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Ye Wang

Professional Background

Educational Background

Ph.D, THE OHIO STATE UNIVERSITY, Columbus, Ohio, College of Education
M.A., THE OHIO STATE UNIVERSITY, Columbus, Ohio, College of Education
LL.B., CHINA UNIVERSITY OF POLITICAL SCIENCE AND LAW, Beijing, China, Law School

Scholarly Interests

Areas of Research Emphasis: Language and Literacy Development

Other Research Interests: Educational Technology, Multiple Literacies, Early Intervention, Research Methodology (Quantitative Research and Qualitative Research), and Multicultural Education

Selected Publications

PUBLICATIONS:

Books

Paul, P., Wang, Y., & Williams, C. (2013). Deaf students and the qualitative similarity hypothesis: Understanding language and literacy development. Washington, DC: Gallaudet University Press.

 

Paul, P., & Wang, Y. (2012). Literate thought -- Understanding comprehension and literacy. Sudbury, MA: Jones & Bartlett.

 

Trezek, B., Wang, Y. & Paul, P. (2010). Reading and deafness: Theory, research and practice. Clifton Park, New York: Cengage Learning.

 

Book Chapters

Proctor, L. A. & Wang, Y. (in press). Using iPads and mobile technology for children with developmental disabilities: Facilitate the language and literacy development. In N. Silton (Ed.), Recent Advances in Assistive Technology to Support Children with Developmental Disorders. Hershey, PA: IGI Global.

 

Wang, Y. (2012). Educators without borders: Understanding Deaf Epistemologies as a metaparadigm for literacy instruction in Bilingual Bicultural education. In P. Paul & D. Moores (Eds.), Deaf Epistemologies. Washington, DC: Gallaudet University Press.

 

Trezek, B., Wang, Y., & Paul, P. (2011). Processes and components of reading.  In M. Marschark & P. Spencer (Eds.), Handbook of deaf studies, language, and education (Vol. 1; Part II) (pp. 99-114).  New York:  Oxford University Press.

 

Wang, Y., & Engler, K. (2010). Early intervention. In P. Paul & G. Whitelaw, Hearing and deafness (pp. 241-268). Sudbury, MA: Jones & Bartlett.

 

Peer-Reviewed Journal Articles 

Wang, Y., Al-Said, S., & Ye, F. (in review). Multiple Literacies: A Quantitative Comparison on Print, Braille, and Auditory Literacies.

 

Andrews, J. & Wang, Y. (in press). The Qualitative Similarity Hypothesis: Research synthesis and future directions. American Annals of the Deaf.

 

Wang, Y. & Andrews, J. (in press). Reading and deaf individuals: Perspectives on the Qualitative Similarity Hypothesis. American Annals of the Deaf.

 

Wang, Y. & Williams, C. (in press). Are we hammering square pegs into round holes? An investigation on the meta-analyses of reading research with students who are DHH and students who are hearing. American Annals of the Deaf.

 

Wang, Y., Engler, K., & Oetting, T. (2014). High expectations lead to high performance: The transformative power of high expectations in pre-school. Odyssey, 15, 36-39.

 

Wang, Y., & Al-Said, S. (2014). Defining literacy for individuals who are blind or with visual impairments: A qualitative study of stakeholders. Journal of Ethnographic & Qualitative Research, 8, 99-112.

 

Wang, Y. (2013). Knowing the name of something vs. knowing something. [Review of the book Assessing literacy in deaf individuals: Neurocognitive measurement and predictors.] American Annals of the Deaf, 158(4), 469-472.

 

Wang, Y., Spychala, H., Harris, R. & Oetting, T. (2013). The effectiveness of a phonics-based early intervention for DHH preschool children and its possible impact on reading skills in elementary school: A case study. American Annals of the Deaf, 158(2), 107-120.

 

Wang, Y. (2013). Triangulation among speech language pathologists, deaf educators, and audiologists. Journal of Communication Disorders, Deaf Studies & Hearing Aids. 1:e102. doi:10.4172/jcdsha.1000e102.

 

Lee, Y. & Wang, Y. (2012). Searching for new directions: Developing MA action research project as a tool for teaching. US-China Education Review, 2(8), 697-709.

 

Wang, Y. (2011). Inquiry-based science instruction and performance literacy for students who are deaf or hard of hearing. American Annals of the Deaf, 156(3), 239-254.

 

Wang, Y. & Paul, P. (2011). Integrating technology and reading instruction with children who are deaf or hard of hearing: The effectiveness of the Cornerstones Project. American Annals of the Deaf, 156(1), 56-68.

 

Banner, A. & Wang, Y. (2011). An analysis of the reading strategies used by adult and student deaf readers. Journal of Deaf Studies and Deaf Education, 16(1), 2-23, doi: 10.1093/deafed/enq027.

 

Wang, Y., Lee, C., & Paul, P.V. (2010). An understanding of the literacy levels of students, who are deaf/hard-of-hearing in the United States, China, and South Korea. L1 – Educational Studies in Language and Literature, 10(1), 87-98.

 

Wang, Y., Kretschmer, R., & Hartman, M. (2010). Teacher-as-Researcher: Theory-into-Practice. American Annals of the Deaf, 155(2), 105-109.

 

Kretschmer, R. E., Wang, Y., & Hartman, M. (2010). Were the preservice teacher generated research actual instances of teacher-researcher studies and were they consistent with Dewey’s notions? American Annals of the Deaf, 155(2), 144-149.

 

Hoffman, M. & Wang, Y. (2010). The use of graphic representations of sign language in leveled texts to support deaf readers. American Annals of the Deaf, 155(2), 131-136.

 

Aceti, K. J. & Wang, Y. (2010). The teaching and learning of multimeaning words within a metacognitive-based curriculum. American Annals of the Deaf, 155(2), 118-123.

 

Smith, A. & Wang, Y. (2010). The impact of Visual Phonics on the phonological awareness and speech production of a student who is deaf: A case study. American Annals of the Deaf, 155(2), 124-130.

 

Wang, Y. (2010). Without boundaries: An inquiry of Deaf Epistemologies through a metaparadigm. American Annals of the Deaf, 154(5), 428-434.

 

Paul, P., Wang, Y., Trezek, B., & Luckner, J. (2009). Phonology is necessary, but not sufficient: A rejoinder. American Annals of the Deaf, 154(4), 346-356.

 

Wang, Y., Trezek, B., Luckner, J., & Paul, P. (2008). The role of phonology and phonological-related skills in reading instruction for students who are deaf or hard of hearing. American Annals of the Deaf, 153(4), 396-407.  

 

Wang, Y., Kretschmer, R., & Hartman, M. (2008). Reading and students who are d/Deaf or hard of hearing. Journal of Balanced Reading Instruction, 15(2), 53-68.

 

Trezek, B. J., Wang, Y., Woods, D. G., Gampp, T. L., & Paul, P. (2007). Using Visual Phonics to supplement beginning reading instruction for students who are deaf/hard of hearing. Journal of Deaf Studies and Deaf Education, 12(3), 373-384.

 

Ward, P., Wang, Y., Paul, P., & Loeterman, M. (2007).  Near verbatim versus edited captioning for students who are deaf or hard of hearing: A preliminary investigation of effects on comprehension. American Annals of the Deaf, 152(1), 20-28.

 

Paul, P. & Wang, Y. (2006). Literate thought and deafness: A call for a new perspective and line of research on literacy. The Punjab University Journal of Special Education (Pakistan), 2(1), 28-37.

 

Paul, P. & Wang, Y. (2006). Literate thought and multiple literacies. Theory into Practice, 45(4), 304-310.

 

Trezek, B. J. & Wang, Y. (2006).  Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing.  Journal of Deaf Studies and Deaf Education, 11(2), 202-213.

 

Glassman, M. & Wang, Y. (2004). On the interconnected nature of interpreting Vygotsky. Educational Researcher, 33(6), 19-22.

 

Others – Published

Paul, P., Loeterman, M., Cook, L., Donahue, S., Wang, Y., & Ward, P. (2005).  Research on edited captions final report. Boston, MA: The National Center for Accessible Media.

 

Paul, P., Loeterman, M., Donahue, S., Cook, L., Altschuld, J., Austin, J., & Wang, Y. (2005). Cornerstones project final report. Boston, MA: The National Center for Accessible Media.

professional experiences

09/2014- present          Associate Professor of Psychology and Education 

Program Coordinator for EDHH Program

Teachers College, Columbia University, New York, New York

Responsibilities: Coordinate Graduate Program to prepare teachers of the DHH students; teach master’s and doctoral courses in the area of education of DHH, special education, language/literacy development, and research, advise master’s and doctoral students and supervise their graduate project/dissertation, obtain funding for research and teacher preparation.

Courses Taught:

HBSE 4077 Teacher-as-Researcher Seminar

HBSE 4300 Assessment & Evaluation of Individuals Who are DHH

HBSE 5010 Study of the Philosophic Foundation of Special Education

 

08/2012-08/2014            Associate Professor of Communication Sciences and Disorders  

                                            Program Coordinator for EDHH Program

                                            Missouri State University, Springfield, Missouri

                                            Responsibilities: Coordinate Graduate Program to prepare teachers of the DHH students; teach master’s courses in the area of education of DHH, language/literacy development, and research, advise master’s students and supervise their graduate project/thesis, obtain funding for research and teacher preparation.

                                           Courses Taught:

CSD 760 (on-line) Language Developments: D/HH I                             

CSD 761 Language Developments: D/HH II

CSD 762 (on-line) Speech Developments: D/HH I

CSD 763 Speech Developments: D/HH II

CSD 765 (on-line) Reading Instruction: D/HH

CSD 784/799 Master’s Project/Thesis

 

08/2008-07/2012            Assistant Professor of Communication Sciences and Disorders   

                                            Program Coordinator for EDHH Program

                                            Missouri State University, Springfield, Missouri

Responsibilities: Coordinate Graduate Program to prepare teachers of the DHH students; teach undergraduate and master’s courses in the area of education of DHH, language/literacy development, and research, advise master’s students and supervise their graduate project/thesis, obtain funding for research and teacher preparation.

                                           Courses Taught:

CSD 760 Language Developments: D/HH I

CSD 761 Language Developments: D/HH II

CSD 762 Speech Developments: D/HH I

CSD 763 Speech Developments: D/HH II

CSD 764 (blended) Instructional Strategies: D/HH

CSD 765 (on-line) Reading Instruction: D/HH

CSD 784/799 Master’s Project/Thesis

 CSD 260 Surveys of Interests of the D/HH

CSD 562 Psycho-Social Implications on Hearing Impaired

 

08/2005-07/2008            Assistant Professor of Psychology and Education                 

Teachers College, Columbia University, New York, New York

Responsibilities: Teach master’s and doctoral courses in the area of education of DHH, special education, and research, advise master’s and doctoral students and supervise their graduate project/dissertation, obtain funding for research.

Courses Taught:

HBSE 4077 Teacher-as-Researcher Seminar

HBSE 4300 Assessment & Evaluation of Individuals Who are DHH

HBSE 4071 Methods of Teaching Reading & Writing to Individuals Who are DHH

HBSE 4001 (on-line) Teaching Students with Disabilities in the General Education Classroom

HBSE 4000 (on-line) Introduction to Special Education

HBSE 7500 Dissertation seminar in Special Education

HBSE 4860 Workshop in Special Education: See-The-Sound/Visual Phonics

              

09/2003 – 08/2005         Graduate Teaching Assistant

The Ohio State University; Columbus, Ohio

Responsibilities: Teach master’s and doctoral courses in the area of education of DHH, special education

Courses Taught:

Ed T&L 660 Language Competence of Children and Youth with Disabilities

Ed T&L 670 Remedial and Clinical Reading Instruction

Ed T&L 822 Developing Language Competence of Students with Hearing Disabilities

Ed T&L 831 Reading for Students with Hearing Disabilities

Ed T&L 832 Advanced Studies in Deafness

 

09/200212/2003        Graduate Research Assistant

The Ohio State University; Columbus, Ohio

Responsibilities: Conduct research in the Cornerstones Project which is a multimillion dollar research projects funded by CPB/WGBH National Center for Accessible Media and the Office of Special Educational Programs, U.S. Department of Education.         

 

09/2003 – 12/04             Graduate Research Assistant

The Ohio State University; Columbus, Ohio

Responsibilities: Conduct research in the Edited Caption Project which is funded by CPB/WGBH National Center for Accessible Media and the Office of Special Educational Programs, U.S. Department of Education.

 

01/2000 – 06/2004         Graduate Administrative Assistant

The Ohio State University; Columbus, Ohio

Responsibilities: Cooperate with the faculty members in the section of Integrated Teaching and Learning in School of Teaching and Learning and assist the whole administrative process including program development, admission, documentation, preparing for section meetings, preparing for NCATE review, etc.

 

09/2000                            Coordinator/Sign Language Interpreter

Gallaudet University; Washington D.C.

Responsibilities: Coordinate activities and interpret for The Second China-America Educational Partnership Council in Gallaudet University, Washington, DC.

 

10/1999                            Coordinator/Sign Language Interpreter

Beijing, China

Responsibilities: Coordinate activities and interpret for The First China-America Educational Partnership Council in Beijing, China.

 

06/1999 – 12/1999         Legal Consultant

China Telecom; Beijing, China

Responsibilities: Provide legal service for China Telecom.

grants

professional organization membership

EDITORSHIP

2013 -- 2016    Senior Associate Editor, American Annals of the Deaf

2011 – 2016    Editorial Board Member, American Annals of the Deaf

2014                     Guest Co-Editor on Reading and Deaf Individuals, American Annals of the Deaf

2010                    Guest Co-Editor on Teacher-as-Researcher, American Annals of the Deaf

              

 

AD HOC JOURNAL REVIEWER

Assessment for Effective Intervention (2014)

Reading and Writing: An Interdisciplinary Journal (2012, 2013)

Journal of Experimental Child Psychology (2008)

Journal of Deaf Study and Deaf Education (2005)

Remedial and Special Education (2005)

     

OTHER PROFESSIONAL SERVICE

2014                    Book Reviewer, Assessing Listening and Spoken Language in Children who are Deaf or Hard of Hearing

2013                    Reviewer, CEEDAR Center (Collaboration for Effective Educator Development, Accountability, and Reform)


ORGANIZATIONAL MEMBERSHIP:

Program Co-Chair (2010-2012): International Special Interest Group (SIG) for Research on the Education of Deaf Persons at American Educational Research Association (AERA)

Board member/Newsletter editor (2007-2010): international Special Interest Group (SIG) for Research on the Education of Deaf Persons at American Educational Research Association (AERA)

Member (2006-present): American Educational Research Association (AERA)

Member (2007-present): Association of College Educators of the Deaf and Hard of Hearing (ACE-D/HH)

Member (2004-2005): Mid-Western Educational Research Association (MWERA)

Member (2004-2005): National Council of Teachers of English Assembly for Research (NCTEAR)

 


professional presentations

CONFERENCE PRESENTATIONS/INVITED SPEECH:

Peer-reviewed International and National Conferences

Proctor, L. A., Allegri, C., Ryther, M., Koestner, J., Wang, Y., & Molumby, N. (2014, September). The use of Visual Phonics in literacy instruction for children with Down Syndrome: An exploratory study. Paper to be presented at the annual meeting of Clinical Augmentative and Alternative Communication (CAAC) Research Conference, St. Louis, MO.

 

Al-Said, S., Wang, Y., Ye, F., Lee, Y. (2014, April). Multiple literacies for individuals with blindness/visual impairment: Comparison of print, Braille, and auditory literacies. Paper presented at the annual meeting of American Educational Research Association (AERA), Philadelphia, PA.

 

Wang, Y., Spychala, H., Harris, R. S., Oetting, T. L. (2013, April). A balanced early reading intervention program for preschool students who are DHH and its follow-up. Paper presented at the annual meeting of American Educational Research Association (AERA), San Francisco, CA.

 

Al-Said, S. & Wang, Y. (2013, April). Biographical research: A bridge between narratives and literacies. Paper presented at the annual meeting of American Educational Research Association (AERA), San Francisco, CA.

 

Al-Said, S. & Wang, Y. (2013, April). Does literacy mean the same for everyone? A qualitative study. Paper presented at the annual meeting of American Educational Research Association (AERA), San Francisco, CA.

 

Lee, Y. & Wang, Y. (2012, April). Searching for new directions: Developing MA action research project as a tool for teaching. Paper presented at the annual meeting of American Educational Research Association (AERA), Vancouver, British Columbia, Canada.

 

Wang, Y. (2012, April). Review of literature on science education for students who are deaf or hard of hearing. Paper presented at the annual meeting of American Educational Research Association (AERA), Vancouver, British Columbia, Canada.

 

Wang, Y. (2012, April). Challenging methodological boundaries in deaf education. Paper presented at the annual meeting of American Educational Research Association (AERA), Vancouver, British Columbia, Canada.

 

Mahon, M., Netsell, R., & Wang, Y. (2011, April). Graduate student preparedness to serve persons who are deaf and hard of hearing: A survey. Paper presented at the annual meeting of the Missouri Speech-Language-Hearing Association, Osage Beach, MO.

 

Wang, Y. & Lee, Y. (2011, April). Preparing preservice teachers to be effective teacher-researchers. Paper presented at the annual meeting of American Educational Research Association (AERA), New Orleans, LA. 

 

Wang, Y. & Paul, P. (2010, April). Integrating technology and reading instruction with children who are deaf or hard of hearing – The effectiveness of Cornerstones Project. Paper presented at the annual meeting of American Educational Research Association (AERA), Denver, CO.

 

Turner, E., Masterson, J., Wang, Y., & Oetting, T. (2009, November). Combining the multilinguistic model and Visual Phonics for literacy instruction. Paper presented at the annual meeting of American Speech-Language-Hearing Association (ASHA), New Orleans, LA.

 

Banner, A. & Wang, Y. (2009, April). A comparative analysis of the metacognitive reading strategies used by highly skilled and less skilled deaf readers. Paper presented at the annual meeting of American Educational Research Association (AERA), Best Paper Award, San Diego, CA. 

 

Trezek, B., Wang, Y., Luckner, J., & Paul, P. (2008, March). Rethinking reading instructional practices for students who are deaf/hard of hearing. Paper presented at the annual meeting of American Educational Research Association (AERA), New York, NY.

 

Trezek, B., Wang, Y., Woods, D. & Gampp, T. (2007, April). Using visual phonics to supplement beginning reading instruction for students who are deaf/hard of hearing. Paper presented at the annual meeting of American Educational Research Association (AERA), Chicago, IL.

 

Trezek, B. & Wang, Y. (2006, April). Implications of utilizing a phonics-based reading curriculum with children who are deaf/hard of hearing. Paper presented at the annual meeting of American Educational Research Association (AERA), San Francisco, CA.

 

Wang, Y., Nagata, N., & Hung, H. (2005, May) Does inclusion mean equality? – What literatures tell us and how we can improve our practice. Paper presented at the annual meeting of ADA Multiple Perspectives on Access, Inclusion and Disability Conference, Columbus, OH.

 

Wang, Y. (2005, February). Reconceptualizing literacy in the information age and its implications for students with disabilities. Paper presented at the annual meeting of National Council of Teachers of English Assembly for Research (NCTEAR) Mid-winter Conference, Columbus, OH.

 

Wang, Y. (2004, October). Understanding inclusion through educational policy and legislations. Paper presented at the annual meeting of Mid-Western Educational Research Association (MWERA), Columbus, OH.

 

Lee, Y. & Wang, Y. (2004, April). The place of equity and diversity in teacher performance assessment Praxis III. Paper presented at the annual meeting of American Educational Research Association (AERA), San Diego, CA.

 

Paul, P. & Wang, Y. (2003, September) Literate thought and deafness: Reconceptualizing literacy. Paper presented at the Early Literacy Seminar (video-conference), The University of Birmingham, UK.

 

Invited International and National Speech/Workshop:

Wang, Y. (November 1st - 2nd & February 7th - 8th 2014). Using Visual Phonics at schools. Presented at Missouri Department of Elementary & Secondary Education, Jefferson City, Missouri.

 

Wang, Y. (August 2nd & September 3rd 2013). The use of Visual Phonics for deaf educators, speech language pathologists, and audiologists. Presented at Sedalia School District, Sedalia, Missouri.

 

Turpin, K., Wang, Y., & Proctor, L. (September 8th, 2012). Stages of literacy development: Best practices for children with Down Syndrome. Presented at Learn, Lead & Love, Fall 2012 Conference, Down Syndrome Group of the Ozarks, Springfield, Missouri.

 

Wang, Y. (February 17th – 18th, 2012). One idea bulb in searching for reading instructional tools for students who are DHH: Visual Phonics. Presented at Teachers College, Columbia University, New York.

 

Wang, Y. (November 12th, 2011). Visual Phonics: What it is & what it is not. Presented at Springfield Public Schools, Springfield, Missouri.

 

Wang, Y. (March 20th, 2010). Visual Phonics and its implications on reading instruction for students who are deaf or hard of hearing. Presented at St. Mary’s School for the Deaf, Buffalo, New York.

 

Wang, Y. (December 21st -25th, 2009). Teach speech to children who are D/HH. Presented at China Rehabilitation Center for the Deaf, Beijing, China.

 

Wang, Y. (February 20th, 2009). Visual Phonics and its implications. Presented at SLP day at Tri-Lakes Special Ed. Coop, Forsyth, Missouri.

 

Wang, Y. (November 6th, 2007). See-the-Sound/Visual Phonics. Presented at Hearing Education Services, New York City Department of Education, New York, NY.

 

Wang, Y. (December 8th, 2005). The role of Visual Phonics in literacy instruction for Deaf/Hard of Hearing children. Presented at St. Francis De Sales School for the Deaf, Brooklyn, NY.

 

Invited Local Speech:

Wang, Y. (December 3rd, 2013). Education of Children who are Deaf or Hard of Hearing. Presented at CSD 522 Neural Bases of Human Communication, Missouri State University, Springfield, Missouri.

 

Wang, Y. (June 5th, 2013). Education for DHH children, impact of hearing loss, and modes of communication. Presented at CSD 850 Pediatric Audiology, Missouri State University, Springfield, Missouri.

 

Wang, Y. (November 15th, 2012). Communication sciences & disorders. Presented at Academic Lecture Series, English Language Institute, Missouri State University, Springfield, Missouri.

 

Wang, Y. (September 13th, 2012). Education of Children who are Deaf or Hard of Hearing. Presented at CSD 522 Neural Bases of Human Communication, Missouri State University, Springfield, Missouri.

 

Wang, Y. (April 30th, 2012). Education for DHH children, impact of hearing loss, and modes of communication. Presented at CSD 850 Pediatric Audiology, Missouri State University, Springfield, Missouri.

 

Wang, Y. (April 25th, 2011). Education of hearing-impaired children and impact of hearing loss. Presented at CSD 850 Pediatric Audiology, Missouri State University, Springfield, Missouri.

 

Wang, Y. (November 3rd, 2010). Phonics instruction for children who are deaf or hard of hearing. Presented at Linguistic Minor Seminar, Missouri State University, Springfield, Missouri.

 

Wang, Y. (October 5th, 2010). Literacy instruction for children who are deaf or hard of hearing. Presented at Speech-Language-Pathology program, Missouri State University, Springfield, Missouri.

 

Wang, Y. (April 26th, 2010). Education of hearing-impaired children and impact of hearing loss – on the child, clinician, parents. Presented at CSD 850 Pediatric Audiology, Missouri State University, Springfield, Missouri.

 

Wang, Y. (April 17th, 2009). Education of students who are D/HH & impact of hearing loss. Presented at CSD 850 Pediatric Audiology, Missouri State University, Springfield, Missouri.

 

Wang, Y. (March 2nd, 2009). Modifying the instructional and management environment for students who are D/HH. Presented at CSD 572 Aural Rehabilitation, Missouri State University, Springfield, Missouri.

 

Wang, Y. (February 21st, 2009). Using Visual Phonics to supplement beginning reading instruction for students who are D/HH. Pathway Conference at Missouri State University, Springfield, Missouri.

 

Wang, Y. (October 10th, 2008). Using Visual Phonics to supplement beginning reading instruction for students who are D/HH. Presented at Department of Communication Sciences and Disorders CSD Graduate Seminar, Missouri State University, Springfield, Missouri.

 

Wang, Y. (November 20th, 2008). Visual Phonics. Presented at Speech-Language-Pathology program, Missouri State University, Springfield, Missouri.

honors and awards

AWARDS:

·        New Leader Alumni Award, College of Education and Human Ecology, the Ohio State University, 2014

·        Sponsored Projects Faculty Awards ($1,000), Missouri State University, 2014

·        Faculty Development Awards ($2,400), College of Health & Human Services, MSU, 2014

·        Sponsored Projects Faculty Awards ($1,000), Missouri State University, 2013

·        Sponsored Projects Faculty Awards ($1,000), Missouri State University, 2012

·        Sponsored Projects Faculty Awards ($3,000), Missouri State University, 2011

·        BancorpSouth Academic Spotlight, Missouri State University, 2011

·        Best Paper Award, international Special Interest Group (SIG) for Research on the Education of Deaf Persons at American Educational Research Association (AERA), 2010

·        Harold C. Miles Graduate Scholarship ($1,600), the Ohio State University, 2004

·        Lorraine A. Lange Graduate Fellowship ($1,500), the Ohio State University, 2003

·        Lorraine A. Lange Graduate Fellowship ($2,000), the Ohio State University, 2002

·        Outstanding Recruitment Scholarship (one –year free rent), the Ohio State University, 2000

·        Harold C. Miles Graduate Scholarship ($500), the Ohio State University, 2000

·        University Fellowship, China University of Politics and Law, 1996,97,98,99

HBSE 4000: Introduction to special education

Offered all terms. Enrollment limited to 25 students. Emphasis is placed on the identification of characteristics of individuals with disabilities and the impact of the characteristics on the learner and family members of the learner. The course is a study of the nature, psychosocial, and educational needs of individuals across the lifespan with physical, mental, emotional, or sensory impairments. Particular attention is placed on the way these special education programs fit, or should fit, into ongoing work in schools. Totally online versions of this course are available for non- HBSE majors in spring and summer A and B terms. Special fee: $25.

HBSE 4001: Teaching students with disabilities in the general education classroom

Problems of educational assessment, curriculum and teaching, organization, and guidance of students with physical, cognitive, affective, and sensory disabilities. Materials fee: $15

HBSE 4071: Special methods: Methods of teaching reading and writing to individuals who are d/Deaf or hard of hearing

Study of special methods of teaching in programs for children and youth who are deaf or hard of hearing at nursery, elementary, and secondary levels, with particular attention to the development of language within the language arts subject areas. Materials fee: $10.

HBSE 4077: Seminar in teacher-as-researcher

Students are oriented to the role of teacher-as-researcher, in terms of classroom-based inquiry, and they begin designing their masters projects. Additionally, students are expected to translate basic research in the area of language acquisition, reading, syntax, semantics, discourse processes, and/or pragmatics into classroom pedagogy and research.

HBSE 4300: Practicum in assessment and evaluation of individuals with exceptionalities

Supervisors affiliated with the Dean Hope Center. Permission required. Prerequisite: HBSE 4082. Participation in interdisciplinary, psychoeducational assessment of exceptional children. Analysis of observational and test data; formulation of educa-tional programs for exceptional learners. Conducted in the Dean Hope Center or in appropriate community facilities. Course meets the equivalent of one full day a week. Supervisory fee: $100 and lab fee: $150. (Plus additional lab time).

HBSE 7500: Dissertation seminar in special education

Permission required. Only advanced doctoral students in special education programs are eligible. Prerequisites: HBSE 5010, HBSE 6001, and HBSE 6010. Development of doctoral dissertations and presentation of plans for approval. Special fee: $10.

Ye Wang appeared in the following articles:

American Educational Research Association Features TC Faculty (4/8/2006)