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Yvel Crevecoeur

Faculty and Staff Profiles

Yvel C. Crevecoeur

Associate Professor

School/Division
Department
Education Program
Office
3/227I
Building: 
North Academic Center
Phone Number: 
212-650-7086
Email: 
ycrevecoeur@ccny.cuny.edu
Yvel C. Crevecoeur
Heading: 
Profile
Description: 

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
Heading: 
Education
Description: 

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
Heading: 
Courses Taught
Description: 

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
Heading: 
Research Interests
Description: 
  • 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
Heading: 
Publications
Description: 

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.

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