Associate Professor of Education Emeritus

Dr. George Salembier is a scholar in special education, adolescent literacy, curriculum, instruction, and assessment. His 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 centered on early and adolescent literacy and numeracy, the social construction of disability, and curriculum design, assessment, and differentiated instruction. His research is published in such journals as Adolescent Literacy, Teaching Exceptional Children, Exceptional Children, and Journal of Learning Disabilities.


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

Areas of Expertise and/or Research

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


  • 802-656-1350

Courses Taught

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