M.A., THE OHIO STATE UNIVERSITY, Columbus, Ohio, College of Education
B. A. CHINA UNIVERSITY OF POLITICS AND LAW, Beijing, China, Law School
Wang, Y., Kretschmer, R. & Hartman, M. (in press). Reading and Students Who Are d/Deaf or Hard of Hearing. Journal of Balanced Reading Instruction.
Wang, Y., & Paul, P. (in press). Inquiry-based science instruction and performance literacy for students with disabilities. The Punjab University Journal of Special Education (Pakistan).
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.
Books in Preparation
Trezek, B., Wang, Y. & Paul, P (2008). Reading and Deafness: Theory, Research and Practice (Terre Haute, IN: Thomson Delmar Learning).
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.
Principal Investigator: Dean's Grant for Pre-Tenured and Non-Tenure Track Faculty ($2,500), the Teachers College, 2006.
Evaluator/researcher: Cornerstones: A Phase 2 Steppingstones of Technology Innovation for Students with Disabilities Project. Special Educational Programs, U.S. Department of Education, award: # H327A010005A.
Evaluator/researcher: Edited Captions. Special Educational Programs, U.S. Department of Education, award: #H327H000003-01.
Submitted Grant Proposals:
Principal Investigator: The Steppingstones of Technology Innovation for Children with Disabilities, Special Educational Programs, U.S. Department of Education (CFDA 84.327A). Dates: 03/01/2006-02/28/2007, total costs: $400,000.
Principal Investigator: Special Education Teacher Quality - Reading and Writing Research Grants Program, Special Educational Programs, U.S. Department of Education (NCSER-06-08). Dates: 06/01/2006-05/31/2008, total costs: $1,500,000.
American Educational Research Association (AERA) 2004-present
Mid-Western Educational Research Association (MWERA) 2004-present
National Council of Teachers of English Assembly for Research (NCTEAR) 2004-present
International and national:
Trezek, B. & Wang, Y. (2007, April). Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf/Hard or Hearing. Paper will be 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 will be presented at the annual meeting of American Educational Research Association (AERA), San Francisco, CA.
Wang, Y. (2005, February). Reconceptualizing literacy in the information age and its implications for students with disabilities. Paper presented at the 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.
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 2005 ADA Multiple Perspectives on Access, Inclusion and Disability Conference, Columbus, OH.
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.