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]
- 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.
- Hurley, J., Horn, E. (February 2008) Social Validity Assessment of Social Competence Intervention Target Behaviors form the Perspective of Teachers and Administrators. Conference on Research Innovations in Early Intervention, San Diego, CA.