Lisa A. Finnegan

Lisa Finnegan, Ph.D. earned her doctorate from the University of Central Florida (UCF), in Orlando FL. She is currently an Associate Profession in the Department of Special Education supporting the preparation of both in-service and pre-service teachers to meet the needs of their students with exceptional needs and their families. Her passion for developing engaging and student-centered learning environments is founded on her research interest in universal design for learning (UDL) and the implementation of multi-tiered systems of supports both academically and behaviorally. Dr. Finnegan has a particular interest in teacher retention and induction and encourages students to build their network of support while in their program.

Dr. Finnegan was born in Ontario, Canada and moved her senior year to Wisconsin. She has taught in Kindergarten through 8th grade as a self-contained teacher for students with emotional and behavioral disabilities as well as an inclusive general education teacher supporting students with varying exceptional needs. She also taught middle school mathematics and science where her interest in UDL stemmed. Before joining FAU, she worked for UCP of Central Florida as the Director of Curriculum and Instruction supporting teachers of students with varying exceptional needs in grade K-12.

Key Words: Inclusive content & behavior practices & strategies; universal design for learning; multi-tiered systems of support; family supports; teacher advocacy and support.

Research Interests

Research interests include multi-tiered system of supports (RtI & PBIS), Universal design for learning, literacy across the lifespan, mathematics education, teacher preparation, induction, & retention, special education teacher leadership, and continuous professional learning

Publications

Atha, M., Fowler, M., Finnegan, L.A. , Meredith, T., & Vaughn, M. (2024). Levels of engagement: Developing pre-service teachers as researchers: Engaging education students in action research commentary. Florida Journal of Education Research, 61(3), 36-46. https://doi.org/10.62798/HQLK1097

Carey, G.C., Miller, B.J., & Finnegan, L.A. (2021). Effects of the COVID-19 pandemic on college students with intellectual disability. Journal of Vocational Rehabilitation, 55(2), 271-281. https://doi.org/10.3233/JVR-240038

Hall Pistorio, K., Brady, M. P., Kearney, K., Darling, S., Bucholz, J. & Finnegan, L.A. (2021). Small group-delivered literacy based behavioral interventions for young children. Journal of Applied School Psychology, https://doi.org/10.1080/15377903.2021.1926033

Ming, K., Dukes, C., Finnegan, L., & Miller, M. (2021) Culturally responsive literacy instruction: How is it reflected in the literature? Multicultural Learning and Teaching (DGMLT) https://doi.org/10.1515/mlt-2020-0002

Kearney, K., Joseph, B., Finnegan, L.A., & Wood, J. (2020). Using a peer-mediated instructional package to teach college students with intellectual disabilities to navigate an inclusive university campus. Journal of Special Education. https://doi.org/10.1177/0022466920937469

Finnegan, L.A., Miller, K. M., Randolph, K., Bielkus-Barone (2019). Supporting student knowledge using formative assessment and universal design for learning expression. The Journal of Special Education Apprenticeship, 8(2), Article 7, p 1-14, https://doi.org/10.58729/2167-3454.1092

Finnegan, L.A., & Dieker, L. A. (2019). Universal design for learning-representation and science content: A pathway to expanding knowledge, understanding, and written explanations. Science Activities, 56(1), 11-18. https://doi.org/10.1080/00368121.2019.1638745

Courses and Syllabi

I teach both in-person and online synchronous and asynchronous courses. I continuously reflect on course content and student feedback to provide learning experiences that promote students’ ability to apply their knowledge in their pre-service and in-service careers. To improve my own instructional skills I have completed four ACUE courses and describe myself as a perpetual professional learning through my professional memberships with CEC, ASCD, and Kappa.

• EEX 4616 Classroom Management for Inclusive General Education Classrooms
• EEX 4601 Behavior Change
• EEX 4604 Classroom management
• EEX 6320 Program evaluation of special education programs, supports and services
• EEX 6290 Mathematics remediation and intervention

If interested in a course syllabus, please reach out to me. It’s a great way to network.

Service

• Graduate Programs Committee Curriculum Subcommittee member;
• Archivist, Vice President and President of the College of Education Faculty Assembly;
• University Faculty Senator;
• Undergraduate Student Advisor and Program Coordinator;
• Graduate Student Advisor;
• Doctoral Academic Committee member;
• Doctoral Dissertation Committee member and Co-chair;
• Treasurer for Florida Council for Exceptional Children;
• Grant Reviewer for the Department of Education’s Office of Special Education Programs;
• Conference Proposal Reviewer for CEC, FCEC, EERA, CEC TED;
• Reviewer for Action in Teacher in Education journal.