Faculty Biography | Jennifer Jo Hurley
Jennifer Hurley is the program coordinator for the Early Childhood Special Education Undergraduate and Graduate Programs at the University of Vermont. Jennifer completed her PhD and post-doctoral fellowship at Vanderbilt University. One focus of Jennifer's research is the inclusion of children with disabilities in community preschools and how the mandates of the Individuals with Disabilities Education Act (IDEA) are being implemented with additional focus on the priorities of families and professionals for inclusive programs. More recently Jennifer's research focus has been on young children who are refugees and culturally and linguistically diverse who may qualify for special education services. This research has focused on the barriers and facilitators for service provision, the use of The Pyramid Model to support positive behavior and how to work effectively with interpreters during Individualized Educational Plan (I.E.P.) and Individualized Family Service Plan (I.F.S.P.) meetings.
Areas of Expertise:
Disability and Inclusion; Early Childhood; English Language Learners; Special Education
- Hurley, J. J., Warren, R. A., Habalow, R. D., Weber, L. E. & Tousignant, R. R. (in press). Early childhood special education in a refugee resettlement community: Challenges and innovative practices. Early Child Development and Care, [abstract]
- Hurley J. J., Saini, S., Warren, R. A., Carberry, A. J. (2013). Use of the pyramid model for supporting preschool refugees. Early Child Development and Care. 183 (1), 75-91. [abstract]
- Hurley, J. J. (2012). Social validity assessment in social competence interventions for preschool children: A review. Topics in Early Childhood Special Education. Advance online publication. doi: 10.1177/0271121412440186
- Hurley, J., Stewart, E. Medici, A. & Z. Cohn (2011). Supporting preschoolers and their families who are recently resettled refugees. Multicultural Perspectives, 13 (3), 160-166. [abstract]
- Hurley, J. J. & Horn, E. M. (2010). Family and professional priorities for inclusive early childhood settings. Journal of Early Intervention, 32(5), 335-350. [abstract]
- Hurley, J. J., Wehby, J. H. & Feurer, I. D. (2010). Social validity assessment of social competence intervention behavior goals. Topics in Early Childhood Special Education, 30(2), 112-124. [abstract]
- Hurley, J. (April 2010). Promoting self-determination in students with developmental disabilities: A review. Intellectual and Developmental Disabilities.
- Kervick, C., Shepherd, K. S., Hurley, J. J. & Clark, D. (April, 2013). Listening to the voices of families: Multiple perspectives on collaboration session chair/discussant. New England Educational Research Organization Conference, Portsmouth, NH.
- Donovan, E., Swindlehurst, K., Hurley, J.J., Shepherd, K. S. & Salembier, G. (May, 2012). Multiple Perspectives on Response to Instruction (RtI) Approaches: Exploring Implementation Research at the State, Pre-School, and K-12 Levels. New England Educational Research Organization Conference, Portsmouth, NH.
- Hurley, J. J., Mueller, P. (July 2011) Preparing Early Interventionist and Early Childhood Special Educators to Work in a Refugee Resettlement Community. U.S. Office of Special Education Programs Project Directors Conference, Washington, DC.
- Hurley, J. (October 2009) Preschool Children in a Refugee Resettlement Community: A Qualitative Study. The Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) Conference, Albuquerque, NM.
- Hurley, J. (October 2008) Family and Professional Priorities for Inclusive Early Childhood Settings. The Vermont Association for the Education of Young Children (VAEYC) Conference and Retreat, Burlington, VT.
Awards & Honors
- $ 1,250,000 Preparation of Undergraduate Level Early Interventionists and Early Childhood Special Educators Program from U.S. Department of Education Office of Special Education Programs Preparation Combined Priority for Personnel: Jen Hurley is Co-Project Director on this grant with Susan Ryan. Abstract: This application responded to the (CFDA 84.325K) Combined Priority for Personnel Preparation (Focus Area A). The University of Vermont proposes to increase the number and quality of personnel to support the needs of infants, toddlers and preschoolers with disabilities. The primary focus of this project will be the preparation of early intervention (EI), early childhood special education (ECSE) and early childhood education (ECE) providers to support high need children with disabilities including children experiencing poverty, homelessness, Ell, and newly arrived refugees and immigrants. Over the five years of this project, a minimum of 60 students will receive stipends to obtain a baccalaureate degree and a dual EI/ECSE/ECE endorsement. (2013)
- $800,000 Preparation of Master's Level Early Interventionists and Early Childhood Special Educators Program. from U.S. Department of Education Office of Special Education Programs Preparation Combined Priority for Personnel: Jen Hurley is Co-Project Director with Susan Ryan on this grant. Abstract: This application responded to the Combined Priority For Personnel Preparation (CFDA 84.325K) and proposes to increase the number and quality of early intervention/early childhood special education personnel through preservice preparation leading to the Vermont Early Intervention/Early Childhood Special Education License and master’s degree in EI/ECSE. (2009)
- Council for Exceptional Children (CEC)