Educational Background

• PhD, Special Education and Educational Administration, Syracuse University
• MA, Counseling, University of Oregon
• BA, English, College of the City of New York

Teaching Profession
Courses regularly taught

• ELED 502/SPED 502. Child Growth and Development
• SPED 501. Introduction to Special Education
• SPED 522. Collaboration with Families and Staff
• SPED 541. Instructional Approaches for Inclusive Elementary Classrooms

• EDUC 622. Seminar on Qualitative Research

 

 

Current Research Interests

• Comparative and cross-cultural education
• Inclusive schools
• Leadership

• Teacher development
• Disability studies

 

Selected Publications

 

Books

•Kugelmass, J. W. (2004). The Inclusive School: Sustaining Equity and Standards. New York: Teachers College

•Rainforth, B. & Kugelmass, J. W. (eds.) (2003). Curriculum and Instruction for All Learners: Blending Systematic and Constructivist Approaches in Inclusive Elementary Schools. Baltimore, MD: Paul Brookes Publishing.
•Kugelmass, J. W. & Ritchie, D. (eds.) (2003). Advocating for Children and Families in an Emerging Democracy: The Post Soviet Experience in Lithuania. Greenwich, CN: Information Age Publishing.
•Kugelmass, J. W. (1986). Behavior, Bias & Handicaps: Labeling the Emotionally Disturbed Child. New Brunswick, NJ: Transaction Press.

Book Chapters and Refereed Articles

•Kugelmass, J.W. (2006). Constructivist views of learning: Implications for inclusive education. In Florian, L. (ed.) Handbook of Special Education. Sage.

•Kugelmass, J.W. (2006). Sustaining cultures of inclusion: The limits of cultural analyses.  The European Journal of Psychology of Education. Vol 21.

•Kugelmass, J.W. & Ainscow, M. (2004). Leadership for inclusion: A comparison of international practices. Journal of Research in Special Educational Needs.  Vol. 4.

•Kugelmass, J. W. (2001). Inclusive education and the promotion of democratic reform in Eastern Europe.  April/May. Teaching Exceptional Children. Vol. 33.
•Kugelmass, J. W. (2000). Subjective experience and the preparation of activist teachers: Confronting the mean old snapping turtle and the great big bear. Teaching and Education. Vol 16.

•Kugelmass, J. W. & Ross-Bernstein, J. (2000). Explicit and implicit dimensions of adult-child interactions in a quality childcare center. Journal of Early Childhood Education. Vol. 28. 

Selected Grants and Awards

• Fulbright Fellowships: India, 2007; Portugal, 1994; Indonesia & Singapore, 1988

• Kresge Foundation Early Childhood Program Development & Research Grant. 2004 – 2007.
• Gilton/Novak Research Award. Cornell University, 2002-2003.

• International Research Associate, NCSL. University of Manchester, U.K. 2002.

• Cornell Early Childhood Program Research Grant, 1995 - 1996.

• Appalachian Regional Commission. Foxfire Program Operations Grant. 1992 - 1993.

• World Rehabilitation Fund, IEEIR Research Grant, Indonesia. 1989.