Gregory A. Cheatham

Gregory A. Cheatham
University of Kansas | KU · Department of Special Education

PhD

About

67
Publications
23,114
Reads
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578
Citations
Citations since 2016
32 Research Items
481 Citations
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2016201720182019202020212022020406080100
Additional affiliations
August 2007 - June 2011
Arizona State University
Position
  • Professor (Assistant)
August 2003 - August 2007
University of Illinois, Urbana-Champaign
Position
  • GRA/GTA
August 1998 - June 2002
Tri-County Special Education Cooperative
Position
  • _

Publications

Publications (67)
Article
The purpose of this analog study was to determine if increased access to information about a hypothetical English Language Learner (ELL) students’ language proficiency increased preservice teachers’ recognition that limited English proficiency is the likely cause of student difficulties. We find that the provision of increasing levels of informatio...
Article
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Spoken parent—educator interactions through language interpreters for parents who do not speak English can challenge early intervention/early childhood special education professionals. Research suggests that language interpretation is often inadequate to ensure that the parental participation, informed parental consent, and interpretation mandates...
Article
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Special education programs are increasingly serving students with disabilities who are English language learners and their families. Facilitating bilingualism is an effective practice and aligns with culturally responsive special education service provision. It is critical for special educators and service providers to learn about bilingualism, sec...
Article
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While partnerships including meaningful, two-way, parent–teacher dialogue about young children during early childhood program and school meetings are critical, linguistic differences between bilingual parents who are immigrants and early educators can impede communication and lead to inequitable services. In this article, we focus on one aspect of...
Article
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With the increasing numbers of dual language learners (DLLs) in early childhood programmes, the use of research-based and effective pedagogical strategies to support oral language learning is important. Early childhood classrooms can provide many opportunities to support language learning. Teacher feedback is an intentional teaching strategy to sup...
Article
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Communication difficulties between immigrant families, who are non-native English speakers, and special education professionals lead to unsuccessful family–professional partnerships. Such difficulties are often attributed to families’ low English proficiency or to limited access to quality language services. Other sources of partnership issues are...
Article
This study investigates Korean immigrants’ parental stress amid the COVID-19 pandemic, especially when they experience difficulties trying to meet their children’s educational needs. Korean immigrant parents residing in the U.S. were invited to complete an online survey through purposive sampling. The final sample included a total of 341 Korean imm...
Article
The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). Practices that have been developed to address the needs of all students, particularly learners who are at-risk as well as their peers with an identified disability. Over the past two d...
Article
The purpose of this article is to provide Catholic educators, administrators, families, and broader parish communities an understanding of critical elements required to effectively include all students, particularly those with disabilities, in Catholic schools. With an understanding that Catholic schools enroll and will continue to add not only stu...
Article
Family-early educator partnerships are foundational to early childhood and early childhood special education, and collaborative decision-making regarding child and family need is recognized as a critical component of these partnerships. This study investigated how two Part C early intervention home visitors and four parents communicated during home...
Article
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In educational contexts, including early childhood settings, ableism and racism circulate interdependently to define normalcy and deviance. Book reading offers an important platform for dismantling these interlocking ideologies with young children. In this article, we examine dis/ability and race talk in the context of picture-book reading, analyzi...
Chapter
Full-text available
In this chapter, we focus on a critical social variable in the lives of students who are emergent bilinguals – education – in relation to home language maintenance. First, we briefly review myths regarding emergent bilingual students who are labeled as having a disability. Next, we discuss challenges for schools regarding home language maintenance...
Article
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The purpose of this study was to investigate early educators' current practices, knowledge, beliefs and training needs for utilizing various informal assessment methods. Early educators working Head Start centers and other child care from two southeastern states completed an online survey. The results indicated that participants primarily used one-...
Article
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Early educators are urged to use authentic assessments which assess young children's development using systematic observation of real-life experiences and activities (Susman-Stillman, Bailey, & Webb, 2014). However, only a limited number of studies are available regarding early educators' current practices and needs associated with systematic infor...
Technical Report
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This article delineates a faculty-led study abroad program that has been conducted for 15 years by a special needs education (SNE) teacher preparation program in Japan. A description of the content and context of the program is followed by a series of observations made by study abroad participants during site visits in the United States of America...
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Reading literature to engage young children in critical discussions about race – and how it impacts their daily lives – is a promising practice. This study examined how two teachers and eight young children talked about skin colour as they read books about racial diversity, and the extent to which participation structures and conversational topics...
Article
This article provides an overview of the coaching framework and discusses three-cyclical coaching components. Meanwhile, strategies and practical examples will be provided and suggestions will be given for practitioners who support young children with challenging behaviors and their families. Specifically, these examples incorporate parents’ invol...
Article
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Abstract: Students who are learning English is one of the fastest growing groups of students in U.S. public schools. Evidence suggests that students learning English are often placed in segregated special education classrooms seemingly contradicting the Individuals With Disabilities Education Act mandate for the education of students with disabilit...
Article
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Parent-professional partnerships are essential for meaningful and effective inclusion of students with disabilities. Research indicates that partnerships with immigrant, bilingual parents can be challenging due in part to unrecognized parent skills and educators’ own everyday uses of English that can marginalize parents during individualized educat...
Chapter
In this article, we discuss how early educators' discourse in decision making during IEP meetings can contribute to building partnerships or marginalizing families from culturally and linguistically diverse backgrounds. To this end, we first discuss issues related to power and inequity during IEP meetings. Second, we review research on discourse an...
Article
As the Internet contains large amounts of health- and education-related information, it provides a potentially efficient and affordable format for directly reaching a large number of families with evidence-based health- and education-related information for their children with disabilities. Little is known, however, about Internet information-seeki...
Article
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The authors focused on participation in extracurricular activities as a way of improving the educational outcomes of children with disabilities. Regarding students in the general population, adolescent involvement in extracurricular activities has been shown to have a positive association with school involvement and adolescent self-esteem, academic...
Article
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Early childhood programs in the United States are serving increasing numbers of young children with disabilities who are dual language learners (DLLs). Teachers might find it challenging to support these children in learning English and the home language. This paper presents research-based, bilingual instructional strategies in inclusive preschool...
Article
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In-depth investigation of permanent and temporary families’ daily educational activities in diverse settings—home and their communities (e.g., school, after-school, playground, heritage language school, church)—creates a picture of daily bilingual discourses, literacy practices, and socio-cultural influences. As a part of an ethnographic longitudin...
Article
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Family-professional partnerships are vital to the provision of appropriate and effective special education services for young children. Despite the recognized need, teacher educators in early childhood and early childhood special education have faced challenges in preparing their students to partner with families from diverse cultural and linguisti...
Chapter
This entry discusses students with disabilities who are bilingual. Specifically, it addresses the following topics: (1) definitions of disability and bilingualism, (2) strengths and benefits of bilingualism, (3) identification of disabilities for students who are bilingual, and (4) instructional programs for bilingual students with disabilities.
Article
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A large percentage of young children entering preschool are English speakers who speak a language variety that often differs from the English dialect expected by educators within early childhood programs. While African American English (AAE) is one of the most widely recognized English dialects in the United States, the use of AAE in schools and pr...
Article
A large percentage of young children entering preschool are English speakers who speak a language variety that often differs from the English dialect expected by educators within early childhood programs. While African American English (AAE) is one of the most widely recognized English dialects in the United States, the use of AAE in schools and pr...
Article
Full-text available
In South Korea, there has been a rapid increase in challenging behaviors and other social-emotional difficulties at the early childhood level. Korean early childhood educators’ perspectives and strategies to address young children’s social-emotional competencies and challenging behaviors were investigated. Overall, results suggest that many Korean...
Article
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In this article, we present systematic monitoring methods (i.e., organized procedures for regularly obtaining individual child-level data) for young children’s socialemotional competencies and challenging behaviors that can be incorporated into natural daily routines. We begin with a discussion of key points for systematic monitoring. Next, we revi...
Article
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The special education field is challenged by a lack of attention to and recruitment of well-trained language interpreters in schools. As such, special education teachers need to take a leadership role in working with interpreters to ensure diverse families are collaborative members of individualized education program (IEP) teams. Using the framewor...
Article
This is the first study to examine whether parents’ college savings is positively associated with enrollment in postsecondary education of students in special education programs. In addition to examining postsecondary school enrollment among students with disabilities, we also examine whether students’ and parents’ college expectations act as a med...
Article
Parent–teacher communication and partnerships are important in children's early years. This study compared goal setting, conducted in English, during Head Start parent–teacher conferences with native Spanish speaking, Latino bilingual, and native English speaking parents and their children's teachers. To understand conference goal-setting partnersh...
Article
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The purpose of this article is to provide a narrative review of comparison studies regarding the impacts of bilingualism and interventions including the home and second language for students with disabilities. Although research is limited, preliminary findings from existing studies illustrate that bilingualism does not negatively impact language or...
Article
Full-text available
The purpose of this article is to provide a narrative review of comparison studies regarding the impacts of bilingualism and interventions including the home and second language for students with disabilities. Although research is limited, preliminary findings from existing studies illustrate that bilingualism does not negatively impact language or...
Article
Full-text available
As the nation as a whole becomes progressively more diverse, increasing numbers of children from linguistically diverse backgrounds are served in special education programs. Ensuring that appropriate educational services are developed for these students in collaboration with their family members as equal participants on school-based teams necessita...
Article
This article takes a culturally and linguistically responsive perspective regarding parent-educator partnerships. First, we briefly discuss selected factors that can affect partnerships with Latino families (e.g., language, culture, and power). Next we present a case study of an early childhood parent-teacher conference in which challenges to partn...
Book
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This issue of the Young Exceptional Children monograph features articles written primarily for early childhood practitioners, providers, administrators, caregivers, and family members who are directly touching the lives of young children with disabilities. Highlighted in each of the peer-reviewed articles selected for this monograph are the "Monday...
Article
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The purpose of this paper is to support school professionals in their work with parents as they meet IDEA (2004) requirements during IEP meetings. The authors share tools to help recognize when IDEA principles are violated and provide alternative responses that school professionals and parents can offer. Definitions and brief explanations of the co...
Article
In this article, we take a linguistic perspective to support effective communication between early educators and parents who speak English as a second language and may have limited English proficiency. Positive communication and partnerships are recognised as important for the education of young children. Because early educators may be unaware of t...
Article
In this article, we discuss communication between early educators speaking their native language and parents who speak English as a second language. Parents who may have a limited proficiency in the second language face challenges to understanding semantic and pragmatic aspects of English. Actual early childhood conference talk in which parents wer...
Article
Early childhood and early childhood special education programs have a focus on parent-educator partnerships. Parent-teacher conferences are a context for these partnerships, and advice giving is one type of exchange occurring within conferences. Parent-teacher conference advice was investigated through participant interviews and the methodology of...
Chapter
Full-text available
In this article, we will describe evidence-based practices for the appropriate and effective evaluation of children who are dual language learners.
Technical Report
Full-text available
The Division for Early Childhood (DEC) is committed to supporting and advocating for responsiveness to ALL children, families, and professionals by integrating cultural and linguistic diversity into policy and practice. These goals are central to DEC’s overall mission of promoting policies and advancing evidence‐based practices that support familie...
Article
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This article challenges the notion that English language learners who experience home language loss do not have any language proficiency. This assumption is based on misunderstandings of the transitory phase of children's second language acquisition. It can result in children missing learning opportunities or receiving inappropriate assessments and...
Article
In this article, we present parent-educator conversations, which were selected to illustrate common communication patterns and provide links to some of the Division for Early Childhood of the Council for Exceptional Children's recommended practices for communicating and collaborating with parents.
Article
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In this article, we take a culturally and linguistically responsive position to children’s nonstandard dialects. We discuss characteristics of dialects and educational implications of nonstandard dialect use and offer recommendations for appropriate instruction, assessment, and program policy. Individuals’ perceptions of nonstandard dialects have d...
Article
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Through case study methodology, this study examined how a second-generation bilingual child developed his two languages and associated literacies, the role of the parents' and child's goals as well as the family's daily effort to attain those goals, and the influences of environmental, social, and cultural factors. Based on sociocultural theoretica...
Article
Full-text available
The purpose of this article is to first and foremost dispel the myth that promoting bilingualism in young children can actually lead to slowed language development or even developmental delays. In addtion, through a discussion of five proposed benefits of supporting the development of home languages for young children with disabilities, we will pro...
Article
Full-text available
We propose a six-step process for problem solving that can be implemented to address issues that preservice teachers face. Preparing student teachers to use this process in preservice programs has the potential to help future educators consider alternate ideas when confronting problems that need to addressed or solved.
Article
Full-text available
The purpose of this article is to describe what could happen in the classroom when parents and teachers have differing expectations of children's behaviors. We also describe strategies designed to accommodate these differences. We focus on children from homes that are culturally or linguistically different from EuroAmerican Normative Culture.

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Projects (2)
Project
https://www.degruyter.com/view/product/505575