Research Interests
Susan Sandall
Susan Sandall is a Professor at the University of Washington, College of Education. Her scholarly interests are:
- effective instructional practices for very young children with disabilities in inclusive settings;
- the changing roles of teachers of young children with disabilities, their relationships with other providers, and the implications for personnel preparation;
- effective approaches for professional development.
Dr. Sandall is the PI for the National Center on Quality Teaching & Learning, and was co-PI for the Head Start Center for Inclusion, both funded by the Office of Head Start. She was an Investigator with DEC’s work group that identified Recommended Practices for early childhood special education/early intervention. She is the co-developer of Building Blocks, a framework for effective teaching practices for early childhood. Dr. Sandall was awarded the Mary McEvoy Service to the Field Award in 2005 and the Merle B. Karnes Service to the Division Award in 2000 from the Division for Early Childhood (DEC), Council for Exceptional Children.
Refereed Articles
Odom, S.L., Zercher, C., Li, S., Marquart, J.M., Sandall, S.R., & Brown, W.H. (2006). Social acceptance and rejection of preschool children with disabilities: A mixed-methods approach. Journal of Educational Psychology, 18(4), 807-823.
Boulware, G.L., Schwartz, I.S., Sandall, S.R., & McBride, B.J. (2006). Project DATA for toddlers: An inclusive approach to very young children with ASD. Topics in Early Childhood Special Education, 26(2), 94-105.
Schwartz, I.S., Sandall, S.R., McBride, B.J., & Boulware, G.L. (2004). Project DATA (Developmentally Appropriate Treatment for Autism): An inclusive, school-based approach to educating children with autism. Topics in Early Childhood Special Education, 24(3), 156-168.
Sandall, S.R., Schwartz, I.S., & LaCroix, B. (2004). Interventionists’ perspectives about data collection in integrated early childhood classrooms. Journal of Early Intervention, 26(3), 161-174.
Odom, S., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M., Beckman, P., Schwartz, I., & Horn, E. (2004). Preschool inclusion in the United States: A review of research from an ecological systems perspective. Journal of Research in Special Educational Needs, 4(1), 17-49.
Sandall, S.R., Smith, B.J., McLean, M.E., & Ramsey, A.B. (2002). Qualitative research in early intervention/early childhood special education. Journal of Early Intervention, 25(2), 129-136.
McLean, M.E., Snyder, P., Smith, B.J., & Sandall, S.R. (2002). The DEC recommended practices in early intervention/early childhood special education: Social validation. Journal of Early Intervention, 25 (2), 120-128.
Smith, B.J., Strain, P.S., Snyder, P., Sandall, S.R., McLean, M.E., Ramsey, A.B., Sumi, W.C. (2002). DEC recommended practices: A review of 9 years of EI/ECSE researchliterature. Journal of Early Intervention, 25(2), 108-119.
Schwartz, I.S., Boulware, G.L., McBride, B.J., & Sandall, S.R. (2001). Functional assessment strategies for young children with autism. Focus on Autism and Other Disabilities, 16(4), 222-227.
Horn, E., Lieber, J., Sandall, S., & Schwartz, I. (2001). Embedded learning opportunities as an instructional strategy for supporting children’s learning in inclusive programs. Young Exceptional Children Monograph Series No. 3, 59-70.
Sandall, S., Schwartz, I., & Joseph, G. (2001). A building blocks model for effective instruction in inclusive early childhood settings. Young Exceptional Children, 4 (3),3-9.
Hanson, M.J., Horn, E., Sandall, S., Beckman, P., Morgan, M., Marquart, J., Barnwell, D., & Chou, H-Y. (2001). After preschool inclusion: children’s educational pathways over the early school years.. Exceptional Children, 68 (1), 65-84.
Horn, E. & Sandall, S. (2000). The visiting teacher: A model of inclusive ECSE service delivery. Young Exceptional Children Monograph Series No.2, 49-58.
Horn, E., Lieber, J., Sandall, S., Schwartz, I., & Li, S. (2000). Supporting young children’s IEPs in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education., 20(4), 208-223.
Odom, S.L., Hanson, M.J., Lieber, J., Marquart, J., Sandall, S., Wolery, R., Horn, E., Schwartz, I., Beckman, P., Hikido, C., & Chambers, J. (2000). The cost of preschool inclusion. Topics in Early Childhood Special Education, 21(1), 46-55.
Hanson, M. J., Beckman, P. J., Horn, E., Marquart, J., Sandall, S. R., Greig, D., & Brennan, E. (2000). Entering preschool: Family and professional experiences in the transition process. Journal of Early Intervention, 23(4), 279-293.
Lieber, J., Hanson, M.J., Beckman, P.J., Odom. S.L., Sandall, S.R., Schwarz, I.S., Horn, E., & Wolery, R. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67, 83-98.
Books
Sandall, S.R., Giacomini, J., Smith, B.J., & Hemmeter, M.L. (Eds.) (2006). DEC recommended practices toolkits (CD-ROM). Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.
Sandall, S.R., Hemmeter, M.L., McLean, M., & Smith, B.J. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Longmont, CO: Sopris West.
Krajicek, M.J., Hertzberg, D.L., Sandall, S.R., & Anastasiow, N. (Eds.) (2004). First Start program: Handbook for the care of infants, toddlers, and young children with disabilities and chronic conditions (2nd ed.). Austin, TX: Pro-Ed.
Sandall, S. R., Schwartz, I.S., Joseph, G.E., Chou, H-Y, Horn, E.M, Lieber, J. Odom, S.L., & Wolery, R. (2002) Building blocks for teaching preschoolers with special needs. Baltimore: Paul Brookes.
Hemmeter, M.L., Joseph, G.E., Smith, B.J., & Sandall, S. (2001). DEC recommended practices program assessment: Improving practices for young children and their families. Longmont, CO: Sopris West.
Ostrosky, M., & Sandall, S. (2001). Teaching strategies: What to do to support young children's development. Young Exceptional Children Monograph Series, No. 3. Denver, CO: The Division for Early Childhood of the Council for Exceptional Children.
Sandall, S., McLean, M.E., & Smith, B.J. (2000). DEC recommended practices in early intervention/early childhood special education. Longmont, CO: Sopris West.
Sandall, S., & Ostrosky, M. (2000). Natural environments and inclusion. Young Exceptional Children Monograph Series, No. 2. Denver, CO: The Division for Early Childhood of the Council for Exceptional Children.
Sandall, S., & Ostrosky, M. (1999). Practical ideas for addressing challenging behaviors. Young Exceptional Children Monograph Series. Denver, CO: The Division for Early Childhood of the Council for Exceptional Children.
Widerstrom, A. H., Mowder, B. A., & Sandall, S. R. (1997). Infant development and risk: An introduction. Baltimore: Paul H. Brookes.
Widerstrom, A. H., Mowder, B., & Sandall, S. R. (1991). At-risk and handicapped newborns and infants. Englewood Cliffs, NJ: Prentice-Hall.
Chapters
Sandall, S.R. (2004). Inclusion in early childhood education: What we have learned. Where are we going? In K.E. Allen & G. Edwards, The exceptional child: Inclusion in early childhood education (pp. 403-417). Albany, NY: Delmar.
Schwartz, I.S., Sandall, S.R., Odom, S.L., Horn, E., & Beckman, P.J. (2001). "I know it when I see it": In search of a common definition of inclusion. In S.L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs (pp. 10-24). New York: Teachers College Press.
Odom, S.L., Brown, W.H., Schwartz, I.S., Zercher, C., & Sandall, S.R. (2001). Classroom ecology and child participation. In S.L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs (pp. 25-45). New York: Teachers College Press.
Horn, E., Lieber, J., Sandall, S.R., Schwartz, I.S., & Wolery, R.A. (2001). Classroom models of individualized instruction. In S.L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs (pp. 46-60). New York: Teachers College Press.
Odom, S.L., Zercher, C., Marquart, J., Li, S., Sandall, S.R., & Wolfberg, P. (2001). Social relationships of children with disabilities and their peers in inclusive preschool classrooms. In S.L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs (pp. 61-80). New York: Teachers College Press.
Lieber, J., Schwartz, I., Sandall, S., Horn, E., & Wolery, R. (1999). Curricular considerations for young children in inclusive settings. In C. Seefeldt (Ed.), The early childhood curriculum: A review of the research (pp. 243-264). New York: Teachers College Press.
Sandall, S. R. (1993). Curricula for early intervention. In W. Brown, S. K. Thurman, & L. Pearl (Eds.), Family-centered early intervention with infants and toddlers: Innovative cross-disciplinary practices. (pp. 129-151). Baltimore: Paul H. Brookes.
Sandall, S. R. (1993). Developmental interventions for the medically fragile infant at home. In M. Krajicek & R. Tompkins (Eds.), The medically fragile infant. (pp. 97-118). Austin, TX: PRO-ED.
Sandall, S. R. (1988). Parent-child interaction: Learning to take turns. In V. Dmitriev & P. L. Oelwein (Eds.), Advances in Down syndrome. (pp. 261-269). Seattle, WA: Special Child Publications.
Vadasy, P. F., & Sandall, S. R. (1986). Putting computers to work for children with handicaps: Evaluating the delivery of personalized services to rural families. In D. Gentry & J. Olson (Eds.), Monograph III: Research in family involvement practices. (pp. 30-37). Moscow: University of Idaho.
Fewell, R. R., & Sandall, S. R. (1983). Assessment of high-risk infants. In K. E. Allen & E. Goetz (Eds.), Early childhood education: Special environmental and legal considerations. Rockville, MD: Aspen Systems.
Coggins, T. E., & Sandall, S. R. (1982). The communicatively handicapped infant: Application of normal language and communication development. In S. G. Garwood & R. R. Fewell (Eds.), Educating handicapped infants. (pp. 165-214). Rockville, MD: Aspen Systems.