Publications

Atha, M., Fowler, M., Finnegan, L.A. , Meredith, T., & Vaughn, M. (2024). Levels of engagement: Developing pre-service teachers as researchers: Engaging education students in action research commentary. Florida Journal of Education Research, 61(3), 36-46. https://doi.org/10.62798/HQLK1097

Carey, G.C., Miller, B.J., & Finnegan, L.A. (2021). Effects of the COVID-19 pandemic on college students with intellectual disability. Journal of Vocational Rehabilitation, 55(2), 271-281. https://doi.org/10.3233/JVR-240038

Hall Pistorio, K., Brady, M. P., Kearney, K., Darling, S., Bucholz, J. & Finnegan, L.A. (2021). Small group-delivered literacy based behavioral interventions for young children. Journal of Applied School Psychology, https://doi.org/10.1080/15377903.2021.1926033

Ming, K., Dukes, C., Finnegan, L., & Miller, M. (2021) Culturally responsive literacy instruction: How is it reflected in the literature? Multicultural Learning and Teaching (DGMLT) https://doi.org/10.1515/mlt-2020-0002

Kearney, K., Joseph, B., Finnegan, L.A., & Wood, J. (2020). Using a peer-mediated instructional package to teach college students with intellectual disabilities to navigate an inclusive university campus. Journal of Special Education. https://doi.org/10.1177/0022466920937469

Finnegan, L.A., Miller, K. M., Randolph, K., Bielkus-Barone (2019). Supporting student knowledge using formative assessment and universal design for learning expression. The Journal of Special Education Apprenticeship, 8(2), Article 7, p 1-14, https://doi.org/10.58729/2167-3454.1092

Finnegan, L.A., & Dieker, L. A. (2019). Universal design for learning-representation and science content: A pathway to expanding knowledge, understanding, and written explanations. Science Activities, 56(1), 11-18. https://doi.org/10.1080/00368121.2019.1638745