Sharlene A. Kiuhara has over 20 years of experience as a classroom teacher working with children and adolescents with high incidence disabilities, English language learners, classroom teachers, and teacher candidates in higher education. After she received her Ph.D. in Special Education from the University of Utah in 2009, she fulfilled a two year appointment as a Post-Doctoral Fellow in Special Education at Peabody College, Vanderbilt University, where she honed her skills as a writing intervention researcher and explored ways to bridge the gap between research and practice.
Dr. Kiuhara is interested in examining how writing can facilitate access to college and career pathways for students with high incidence disabilities. Other scholarly interests include writing methodology, particularly self-regulated strategy development (SRSD), English for Specific Purposes, metacognition, and understanding the learner’s historical and social context for learning. She currently teaches courses in the MAT, M.Ed., and undergraduate programs with a focus on foundational knowledge in policy, second language acquisition theory, and K-12 assessment and methodology for students with high incidence disabilities.
Kiuhara, S. A., O’Neill, R., Hawken, L.S., & Graham, S., (2012). The effectiveness of teaching 10th grade students with a disability STOP, AIMS, and DARE for planning/drafting persuasive text. Exceptional Children, 78, 335-355.
Kiuhara, S. A., Graham, S., & Hawken, L. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101, 136-160.
Kiuhara, S. A. & Huefner, D. S. (2008). Students with psychiatric disabilities in higher education settings: The Americans with Disabilities Act and beyond. Journal of Disability Policy Studies, 19, 103-113.