Kenneth Holman, Ph.D.

Clinical Assistant Professor
Department of Special Education College of Education

678-839-5000
kholman@westgYaZTJ1WeNZH58JVyWSNeX1nnsh3UQZtuaUXGkZEVva.edu

Education Annex - Room 242
Office Hours
Tuesday and Wednesday 10:00 - 3:00

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Kenneth Holman, Ph.D.

Dr. Kenneth Holman is a Clinical Assistant Professor of Special Education at the University of West Georgia. He earned his Ph.D. in Exceptional Student Education from the University of Central Florida with a research focus on mathematics education, developmental dyscalculia, and artificial intelligence in inclusive learning environments. With 14 years of teaching experience, including 11 years in secondary education and three in higher education, he has taught mathematics, social sciences, and special education. His expertise includes game-based learning, AI-powered personalized instruction, and evidence-based practices that support students with disabilities. Dr. Holman has published peer-reviewed articles, presented at international and national conferences, and collaborated on federally funded projects such as TELEPORTS, ModelME, and FLITE-STEM. His long-term research goals include developing evidence-based screeners and interventions for developmental dyscalculia and expanding access to innovative instructional tools for diverse learners.

  • B.A., Business Managment, University of Central Florida, 2005
  • M.Ed., Exceptional Student Education, Bethune Cookman University, 2020
  • Ph.D., Exceptional Student Education, University of Central Florida, 2024

Fall 2026 Sections

Summer 2026 Sections

Spring 2026 Sections

Fall 2025 Sections

Mosher, M., Kohnke, S., Holman, K., Sulaimon, T., Dieker, L., & Frey, B. (2026). Intervention fidelity for enhanced outcomes: A systematic review of artificial intelligence in special education. Journal of Special Education Technology. [View Publication External Resource]

Tazi, Y., Parsons, C., Slemrod, T., Holman, K., & Gudla, R. (2026). AI integration in STEM and special education: Teacher perceptions, ethical challenges, and pathways to equity. EdArXiv. https://doi.org/10.35542/osf.io/kpa3w_v1 [View Publication External Resource]

Holman, K., Kohnke, S., & Vasquez III, E. (2025). Teacher technologist. In A. M. Markelz & K. H. Elliott (Eds.), Heart and science: Teaching special education (pp. 183–198). Bloomsbury Publishing. [View Publication External Resource]

Hunt, J. H., Taub, M., Marino, M., & Holman, K. (2025). Examining fraction performance and learning trajectories in students with learning disabilities: Effects of whole-class intervention. Education Sciences, 15(9), 1234. [View Publication External Resource]

Holman, K., Marino, M., Vasquez, T., Taub, M., Hunt, J., & Tazi, Y. (2025). Artificial intelligence interventions in mathematics education: A systematic literature review. Insights into Learning Disabilities, 22(1), 65–91. [View Publication External Resource]

Hunt, J. H., Taub, M., Marino, M. T., & Holman, K. (2025). Increasing student engagement, fraction knowledge, and STEM interest through game-based intervention. Journal of Special Education Technology, 40(4), 480–492. https://doi.org/10.1177/016264342513 [View Publication External Resource]

Holman, K. (2024). Exploring fraction comprehension and interest in elementary education through AI-powered personalized learning (Doctoral dissertation, University of Central Florida). https://stars.library.ucf.edu/etd2024/32 arXiv:2608.04892. [View Publication External Resource]

Holman, K., Marino, M. T., Vasquez, T., Taub, M., Hunt, J. H., & Tazi, Y. (2024). Navigating AI-Powered Personalized Learning in Special Education: A Guide for Preservice Teacher Faculty. Journal of Special Education Preparation, 4(2), 90–95. [View Publication External Resource]

Holman, K., & Kohnke, S. (2024). Melding mindsets: Isolated content, same destination, hidden opportunity. Constellations: Online STEM Teacher Education Journal, 1(1), Article 3. https://stars.library.ucf.edu/constellations/vol1/iss1/3 [View Publication External Resource]

Hunt, J., Taub, M., Duarte, A., Bentley, B., Womack-Adams, K., Marino, M., Holman, K., & Kuhlman, A. (2023). Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention. Education Sciences, 13(11), 1071. https://do [View Publication External Resource]

Hunt, J. H., Taub, M., Marino, M., Holman, K., Duarte, A., & Bentley, B. (2023). Student engagement, understanding, and STEM interest in a game-based supplemental fraction curriculum. In T. Lamberg & D. Moss (Eds.), Proceedings of the 45th PME-NA. [View Publication External Resource]

Holman, K. (2023). Interventions for students with developmental dyscalculia: A systematic literature review. Insights into Learning Disabilities, 20(2), 135–151. [View Publication External Resource]

Hunt, J. H., Taub, M., Marino, M., Duarte, A., Bentley, B., Holman, K., & Kuhlman, A. (2023). Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest. Education Sciences, 13(7), 646. https://do [View Publication External Resource]

Hunt, J. H., Taub, M., Marino, M., Duarte, A., Bentley, B., & Holman, K. (2022). Demonstrating core components of a game-based fraction supplemental curriculum. In Proceedings of the 16th International Conference of the Learning Sciences (ICLS). [View Publication External Resource]

Hunt, J., Taub, M., Marino, M., Duarte, A., Bentley, B., Holman, K., & Banzon, A. (2022). Enhancing engagement and fraction concept knowledge with a universally designed game based curriculum. Learning Disabilities: A Contemporary Journal, 20(1), 77–95. [View Publication External Resource]