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Suzanne Kucharczyk

Suzanne Kucharczyk

Assistant Professor of Special Education

College of Education and Health Professions

(CIED)-Curriculum & Instruction

Phone: 479-575-6210

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Suzanne Kucharczyk earned an Ed.D. in organizational learning and leadership from Teachers College, Columbia University and a master's degree in educational policy studies and educational organization and leadership from the University of Illinois, Urbana. Her bachelors was in special education from the University of Illinois, Urbana. Currently, Dr. Kucharczyk is the principal investigator of the Teaming for Transition personnel preparation grant at the University of Arkansas. The T4T grant brings together an interdisciplinary group of faculty across 6 U of A programs to prepare graduate students to be effective partners in the development and implementation of transition programs for youth with disabilities. She was formerly an investigator for the Frank Porter Graham Child Development Institute and Assistant Research Professor at the University of North Carolina at Chapel Hill. There Dr. Kucharczyk was the Coordinator of the National Professional Development Center on ASD (NPDC-ASD) during which time she collaborated on the 2014 literature review of evidence-based practices (EBPs) for children and youth with Autism Spectrum Disorder and the revision of the Autism Program Environment Rating Scale. Her research examines implementation of evidence-based practices for individuals with autism spectrum disorders and other developmental disabilities, implementation of professional development programs in schools, learning support for families, professionals and organizational systems, and organizational learning and knowledge sharing. She has extensive experience and expertise as a professional development program developer, implementer, and evaluator, in addition to her work as a teacher of children with developmental disabilities.

- implementation of evidence-based practices for individuals with autism spectrum disorders and other developmental disabilities,

- implementation of professional development programs in schools,

- transition of students with disabilities to adult life

- learning supports for families,

- professionals and organizational systems, and

- organizational learning and knowledge sharing

- Transition and Career Development of Students with Disabilities

- Family and Professional Partnerships

- Teaching Students with Significant Disabilities

- Inclusive Practices for Diverse Populations

Professional & Family Relationships
Students with Severe Disabilities
Transition & Career Development

Characteristics of ASD & Assessment

Inclusive Practices
 

Ed.D. in Organizational Learning & Leadership - Teachers College, Columbia University (2011)

M.Ed. in Educational Policy Studies & Educational Organization and Leadership - University of Illinois, Urbana – Champaign (2001)

B.S. in Special Education - University of Illinois, Urbana – Champaign (1996)

Sam, A. M., Kucharczyk, S., & Waters, V. (2018). Online Tools to Support the Delivery of Evidence-Based Practices for Students With ASD. TEACHING Exceptional Children, 50(3), 141–152. doi.org/10.1177/0040059917745654

Odom, S., Cox, A., Sideris, J., Hume, K., Hedges, S., Kucharczyk, S., Shaw, E., Boyd, B.,  Reszka, S. & Neitzel, J. (2018). Assessing quality of program environments for children and youth with autism: Autism program environment rating scale (APERS). Journal of Autism and Developmental Disorders, 48(3), 913-924. doi:10.1007/s10803-017-3379-7

Hume, K., Dykstra Steinbrenner, J., Sideris, J., Smith, L., Kucharczyk, S., & Szidon, K. (2018). Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder. Autism, 22(1), 40–50. https://doi.org/10.1177/1362361317722029

Kucharczyk, S., Reutebuch, C.K., Carter, E.W., Hedges, S., El Zein,, F., Fan, H., & Gustafson,  J. R. (2015). Addressing the needs of adolescents with Autism Spectrum Disorder: Considerations and complexities for high school interventions. Exceptional Children, 81(3), 329-349.

Wong, C., Odom, S.L., Hume, K. A., Cox, A. W., Fettig, A. Kucharczyk, S., Brock, M. E., Plavnik, J. B., Fleury, V. R., & Scultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders.

Hedges, S., Sreckovic, M., Kirby, A., Kucharczyk, S., & Hume, K. (2014). Falling through the cracks: Challenges for high school students with Autism Spectrum Disorder. The High School Journal 98 (1), 64-82.

Odom, S.L., Duda, M., Kucharczyk, S., Cox, A., & Stabel, A. (2014). Applying an implementation science framework for adoption of a comprehensive program for high school students with autism spectrum disorder. Remedial and Special Education, 35, 38- 49.

Hume, K., Boyd, B., Hamm, J., & Kucharczyk, S. (2014). Supporting independence in adolescents on the autism spectrum. Remedial and Special Education, 35, 38-49. doi:  10.1177/0741932513514617

BOOK CHAPTERS

Kucharczyk, S.,  Odom, S., Cox, A., Shaw, E., & Sam., A. (In Press). Supporting parents’ use of evidence-based practices for infants and toddlers with autism spectrum disorder. In M. Siller & L. Morgan. Handbook of Family-Centered Practice for Very Young Children with Autism. Switzerland: Springer.

Kucharczyk, S. & Schaefer Whitby, P. (In Press). Measuring quality in educational programs for students with autism spectrum disorder. In R. Jordan, J, Roberts, & K. Hume (Eds). Autism and Education: An International Handbook . Sage Publishers, London.

 

Waligórska, A., Kucharczyk, S., Waligórski, M. i Odom, S. (2017). Systematyczny przeglad badan nt. technik terapii ASD i jego znaczenie kliniczne na przykladzie modelu NPDC. W: A. Rozetti, A. Slopien, E. Pisula, (red.). Spektrum autyzmu. Jak pozyskiwac wiarygodne informacje, tworzyc wskazania oraz oceniac skutecznosc stosowanych oddzialywan terapeutycznych (s. 17-36). Lódz: Krajowe Towarzystwo Autyzmu, oddzial Lódz. (Chapter in Polish Text – Translation A systematic review of research on evidence based practices in Autism and their implementation through the NPDC model)

Boyd, B. A., Kucharczyk, S., & Wong, C. (2016). Implementing evidence-based practices in early childhood classroom settings. In B. Reichow, B.A. Boyd, E. E. Barton, & S. L. Odom. Handbook of early childhood special education (335-347). Switzerland: Springer.

Kucharczyk, S. (2016). Implementing an Educational Model: Learning and Knowledge Sharing in Schools, Across Schools, and Between Schools and Their Support Network. In Gephart, M. A. & Marsick, V. J. (2016). Strategic organizational learning: frontiers in learning for performance (pp. 95-115). Oxford, UK: Butterworth-Heinemann.

Franzone, E. Kucharczyk, S. Sullivan, L. & Szidon, K. (2012). Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model. In. P. Mundy & A. Mastergeorge. Educational Interventions for Students with Autism. Thousand Oaks, CA: Sage Publications.  

Weissner, C., Flowers, D., Sheared, V., Lari, P. & Kucharczyk, S. (2010). Creating Community. Handbook of Adult Education. A. Rose, C. Kasworm and J. Ross-Gordon. Thousand Oaks, CA: Sage Publications.

Assistant Professor – Special Education, Department of Curriculum & Instruction University of Arkansas, Fayetteville (2015- )

Investigator - Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill (2010-2015)

Research Assistant Professor – School of Education, University of North Carolina at Chapel Hill (2014-2015)

Adjunct Professor/Associate Instructor-Department of Special Education, City University of New  
            York Queens College
(2004)

2018 Department of Curriculum and Instruction Rising Star Award in recognition for excellence in teaching, research, and service