Assistant Professor of Early Childhood and Special Education

Biography

Dr. Sandra (Sandy) Hess Robbins specializes in early childhood special education theory and practice. Sandy teaches Special Education for the Department of Learning and Teaching at the University of West Georgia. Sandy completed her Ph.D. in Special Education with a focus on Early Childhood Intervention at Kent State University. She also has a Master's degree in Special Education from Kent State University and a Bachelor's degree in Elementary Education from The University of Wisconsin, Oshkosh. Sandy is an active member of the Council for Exceptional Children's Teacher Education Division, Division for Early Childhood, Division for International Special Education Services, and Division for Autism and Developmental Disabilities. Before completing her Doctorate, Sandy gained seven years of experience teaching in various preschool settings, engaging in home-based behavioral consulting, conducting research and training in a center for young children with autism, and serving as an early education consultant for the state of Ohio. Sandy's scholarship is centered on professional practices and interventions that increase the effectiveness of inclusive or blended educational settings. More specifically, her research agenda includes tiered and differentiated instruction, universal design for learning, teacher preparation and enhancement, and social, communication, and behavioral interventions for young children with disabilities.

Education / Degrees

  • BS Ed., Elementary Education, University of Wisconsin, Oshkosh, 2002
  • M.Ed., Special Education, Kent State University, 2006
  • Ph.D., Special Education, Kent State University, 2013
  • Courses Taught
  • Course Sections and Syllabi

    Fall 2018 Sections

    • SPED-4712 (Lang, Comm, & Tech: Mild Disab) Section: 02
    • SPED-6751 (Behavioral Strgs Severe Disa) Section: E02
    • SPED-6751 (Behavioral Strgs Severe Disa) Section: E01
    • SPED-7716 (Autism: Theories & Characteris) Section: E01
    • SPED-8783 (Readings in Research) Section: E01
    • EDSI-9998 (Research for Doc Dissertation) Section: E24

    Summer 2018 Sections

    • SPED-7716 (Autism: Theories & Characteris) Section: E01
    • SPED-8771 (Curriculum Design & Implement) Section: E01
    • EDSI-9998 (Research for Doc Dissertation) Section: E24

    Spring 2018 Sections

    • SPED-3703 (Behavior Modification) Section: E01
    • SPED-4712 (Lang, Comm, & Tech: Mild Disab) Section: 01
    • SPED-6751 (Behavioral Strgs Severe Disa) Section: E01
    • EDSI-9998 (Research for Doc Dissertation) Section: E14

    Fall 2017 Sections

    • ECSE-4761 (Teach Con & Proc: SS Dual Cert) Section: 01
    • ECSE-4762 (Science Dual Certificate) Section: 01
    • ECSE-4763 (Math Dual Certificate) Section: 01
    • ECSE-4764 (Literacy Dual Certificate) Section: 01
    • SPED-6766 (Basc Curulm & Mthds:Gen Curulm) Section: E01
    • SPED-8783 (Readings in Research) Section: E02
    • EDSI-9998 (Research for Doc Dissertation) Section: E13

    Summer 2017 Sections

    • SPED-7701 (Program Planning & Evaluation) Section: E01
    • EDSI-9998 (Research for Doc Dissertation) Section: E13

    Spring 2017 Sections

    • SPED-6766 (Basc Curulm & Mthds:Gen Curulm) Section: E01
    • SPED-6767 (Adv Crrlum & Mthds: Gen Crrlum) Section: E01
    • SPED-7701 (Program Planning & Evaluation) Section: E01
    • EDSI-9998 (Research for Doc Dissertation) Section: E14

    Fall 2016 Sections

    • SPED-6766 (Basc Curulm & Mthds:Gen Curulm) Section: E01
    • SPED-6767 (Adv Crrlum & Mthds: Gen Crrlum) Section: E01
    • SPED-7701 (Program Planning & Evaluation) Section: E01
    • SPED-8771 (Curriculum Design & Implement) Section: E01
    • EDSI-9998 (Research for Doc Dissertation) Section: E34

    Summer 2016 Sections

    • SPED-6766 (Basc Curulm & Mthds:Gen Curulm) Section: E01
    • SPED-8771 (Curriculum Design & Implement) Section: E01

    Spring 2016 Sections

    • SPED-3761 (Mild Dis: Meth for Lit & SS) Section: 01
    • SPED-4789 (Internship Seminar) Section: 01
    • SPED-6766 (Basc Curulm & Mthds:Gen Curulm) Section: E01

    Fall 2015 Sections

    • SPED-4713 (Collaboration in Sch Settings) Section: 01D
    • SPED-6766 (Basc Curulm & Mthds:Gen Curulm) Section: E01
    • SPED-7722 (Collaboration in Spec Edu) Section: E01

    Summer 2015 Sections

    • SPED-7722 (Collaboration in Spec Edu) Section: E01
    • SPED-8771 (Curriculum Design & Implement) Section: E01

    Spring 2015 Sections

  • Publication List

    Robbins, S.H. (2013). The effects and feasibility of using tiered instruction to increase conversational turn taking for preschoolers with and without disabilities (Doctoral dissertation). Retrieved from OhioLINK. (kent1365610657)

    Robbins, S.H. (2013). The effects and feasibility of tiered instruction. Saarbrucken, Germany: Scholar’s Press.

    Harjusola-Webb, S. & Robbins, S.H. (2012). The effects of teacher training on teacher delivered opportunities for expressive communication in young children with autism spectrum disorders. Topics in Early Childhood Special Education, 32, 99-110.

    Robbins, S.H., Pretti-Frontczak, K., & Grisham-Brown, J. (2010). Recommended practices for assessing children with diverse abilities, in J. Grisham-Brown & K. Pretti-Frontczak (Eds.) Assessment practices for working with young children in blended classroom

  • Other Information