Education

Research

Response to Intervention with English Learners

Reading Interventions (2008, 2006, 2005, 2004, 2003, 2002, 2001, 2000)

Courses

Current Courses

Exceptional Learners–A study of students with exceptionalities within an academic setting offers practical information on meeting exceptional needs for students. Basic information on identification procedures, characteristics of different categories of special education, instructional methods, materials, adaptations, and accommodations to meet the needs of diverse learners is provided. The professional context and collaborative nature of designing and implementing educational services for exceptional students is explored. This course is tailored to meet exceptional and developmental needs of elementary school learners. Field placement required.

Mild Disabilities I–The study of assessment, identification, characteristics and instruction of elementary students with learning disabilities and mild cognitive disabilities provides a foundation for accommodating all students with learning challenges, regardless of eligibility for special education. Traditional and contemporary measures for assessment (including Response to Intervention) are explored and practiced within field placements. A concentration surrounding orthopedic impairments is addressed. Theoretical perspectives surrounding collaboration and consultation will be examined and practiced within the classroom and a field placement. Field placement required. Prerequisite: Educ 300 and 302

Mild Disabilities II–The study of assessment, identification, characteristics and instruction of elementary students with emotional disabilities and autism provides a foundation for accommodating students with difficult behaviors regardless of eligibility for special education. Special Education law and legal procedures and legislative mandates (Functional Behavior Assessment/Behavior Intervention Plans) are explored and practiced within field placements. Field placement required. Prerequisite: Educ 300 and 302.

Issues in Special Education–Issues and debriefing within special education student teaching placements will be addressed. To be completed concurrently with EDUC 415. Prerequisites: Educ 300 or 302, Educ 341, 343, and 344.

Historic Courses

Educational Psychology–A study of human developmental theories, learning processes and individual preferences within the classroom offers theoretical information regarding the appreciation of student diversity and identity. Successful, research-based teaching practices are provided. Observation, hypothesis testing, and social scientist techniques are utilized to develop reflective teachers both in theoretical knowledge and practice within a field placement. Classroom management, motivation, and behavior analyses are emphasized. This course is tailored to meet the developmental needs of elementary learners. Field placement required.

Adaptation & Assessment for Diverse Learners–A study of multiple forms of informal and formal assessment provides a focus on selection, utilization, and interpretation of data to drive instruction. Scientifically-based interventions and instruction implementation for individuals and groups within diverse populations including general education, English Learners (EL), and special education (SPED) populations are addressed. Communication of information with parents and educator teams is a central focus. Prerequisite: Educ 300 or 302.

 

Lectures & Presentations

¨Bonfiglio, C.M. (2011).  An investigation of the relationship between oral language development in English learners (ELs) and literacy development.  Center for Intercultural Teaching & Learning, Goshen, IN.

¨Bonfiglio, C.M. (2010).  The use of intensive strategies within a Response to Intervention (RTI) model:  Implications for English language learners (ELLs) and academic success.  Center for Intercultural Teaching & Learning, Goshen, IN.

¨Bonfiglio, C.M. (2006).  The use and demonstration of curriculum-based measurement (CBM) within a response to intervention (RTI) model to effectively identify learning disabilities.  Symposium:  Round Table for Region 3, Goshen, IN.

¨Persampieri, M., Daly, E.J., III, Gortmaker, V., McCurdy, M., Bonfiglio, C.M. (2005). Application of brief experimental analysis to group instructional formats: Two experimental investigations. Symposium: Association of Behavior Analysis, Chicago, IL.

¨Bonfiglio, C.M. (2004).  Screening to enhance equitable placement in special education.  Symposium: Elkhart Literacy Committee, Elkhart, IN.

¨Bonfiglio, C.M., & Daly, E.J., III. (2004). An investigation of the effects of instructional and motivational variables on generalized reading performance. Symposium: National Association of School Psychologists, Dallas, TX.

¨Persampieri, M.J., Daly, E.J., III, Chafouleas, S., Lafleur, K., & Bonfiglio, C.M., (2003). Identifying behavioral mechanisms for blending and segmenting skills. Symposium: National Association of School Psychologists, Chicago, IL.

¨Bonfiglio, C.M., Daly, E.J., & Persampieri, M. (2003). Conducting experimental analyses of the effects of reading interventions in a small group format. Symposium: National Association of School Psychologists, Chicago, IL.

¨Bonfiglio, C.M., & Daly, E.J., III. (2003). An experimental analysis of reading interventions:  Generalization across instructional strategies, passages, and time. Symposium: National Association of School Psychologists, Toronto, Canada.

 

Grants & Fellowships

2012
Minninger Grant
2010-11
Center for Intercultural Teaching & Learning Research Grant
2009-10
Center for Intercultural Teaching & Learning Research Grant
2007
Minninger Grant
2006
Minninger Grant

Memberships & Associations

Indiana Council of Administrators in Special Education
Indiana Association College Teacher Educators
Association for Teacher Educators – Indiana
Council for Exceptional Children
National Association School Psychologists
Broad-Based Planning Committee for High Ability – Elkhart Community Schools