Yvel C. Crevecoeur
Associate Professor of Special Education and Interim Associate Dean
School of Education
Additional Departments/Affiliated Programs
Learning, Leadership, and Culture
North Academic Center
Yvel C. Crevecoeur
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
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
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)
SPED 6100I Working with Families of Children with Disabilities
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
Crevecoeur, Y. C. (2016). Using the universal design for learning framework as a mitigating factor to reduce disproportionality in special education. In B. Ogunkola & S. Blackman (Eds.), Transforming learning: International perspectives (pp. 130-156). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Crevecoeur, Y. C., *Sorenson, S. E., *Mayorga, V., & *Gonzalez, A. P. (2014). Universal design for learning in K-12 educational settings: A review of group comparison and single-subject intervention studies. Journal of Special Education Apprenticeship, 3(2), 1-23. 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. Note. Most downloaded/read article in 2015.
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 & M. Goodwin (Eds.), 21st Century Learning Tools for People with Autism and Related Disorders (pp. 21-41). Baltimore, MD: Brookes Publishing.
Crevecoeur, Y. C. (2013). Providing instruction for English-language learners. In C. D. Yawn & F. E. Obiakor (Eds.). Urban special education: The New York Experience (pp. 27-40). New York, NY: Kendall/Hunt Publishing Company.
Crevecoeur, Y. C., & Obiakor, F. E. (2013). Culturally and linguistically diverse students labeled as having learning disabilities. In J. P. Bakken, F. E. Obiakor, & 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.
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.