Wendy A. Harriott, Ph.D.
Dr. Wendy Harriott, associate dean of the School of Education, has served in various roles in public education and higher education including department chair of curriculum and instruction, associate professor in special education, educational consultant, and as a special education teacher. Her primary research interests include inclusive classrooms, instructional technology, and teacher education. Dr. Harriott has presented at various professional conferences and has published several articles on various topics related to inclusive practices.
Ph.D., Pennsylvania State University
M.S., Marywood College
B.S., Bloomsburg University
Professional interests include special education, behavior management, pre-service and in-service teacher training, and secondary.
- Wong, C. & Harriott, W. (2019). Jen’s story: How being gifted and talented affects a teacher. In Judith A. Bazler, Meta L. Van Sickle, Julie Swanson, & Kathryn Lubniewski (Eds.).Identifying, Describing, and Developing Teachers Who Are Gifted and Talented (pp. 123-133). Hershey, PA: IGI Global.
- Lubniewski, K. L., McArthur, C. L., & Harriott, W. (2018). Evaluating instructional apps using the App Checklist for Educators (ACE). International Electronic Journal of Elementary Education, 10 (3), 323-329.
- Co-Editor. (Dr. Kamil Ozerk, Dr. Dawn Hamlin, Dr. Wendy Harriott). (2018, January). Special Issue of the International Electronic Journal of Elementary Education (Volume 10, Issue 3).
- Harriott, W. (Under review, anticipated Nov. 2018). Module 7: Creating a positive climate in the classroom. In K. Lubniewski, D.F. Cosgrove, & Robinson, T. Y. (Eds.). Supervision modules to support educators in collaborative teaching: Helping to support and maintain consistent practice in the field. Information Age Publishers.
- Henning, J. E., Bragen, B. F. Jr., Mulvaney, T., George, W. O. III, Duffy, G., Aldarelli, E., Grabowski, C., Harriott, W., Riddle, M., Falco, J., Heaney, P., Earle, C., Foster, L., & Borlan, C. (2018). The Monmouth University Partnership: Redesigning practice. School-University Partnerships. The Journal of the National Association for Professional Development Schools 11(1), 3-8.
- Harriott, W. (2017, July/August). Meeting a growing need for special education. School Leader Magazine. NJ School Boards Association.
- Allen, H.R., & Harriott, W.A. (2011). Administrative responsibilities: Providing resources for students with special needs in inclusive classrooms. National Social Science Journal, 37(1), 1-7.
- Allen, H. R., & Harriott, W.A. (2011). Involving parents of students with special needs: How administrators and teachers can move beyond the IEP meeting. National Social Science Proceedings, 46(1), 14-18. (National Technology and Social Science Conference).
- Harriott, W. A. (2004). Inclusion of children with disabilities in general education classrooms. In K. Alexander & R. C. Hunter (Eds.). Advances in Educational Administration, Volume 7, Administering special education: In pursuit of dignity and autonomy (pp. 135-166). Oxford, United Kingdom: Elsevier.
- Harriott, W. A. (2004). Inclusion in-service: Content and training procedures across the United States. Journal of Special Education Leadership, 17 (2), 91-102.
- Harriott, W. A., & Martin, S. S. (2004). Using culturally responsive activities to promote social competence and classroom community. Teaching Exceptional Children, 37(1), 48-54.
- Harriott, W. A. (1998). Essential components of in-service training programs. Pennsylvania Educational Leadership, 17 (2), 25-36.
- Wolfe, P. S., & Harriott, W. A. (1998). The reauthorization of the Individuals with Disabilities Education Act (IDEA): What educators and parents should know. Focus on Autism and other Developmental Disabilities, 13 (2), 88-93.
- Wolfe, P. S., & Harriott, W. A. (1997). Functional academics. In P. Wehman & J. Kregel (Eds.), Functional curriculum for elementary, middle, and secondary age students with special needs (pp. 69-103). Austin, TX: Pro-Ed.