional Children Student Chapter 115 Faculty Advisor
Other Professional Experiences
Recent School District Experience
Education Specialist – Mild/ Moderate and Moderate/ Severe August 2010-July 2019
- Developed programs and taught in a multi-tiered system of support in tiers 1, 2, and 3 at a diverse college prep charter school.
- Co-taught Algebra 2 course covering advanced algebra and precalculus
- Constructed necessary curriculum adaptations and modifications while implementing accommodations to support students with learning disabilities, Autism, traumatic brain injury, ADHD and other health impairments, orthopedic impairments, and intellectual
- Developed, implemented, and frequently reviewed Individualized Education Plan’s (IEP), Transition Plans, and Behavior Intervention Plans for students on caseload.
- Attend IEP meetings district wide as a Traumatic Brain Injury Specialist
- Developed and implemented campus-based positive behavior interventions and supports for general and special education
- Taught social, life, vocational, and study skills to students with learning disabilities, Autism, traumatic brain injury, ADHD and other health impairments, orthopedic impairments, and intellectual
- Developed protocols, conducted daily meetings, and supervised a team of four Behavior Intervention Assistants.
- Collaborated with a variety of general and special education teachers, service providers, and
- Conduct weekly meetings with school psychologist to review student concerns and develop a plan to address student
- Assessed needs and implemented student assistive technology, including student and staff training of tools.
Credentials
- California – Multiple Subjects Teaching Credential – Clear
- Authorized to teach:General Subjects
- English Language Learners
- California – Education Specialist Instruction Credential – Clear
- Authorized to teach:
- Mild/ Moderate
- Moderate/ Severe
- Traumatic Brain Injury
- English Language Learners
