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Ying Hui-Michael

Horace Mann Hall (HM) 055
(401) 456-8024
yhui@ric.edu

Academic Background

Ph.D. Multicultural/Bilingual Special Education
The University of Texas at Austin, Austin, Texas

M.Ed. Multicultural/Bilingual Special Education
The University of Texas at Austin, Austin, Texas

Special Education Diploma
Beijing Normal University, Beijing, China

B. A. in Educational Administration
Liaoning Province Normal University, Liaoning, China (1989)

Courses Taught

Undergraduate

SPED 300: Introduction to Special Education
SPED 412: Assessment, Curriculum and Methodology for Students with Mild/Moderate Disabilities at Elementary Level

Graduate
SPED 551: Introduction to Multicultural Special Education
SPED 552 & SPED 651: Dual Language Development and Intervention for English Language Learners with Special Needs
SPED 553: Content-Based ESL Instruction for Exceptional Students
SPED 557 & SPED 653: Assessing English Language Learners with Special Needs & Practicum
SPED 554: Curriculum Design for English Language Learners with Special Needs
SPED 654: Graduate Internship in Urban/Multicultural Special Education
ELED 542: Educating All Students

Specializations

  • Assessment and identification for English Language Learners with special education needs
  • RTI (Responsive to Intervention) for English Language Learners
  • Reducing disproportionate representation of linguistically diverse learners in special education
  • Asian American students in special education

Recent Scholarly Activity

Publications
  • Hui-Michael (Manuscript in Process): What special educators need to know about ELLs.

  • Hui-Michael, Y. (2012). Educating Asian American students with exceptional needs. In Obiakor, F. (Ed.). Multicultural education for learners with special needs in the twenty-first century (pp.85-104). Information Age Publishing.

  • Hui-Michael, Y. & Garcia, S. B. (2009). Teachers’ Perceptions and Attributions of Asian American Students: Implications for Special Education Referral. Journal of Multiple Voices for Culturally and Linguistically Diverse Exceptional Learner, 12 (1), 17-35.

Grants
  • 2009-2011($114,828) Urban/Multicultural Special Education Project (PI and Grant Administrator)
    Sponsor: Rhode Island Department of Education
    The grant supported efforts of Title I and Title III schools with a focus on reducing disproportionate enrollments of English Language Learners in special education programs, reaching Annual Yearly Progress, and enhancing school and community/family collaboration.

Recent Presentations & Workshops
  • Hui-Michael, Y. (Feb. 2014). Assessing English language learners: Implications for RTI and special education referral. Proposal accepted by the 43rd Annual National Association for Bilingual Education Conference, San Diego, CA.

  • Castagno, K, Kene, P, Hui-Michael, Y. (June 2014). National and international worldviews on children, youth, and education. Presented at American Association of University Professors.

  • Hui-Michael, Y., Aragon-Hanley, D. & Laramee, S. (Apr. 2013). Meeting the needs of ELLs with disabilities: A bilingual inclusive model. Presented at Council for Exceptional Children Teaching Exceptional Children’s Annual Convention.

  • Hui-Michael, Y. (2012). Assessing English Language Learners with Special Education Needs: A Culturally and Linguistically Responsive Approach. Workshop for Northern Rhode Island ELL Consortium, Rhode Island.

  • Hui-Michael, Y., Aragon-Hanley, D. & Laramee, S. (Feb. 2011). Promoting Language Acquisition in the Classroom. Presented at National Association for Bilingual Education Annual Conference. New Orleans, LA.

Page last updated: March 16, 2010