Anderson, S., Griffith, R., & Crawford. L. (2017). TPACK in special education:  Preservice       teacher decision making while integrating iPads into instruction. Contemporary Issues in Technology and Teacher Education, 17(1). Retrieved from http://www.citejournal.org/volume-17/issue-1-17/

Drew, S., Olinghouse, N., & Faggella-Luby, M. (2017). Framework for Disciplinary Writing in Science: Addressing Needs of Struggling Adolescent Learners. Journal of Educational Psychology, 109(7), 935-955.

Dukes, L. L. III., Madaus, J. W., Faggella-Luby, M., Lombardi, A., & Gelbar, N. (2017). PASSing College: A taxonomy for students with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 30(2), 113-129.

Faggella-Luby, M., Dukes, L., Madaus, J. Gelbar, N., Lombardi, A., & *Lalor, A. (2017) Universal design and college students with disabilities: Does the data equal the zeal? Currents in Teaching and Learning, 9(2), 5-19.

Hovey, K. A.*, Lindo, E. J., & Combes, B. H. (2017). Pre-service teachers’ field experiences with response to intervention. The Field Experience Journal, 20, 109-128.

Quebec Fuentes, S., Crawford, L., & Huscroft-D’Angelo, J. (2017). Reasoning for all: An instructional model. Australian Primary Mathematics Classroom, 22, 20-25.

Wei, Y., Lombardi, A., Simonsen, B., Coyne, M., Faggella-Luby, M., Freeman, J., & Kearns, D. (2017) A revised embedded planning tool for intensive reading instruction. Learning Disabilities: A Multidisciplinary Journal 22(2), 50-63.

Young, A. J., Silliman-French, L., & Crawford, L. (2017). Yoga for young children with Down syndrome. Palaestra, 31, 18-25.