Useful Academic Websites I use in my courses:
Universal Design for Learning:
Evidence and Research Based Best Practices:
Information and Resources on Disabilities:
Modules and Trainings for Teachers:
http://iris.peabody.vanderbilt.edu/
What Works Clearninghouse
http://ies.ed.gov/ncee/wwc/publications_reviews.aspx#rti_reading_pg
Council for Exceptional Children(CEC)
International Academy of Researchers on Learning Disabilities
International Dyslexia Association
New York State Chapter of CEC
NY State Education Website
National Center on Culturally Responsive Educational Systems
Annmarie Urso, Ph.D.Assistant ProfessorElla Cline Shear School of Education |
South Hall 220D 1 College Circle Geneseo, NY 14454 585-245-5468 urso@geneseo.edu |
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Dr. Urso has been a member of the Geneseo faculty since 2008. She has active partnerships with York Central Elementary School and Geneseo Central Elementary School. Dr. Urso is the Chair of School of Education's Assessment Committee, advisor to Kappa Delta Pi's Epislon Tau Chapter, a member of the New Organization Recognition Committee, The Bringing Theory to Practicy Committee, the President's Diversity Commission, the Global Education Advisory Committee, and a recipient of a 2011 Summer Presidential Research Fellowship. She is the Project Director for the School of Education's Reggio Emilia Summer Program, Soaring Stars, which is funded by a $100,000 grant from the Wilson Foundation. She is the current Vice-President of the New York State Chapter of the Council for Exceptional Chldren. Dr. Urso is an American Heart Association CPR/AED instructor and teaches an elective course on supporting medically fragile children in which students become certified in first aid and CPR/AED use.
Conference and Presentation Materials12/2011 Special Needs Radio Interview: Response to Intervention: Maximizing Your Child's Potential on Special Needs Talk Radio- (Click for link to podcast). 11/2/2012 New York State Chapter of the Council for Exceptional Children:Reference materials from presentation Powerpoint - I removed large picture files to allow for uploading - if there is a slide missing you wanted, please contact me via email at urso@geneseo.edu Common Core Applications and Individuals with Disabilities Websites for Professional Development, Planning Instruction, and Effective Teaching Research to Practice Briefs from the Institute on Education Sciences Organizing Instruction to Improve Students Learning Center on Applied Special Technologies (science lab writer, book buider, UDL)
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Education
- Ph.D., University of Arizona
- M.S.Ed., SUNY College at Oneonta
- B.S., College of St. Rose, Albany NY
Employment
- University of Arizona
- Arizona State University
Research Interests
Dr. Urso's research interests include the role of processing speed and other cognitive correlates in poor readers and the development of effective reading interventions for students with dyslexia who have failed to respond to intervention. Dr. Urso also studies the role of cognitive profiles in Response to Intervention models. She is committed to the preparation of culturally responsive practitioners in clinically rich settings and is actively involved in supporting local school districts in their efforts to support students with learning differences.Publications
- Abu-Hamour, B., Urso, A., & Mather, N. (2012). The relationships among cognitive correlates and irregular word, non-word, and word reading. International Journal of Special Education, 27(1), 144-159.
- Urso, A. (2013). Introduction to special issue on response to intervention. Reading and Writing Quarterly, 29 (1).
- Abu-Hamour, B., Urso, A., & Mather, N. (2013). The application of standardized assessments and CBM measures on a student with severe reading disability. Reading and Writing Quarterly, 29(1).
- Mather, N., & Urso, A. (2011). Assessment of Academic Achievement. In. S. Goldstein & J. Naglieri (Eds). Learning and Attention Disorders in Adolescence and Adulthood: A Comprehensive Guide for Practitioners (2nd ed., pp. 155-182). Hoboken, NJ: John Wiley and Sons.
- Mather, N., & Urso, A. (2010). Learning Disabilities. In I. Weiner & E. Craighead, Corsini Encyclopedia of Psychology (pp. 919-921). (4th ed.). Hoboken, NJ: John Wiley and Sons.
- Urso, A. (2008). Literacy instruction for English language learners. In N. Mather & S. Goldstein, Learning disabilities and challenging behaviors: A guide to intervention and classroom management. (2nd ed., pp. 310-312). Baltimore: Paul H. Brookes Publishing Co., Inc.
- Mather, N., & Urso, A. (2007). Teaching Younger Readers with Reading Difficulties. In R. Morris & N. Mather (Eds.). Evidence-based Interventions for Students with Learning and Behavioral Challenges (pp. 163-192). Hillsdale, NJ: Lawrence Erlbaum.
- Hale J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E, … Urso, A.,…Yalof, J. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disabilities Quarterly, 33, 223-235
Affiliations
- Fellow, International Academy for Research in Learning Disabilities
- Vice President of the New York State Chapter of the Council for Exceptional Children
- Member of the Livingston County Community Services Board
- Chair, Developmental Disabilities Subcommittee, Livingston County Community Services Board
- Editoral Board of Reading Psychology
- Editorial Board of the International Journal for Research in Learning Disabilities
- International Dyslexia Association
- Council for Exceptional Children and Division of Learning Disabilities, Division of Research, Division of Diverse Exceptional Learners, and Division of Teacher Education
- American Educational Research Association
- Learning Disabilities Association
- 2010-2012 Secretary, Division for Learning Disabilities, Council for Exceptional Children
Sped 383:
Spec Ed Classroom Mgmt Skills
- View syllabus
The skills and competencies needed in order to effectively manage the classroom behavior of students with disabilities will be covered. Techniques for arranging the classroom environment (e.g., scheduling, structuring, and designing environments) as well as techniques in operant learning will be presented. The focus will be on the principles of operant learning and the relationship between behavior and environmental events that facilitate learning. Includes field visit component. Prerequisites: CURR 213 and CURR 316.
Educ 560:
Thry/Prac Multi Educ:
- View syllabus
This course will introduce candidates to the theory, the content, and associated methods, including assessment issues, materials, and advocacy issues, in various specific topics in multicultural education. Topics might include: Bilingual Education, Urban Education, Education of Women and Girls, and Globalization and Education. Offered: every fall, even years, every spring and summer when demand is sufficient
Sped 319:
Diversity&Inclusion in Classrm
- The focus of this course is on understanding students with disabilities and the effect of the disability on the teaching/learning process. Emphasis will be placed on selecting/modifying appropriate teaching strategies that are congruent with the child's development and cultural environment. Children with various types of disabilities or special needs will be examined including those who are gifted and talented, those with limited English proficiency, and those who are socioeconomically disadvantaged. Attention will be given to State Education Department regulations, various service delivery models, assistive technology, and working with administrators and ancillary personnel. Prerequisites: CURR 313 and CURR 317.
Sped 382:
Assmnt&Pres Tchg-Std w/Disabil
- This course has two components: assessment strategies and prescriptive teaching. Professionals working with persons with special needs may be prepared to identify assessment instruments and procedures that are appropriate, evaluate the adequacy of assessment instruments, and use the information from the assessment instruments for multiple purposes (e.g., estimating student performance, developing an educational plan, and determining placement). In addition, professionals in special education must be able to communicate the assessment information they collect in a manner that can be understood by other professionals, ancillary personnel, and parents. Fieldwork is a course component. Prerequisites: CURR 313, CURR 317, CURR 320, and SPED 383.