Lori Erbrederis Meyer is an Assistant Professor in the Department of Education at the University of Vermont where she teaches in the Early Childhood Education and Early Childhood Special Education programs. Dr. Meyer’s research focuses on young children with disabilities and their families within the context of pre-kindergarten and early elementary experiences. Specifically, she is interested in contemporary classroom environments and processes used by administrators and teachers to meet the social-emotional and physical development needs of young children with or at risk for disabilities. As a former inclusive early childhood teacher, Dr. Meyer is dedicated to increasing the use of evidence-based/recommended practices in the field of early childhood intervention and translating research into practice.
Areas of ExpertiseCurriculum and Instruction; Disability and Inclusion; Early Childhood; Special Education
- Meyer, L. E., & Yu, S. Y. (in press). Responsively supporting children during peer interaction interventions: Focusing on friendship. In J. McCollum, A. Santos, & J. Weglarz-Ward (Eds.), Interactions: Responsive Interactions to Support Child Development and Learning (DEC Recommended Practices Monograph Series No. 5). Washington, DC: Division for Early Childhood.
- Meyer, L. E., & Ostrosky, M. M. (2018). Identifying classroom friendships: Teachers’ confidence and agreement with children. Topics in Early Childhood Special Education. Advance online publication. doi: 10.1177/0271121418763543.
- Meyer, L. E., Patton, C., & Strolin-Goltzman, J. (2018). TIPS for tuning in: Trauma informed strategies for foster families and educators in supporting children with disabilities. In C. Corr & D. Miller (Eds.), Maltreatment and Toxic Stress (Young Exceptional Children Monograph No. 17, pp. 39-49). Washington, DC: Division for Early Childhood.
- Meyer, L. E. (2017). From article to action: Fostering literacy skills for diverse learners across learning environments. Young Exceptional Children, 20, 145-147. doi: 10.1177/1096250617719382
- Favazza, P. C., Ostrosky, M. M., Meyer, L. E., Yu, S., & Mouzourou, C. (2017). Limited representation of individuals with disabilities in early childhood classes: Alarming or Status Quo? International Journal of Inclusive Education, 21, 650-666. doi: 10.1080/13603116.2016.1243738
- Meyer, L. E., Martin, C., Pirog, A., Krasner, A., Dennis, M., Hoza, B., Tompkins, C. L., & Shoulberg, E. K. (2017). Kiddie CATs (Children and Teachers) on the Move (2nd ed.). Unpublished curriculum, Departments of Education, Psychological Science, and Rehabilitation and Movement Science. Burlington, VT: University of Vermont.
- Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. (2016). Internet-based parent-implemented intervention for young children with autism: A pilot study. Journal of Early Intervention, 38, 3-23. doi: 10.1177/1053815116630327 [abstract]
- Meyer, L. E., Ostrosky, M. M., Yu, S., Favazza, P. C., Mouzourou, C., Leboeuf, L., & Park, H. (2016). Parents’ responses to a kindergarten classroom lending library component designed to support shared-reading at home. Journal of Early Childhood Literacy, 16, 256-278. doi: 10.1177/1468798415577870.
- Yu, S., Ostrosky, M. M., Meyer, L. E., Favazza, P. C., Mouzourou, C., & Leboeuf, L. (2016). Using teacher impression journals during efficacy studies to improve intervention effectiveness. Topics in Early Childhood Special Education, 35, 245-255. doi: 10.1177/0271121415590810.
- Meyer, L. E., & Ostrosky, M. M. (2016). The impact of a class-wide affective intervention on the close friendships of kindergarteners with disabilities. Topics in Early Childhood Special Education, 35, 200-210. doi: 10.1177/0271121415571419.
- Yu, S., Ostrosky, M. M., Favazza, P. C., & Meyer, L. E. (2016). Where are the kids like me? Classroom materials that help create a sense of belonging. In T. Catalino, & L. E. Meyer (Eds.), Environment: Promoting meaningful access, participation, and inclusion (DEC Recommended Practices Monograph Series No. 2, pp. 115-126). Washington, DC: Division for Early Childhood.
- Catalino, T., & Meyer, L. E. (2016). Environment: A key intersection for the DEC Recommended Practices. In T. Catalino & L. E. Meyer (Eds.), DEC recommended practices: Creating inclusive and responsive environments for young children with disabilities and their families (DEC Recommended Practices Monograph Series No. 2, pp. v-vii). Washington, DC: Division for Early Childhood.
- Catalino, T., & Meyer, L. E. (Eds.). (2016). Environment: Promoting meaningful access, participation, and inclusion (DEC Recommended Practices Monograph Series No. 2). Washington, DC: Division for Early Childhood.
- Curtiss, S., Pearson, J. N., Akamoglu, Y., Fisher, K. W., Meyer, L. E., Snodgrass, M. R., … Halle, J. (2015). Bringing instructional strategies home: Essential questions for reaching parents from a distance. TEACHING Exceptional Children, 48, 159-167. doi: 10.1177/0040059915605816
- Meyer, L. E., & Ostrosky, M. M. (2015, June). How classroom curriculum can impact children’s friendships. The Conversation. Retrieved from https://theconversation.com/curriculum-matters-when-it-comes-to-kindergarten-friendships-42801. Republished by Time.com.
- Favazza, P. C., Ostrosky, M. M., Mouzourou, C., Leboeuf, L., Meyer, L. E., Yu, S., … Dorsey, E. (2015). The making friends program: Supporting acceptance in your K-2 classroom. Baltimore, MD: Paul H. Brookes.
- Childress, D. C., Meyer, L. E., & Meadan, H. (2015). Supporting infants and toddlers with Autism Spectrum Disorder. In S. A. Raver & D. C. Childress (Eds.), Best practices for supporting infants and toddlers with special needs and their families in natural settings (pp. 190-215). Baltimore, MD: Paul H. Brookes.
- Meyer, L. E., & Ostrosky, M. M. (2014). Measuring the friendships of young children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 34(3), 186-196. doi: 10.1177/0271121413513038
- Yu, S., Meyer, L. E., & Ostrosky, M. M. (2013). Creating accepting classroom environments: Promoting children’s positive attitudes toward peers with challenging behaviors. In M. M. Ostrosky & S. R. Sandall (Eds.), Young Exceptional Children Monograph Series No. 15: Addressing Young Children’s Challenging Behaviors (pp. 14-28). Los Angeles, CA: The Division for Early Childhood of the Council for Exceptional Children.
- Meadan, H., Meyer, L. E., Snodgrass, M. R., Halle, J. W. (2013). Coaching parents of young children with autism in rural areas using internet-based technologies: A pilot program. Rural Special Education Quarterly, 32(3), 3-10. doi: 10.1177/875687051303200302
Awards and Recognition
- Outstanding Doctoral Student Medalist from the UIUC College of Education Alumni Association: Awarded annually to one University of Illinois, Urbana-Champaign College of Education doctoral student graduate on the basis of outstanding scholarship, leadership, and service to the college, university, and community. (2015)
- J. David Sexton Doctoral Student Award from the Division for Early Childhood (DEC): The J. David Sexton Doctoral Student Award is given to a doctoral-level student or recent graduate who is a Division for Early Childhood (DEC) member and has made contributions to young children with special needs and their families through their efforts in research, higher education, publications, policy, and information dissemination. (2014)
- Hardie Dissertation Award from the College of Education, University of Illinois at Urbana-Champaign: The College of Education at the University of Illinois grants several competitive dissertation awards to doctoral students to support the completion of their dissertations. These awards are funded through the generosity of the alumni and friends of the College, including the Hardie Endowment. (2014)
- American Educational Research Association (AERA), Council for Exceptional Children (CEC), National Association for the Education of Young Children (NAEYC)
- Ph.D. in Special Education from University of Illinois, Urbana-Champaign
- ECSP 210, Curriculum in EI/ECSE (Spring 2018)
- EDEC 291, Independent Study Birth – Grade 3 (Spring 2018)
Phone: (802) 656-1367
Office: Living and Learning, Suite C-154
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Courses Taught in the Last 5 Years
Assessment in EI/ECSE; Curriculum in EI/ECSE ; Early Childhood Practices, Birth – 6 ; Independent Study Birth – Grade 3; Internship: EI/ECSE; Introduction to Early Childhood Education; Problems in Education; Seminar in EI/ECSE