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Faculty and Staff Profiles

Yvel C. Crevecoeur

Assistant Professor of Special Education

School/Division

School of Education

Department

Leadership and Special Education: Special Education

Office

NA 3/227-I

p: 212-650-7086

f: 212-650-6971

e: ycrevecoeur@ccny.cuny.edu

  • Profile

    Former Positions:

    • 2012-2013 In-residence, Postdoctoral Leadership Fellow in Universal Design for Learning at Boston College & CAST (While on leave from CCNY via the CUNY Scholar Incentive Award)
    • Visiting Lecturer in Special Education, Fairfield University (Fairfield, CT)
    • Curriculum Associate for Staff Development (Stamford, CT Public Schools)
    • Juvenile Probation Officer, Florida Department of Juvenile Justice (Naples, FL)
    • Teaching Positions (Stamford, CT Public Schools):
    • K-8 English-as-a-Second Language Teacher
    • K-5 Haitian Bilingual Teacher (Pull-out / Push-in Model)
    • K-2 Haitian Bilingual Classroom Teacher
    • Fifth-grade General Education Classroom Teacher
    • Fourth-grade Self-contained Classroom Teacher (Students with learning disabilities -- long-term position)
  • Education

    Degrees:

    Ph.D., Special Education, University of Connecticut

    C.A.S., Special Education, Fairfield University

    C.A.S., Bilingual Education, Fairfield University

    M.S., Education, University of Bridgeport

    B.A., Major: Sociology/Minor: Criminal Justice, Central Connecticut State University

    Additional Higher Education/Training (Integrated Administration Courses into Ph.D.):

    • Single-Case Intervention Research and Analysis Institute (August 18-22, 2014). Host: The National Center for Special Education Research in the Institute of Education Sciences (IES) of the U.S. Department of Education. Location: University of Wisconsin—Madison.
    • Leadership Colloquium on Universal Design for Learning, Boston College (Summer 2013)
    • Educational Administration (6th-Year Diploma in Professional Education), University of Connecticut
  • Courses Taught

    All graduate courses, unless otherwise noted:
    • SPED 2600I  Content Research Seminar in Special Education
    • SPED 2900I  Seminar in Educational Research
    • SPED 32000  Introduction to Inclusive Education (undergraduate course)
    • SPED 3300K  Building Community in Inclusive Contexts
    • SPED 3600K  Reading and Writing Instruction for Students with Disabilities in Childhood Education I (Grades 1-6)
    • SPED 3700K  Reading and Writing Instruction for Students with Disabilities in Childhood Education II (Grades 1-6)
    • SPED 3601K  Reading and Writing Instruction for Students with Disabilities in Adolescent Education I (Grades 7-12)
    • SPED 3701K  Reading and Writing Instruction for Students with Disabilities in Adolescent Education II (Grades 7-12)
    • SPED 3800K  Differentiated Instruction and Assessment for Students with Disabilities in Childhood Education I (Grades 1-6)
    • SPED 3801K  Differentiated Instruction and Assessment for Students with Disabilities in Adolescent Education I (Grades 7-12)
    • SPED 3901K  Differentiated Instruction and Assessment for Students with Disabilities in Adolescent Education II (Grades 7-12)
    • SPED 5000K  Introduction to Inclusive Education (graduate course)

  • Research Interests

    • Learning disabilities (foci: reading and writing; including students at risk for academic failure and social difficulties)
    • English-language learners with and without disabilities
    • Evidence-based practices in special education and relationships with bilingual education, speech and language pathology, & TESOL
    • Universal design principles and technology in curricula and instructional practices (e.g. Universal Design for Learning)
    • Online learning (Course design and instructional delivery methods)
    • Policy/legal issues related to academic access and equity
  • Publications

    Referred Journals:

    Crevecoeur, Y. C., *Sorenson, S. E., *Mayorga, V., and *Gonzalez, A. P. (in press). Universal design for learning in K-12 educational Settings: A review of group comparison and single-subject intervention studies. The Journal of Special Education Apprenticeship. Note. * = former graduate students

    Crevecoeur, Y. C., Coyne, M. D., & McCoach, D. B. (2014). English-language learners and English-only learners' response to direct vocabulary instruction. Reading and Writing Quarterly: Overcoming Learning Difficulties, 30, 51-78.

    Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L., Johnson, C., Zou, Y., Taylor, A. B., McAlenney, A. L., Ruby, M., & Crevecoeur, Y. C. (2011). Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners' response. Exceptional Children, 77, 207-228.

    Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, R., Ruby, M., Crevecoeur, Y. C., & Kapp, S. (2010). Direct & extended vocabulary instruction in kindergarten: Investigating transfer effects. Journal of Research on Educational Effectiveness, 3, 93-120.
     

    Book Chapters:

    Domings, Y., Crevecoeur, Y. C., Ralabate, P. K. (2014). Meeting the needs of learners with autism spectrum disorders: Universal design for learning. In K. Boser and M. Goodwin (Eds.), 21st century learning tools for people with autism and related disorders (pp. 21-41). Baltimore, MD: Brookes Publishing.  

    Crevecoeur, Y. C., & Obiakor, F. E. (2013). Culturally and linguistically diverse students labeled as having learning disabilities. In J. P. Bakken, F. E. Obiakor, and A. Rotatori, (Eds.), Learning disabilities: Identification, assessment, and instruction of students (Advances in Special Education, Vol. 24, pp. 93-108). Bingley, United Kingdom: Emerald Group Publishing Limited.

    Crevecoeur, Y. C. (2013). Providing instruction for English-language learners. In C. D. Yawn & F. E. Obiakor. Urban special education: The New York experience (pp. 27-40). New York: Kendall/Hunt Publishing Company.

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