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School of Education

Faculty and Staff Listing

 

Joanne Eichinger, Professor

(401) 874-7420
Fax 874-5471
jeichinger@mail.uri.edu

 

 

 

Education

Ph.D.

Special Education, Syracuse University

1988

M.S.

Special Education, State University College at Buffalo

1978

B.S.

Major: Special Education, Minor: Elementary Education, State University College at Buffalo

1974

Courses taught

EDC 402

Teaching Students with Special Needs

EDC 453

Individual Differences

EDC 454

Individual Differences Field Component

EDC 457

Social Studies methods (co-taught)

EDC 459

Methods Practicum

EDS 500 Inclusive Elementary Practices
EDS 504 Research in Special Education
EDS 505 Supervised Practicum - Elementary/Middle
EDS 509 Educational Planning for Teaching Elementary and Middle Level Students
with Moderated or Severe Disabilities
EDS 510 Educational Planning for Teaching Elementary and Middle School Level
Students with Mild/Moderate Disabilities
EDS 512 Leadership and Program Management for Elementary and Middle School
Students

PSY 683

Psychology of the Exceptional Child

PSY 687

Seminar: Topics in the Psychology of the Exceptional Individual

Research Interests

  • Inclusion of students with disabilities in general education classes
  • Job stress and satisfaction among special educators
  • Changing attitudes toward people with disabilities

Selected Publications

Eichinger, J., Downing, J., & Hicks, S.  (2008).  Instruction in the general environment:  The age of accountability.  In J. Downing, (Ed.), Including students with severe and multiple disabilities in typical classrooms:  Practical strategies for teachers.  (3rd. Ed.), Baltimore:  Brookes Publishing Co.

Downing, J., & Eichinger, J.  (2008).  Educating students with diverse strengths and needs together:  Rationale for inclusion.  In J. Downing, (Ed.), Including students with severe and multiple disabilities in typical classrooms:  Practical strategies for teachers.  (3rd. Ed.), Baltimore:  Brookes Publishing Co.

Downing, J., & Eichinger, J.  (2008).  The important roles of peers in inclusive education.  In J. Downing, (Ed.), Including students with severe and multiple disabilities in typical classrooms:  Practical strategies for teachers.  (3rd Ed.), Baltimore:  Brookes Publishing Co.

Downing, J. & Eichinger, J. (2003).  Creating learning opportunities for students with severe disabilities in inclusive classrooms.  Teaching Exceptional Children, 36 (1), 26-31.

Eichinger, J., & Downing, J. (2002). Instruction in the general education environment. In J. Downing, (Ed.), Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers. (2nd ed., pp. 17 - 36) Baltimore: Brookes Publishing Co.

Downing, J., & Eichinger, J. (2002). Educating students with diverse strengths and needs together. In J. Downing, (Ed.), Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers. (2nd ed., pp. 1 - 16)., Baltimore: Paul H. Brookes.

Downing, J., & Eichinger, J. (2002). The important role of peers in the inclusion process. In J. Downing, (Ed.), Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers. (2nd ed., pp. 169 - 183), Baltimore: Paul H. Brookes.

Eichinger, J. (2000). Job stress and satisfaction among special education teachers: Effects of gender and social role orientation. International Journal of Disability, Development and Education, 47(4), 397 - 412.

Eichinger, J. & Downing, J. (2000). Reconceptualizing special education certification: What should be done? Journal of the Association for Persons with Severe Handicaps, 25, 109 - 112.

Eichinger, J., Downing, J., Evans, K., Feck, A., & Ike, R. (2000). Special education faculty positions advertised from 1991-1997: Reflective of current practices? Journal of the Association for Persons with Severe Handicaps, 25, 104 - 108.

Downing, J., Eichinger, J., & Williams, L. (1997). Inclusive education for students with severe disabilities: Comparative views of principals and educators at different levels of implementation. Remedial and Special Education,18 (3), 133-142, 165.

Eichinger, J., Meyer, L., & D'Aquanni, M. (1996). Evolving best practices for learners with severe disabilities. Special Education Leadership Review, 3 (1), 1-13.

Eichinger, J. (1994). Using cooperative learning to educate learners with severe disabilities in regular classes. Exceptionality Education Canada, 4(1), 55-71.

Eichinger, J., & Woltman, S. (1993). Integration strategies for learners with severe multiple handicaps. Teaching Exceptional Children, 26(1), 18-21.

Eichinger, J., & Downing, J. (1992). An administrator and teacher perspective on Program Quality Indicators for students with severe disabilities. Journal of the Association for Persons with Severe Handicaps,17(4), 213-217.

Eichinger, J., Rizzo, T., & Sirotnik, B. (1992) Attributes related to attitudes toward people with disabilities. International Journal of Rehabilitation Research, 15(1), 53-56.

Eichinger, J., Heifetz, L. J., & Ingraham, C. M. (1991). Situational shifts in sex-role orientation: Correlates of work satisfaction and burnout among women in special education. Sex Roles, 25(7/8), 425-440.

Eichinger, J., Rizzo, T., & Sirotnik, B. (1991). Changing attitudes toward people with disabilities. Teacher Education and Special Education, 14(2), 121-126.

Eichinger, J. (1990) Goal structure effects on social interaction: Nondisabled and disabled elementary students. Exceptional Children, 56(5), 408-416.

Vita in PDF

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