Dr. George Salembier is an scholar in the areas of special education, adolescent literacy, curriculum, instruction, and assessment. His current research interests focus on special and general education leadership, policy, and practice in the context of supporting children with disabilities and their families. Dr. Salembier's teaching interests center on early and adolescent literacy and numeracy, the social construction of disability, and curriculum design, assessment, and differentiated instruction. He has published in such journals as Adolescent Literacy, Teaching Exceptional Children, Exceptional Children, and Journal of Learning Disabilities.

Areas of Expertise

Assessment and Evaluation; Collaboration; Curriculum and Instruction; Disability and Inclusion; Diversity, Access, and Equity; Literacy and Numeracy; Response to Intervention (RTI); Special Education; Teacher Education

Current Projects

Responsiveness to Instruction


Selected Publications

  • Shepherd, K., & Salembier, G. (2010). Leading, learning, and literacy: Implementing a response to intervention approach in the Riverside elementary school. New England Reading Association Journal 46, (1), 38-49.
  • Shepherd, K., & Salembier, G. (2007). Transition from school to adult life. In M. Giangreco and M.B. Doyle (Eds.), Quick guides to inclusion 3: Ideas for educating students with disabilities (2nd ed.). Baltimore: Paul Brookes.
  • Furney, K.S., & Salembier, G. (2006). "Scan and Run: Reading to learn." New England Reading Association Journal, 42 (1), 40 - 44.

Awards and Recognition

  • John Dewey Award for Excellence in Teaching from College of Education and Social Services: An award given to a faculty member for teaching excellence. (2006)
George Salembier


Email: George.Salembier@uvm.edu
Phone: 802-656-1350
Office: 446 Waterman

Courses Taught in the Last 5 Years

Adolescent Literacy and Mathematics Curriculum; Differentiating Instruction and Assessment to Meet the Needs of All Student; Early Literacy and Mathematics Curriculum; Issues Affecting Persons with Disabilities; Reading in the Secondary Schools