In this project, we are developing an app to be used with preschool-aged children with and without disabilities to assess their early math skills and then provide targeted instruction in skills in need of intervention. This project is supported by the Hardie Faculty Fellows Program in the College of Education at UIUC.
This project is a collaboration with Sammy Sharief and Matt Ho (UIUC undergraduate students).
In this project, we created children's books with math skills embedded in them. We are interested in the intersection of materials and instructional practices in supporting young children's math learning. We are currently (Summer 2021) conducting a single-case design study to investigate the efficacy of an intervention using the children's books.
This project is a collaboration with Corey Peters (UIUC early childhood special education master's student).
Young children with disabilities often are excluded, intentionally or unintentionally, from opportunities to engage in science activities and scientific inquiry. I am interested in exploring how teachers can use a variety of instructional practices to support science learning in young children with disabilities.
In this work, I have collaborated with Bonnie Ingelin (University of St. Thomas) and the STEM Innovation for Inclusion in Early Education (STEMI2E2) Center.
Research and Professional Development Opportunities
If you are interested in collaborating on a project related to math or science, please contact me at firstname.lastname@example.org.
Hardy, J. K., & Hemmeter, M. L. (2021). Systematic modeling and prompting to teach math skills to preschoolers with disabilities. Topics in Early Childhood Special Education. Advance online publication: https://doi.org/10.1177%2F02711214211012772
Hardy, J. K., & Ingelin, B. (2020, September). STEM instructional strategies for young children with disabilities. Webinar for the STEM Innovation for Inclusion in Early Education (STEMI2E2) Center.
Hardy, J. K., & Kozlowski, J. (2020, March).Science, technology, engineering, art, and math (STEAM) for everyone! Webinar for National Center on Early Childhood Development, Teaching, and Learning.
Hardy, J. K., & Hemmeter, M. L. (2020). Designing inclusive science activities and embedding individualized instruction. Young Exceptional Children, 23(3), 119-129. https://journals.sagepub.com/doi/full/10.1177/1096250619833988
Hardy, J. K., & Hemmeter, M. L. (2019). Systematic instruction of early math skills for preschoolers at risk for math delays. Topics in Early Childhood Special Education, 38(4), 234-247. https://doi.org/10.1177/0271121418792300
Hardy, J. K., Hawkins, S., Hemmeter, M. L., & Grisham-Brown, J. (2017). Promoting math skills. In J. Grisham-Brown & M.L. Hemmeter (Eds.), Blended practices for teaching young children in inclusive settings (2nd ed.). Brookes.
Hardy, J. K., & Hemmeter, M. L. (2014). Assessing early academic skills. In M. McLean, M.L. Hemmeter, & P. Snyder (Eds.), Essential elements for assessing infants and preschoolers with special needs (pp. 271-315). Pearson Publishing Co.