Audrey Bartholomew, Ph.D.

Audrey serves on the Advisory Board of NSEAI.

Audrey Bartholomew is an Associate Professor and Chair of the Education Department at the University of New England. She is a former special education, K-12 teacher.  She currently teaches coursework in special education courses including:

• Introduction to special education,
• Autism,
• Special education methods, and
• Supporting challenging behavior.

Audrey's research interests include scholarship of her own teaching and learning, and how to include students with disabilities in general education through meaningful instruction and positive behavior supports. She has provided extensive training in Maine and other states on writing compliant and meaningful secondary transition plans and provides support to both districts and families in Maine on a variety of issues.  Audrey is a volunteer with the state of Maine as an educational surrogate, works with the Maine Parent Federation as a Family Support Navigator, and sits on the Board of Directors at the Aucocisco School.

Audrey has a:

• B.S. from the University of Maryland,
• M.Ed. from Lehigh University, and a
• Ph.D. from the University of North Carolina Charlotte.

Her expertise is in

• Secondary transition for students with disabilities
• Inclusive practices and schools
• Positive behavior support
• Effective online teaching practices
• Scholarship of teaching and learning
• Supporting families

Dr. Bartholomew has delivered two presentations at the Council for Exceptional Children’s Teacher Education Division conference.

• The first presentation, titled “What Do We Know About Online Teacher Preparation for Special Education?” discussed the preliminary results of a literature review on online teacher preparation programs in special education. Results indicate that there has been relatively little research conducted when compared with the pace of implementation of online teacher special education programs.

• The second presentation,“Using Peer-Assessment in an Online, Graduate Education Course,” was a description of the research study Bartholomew engaged in as part of her work with the Teacher Scholars Program at UNE. This research indicates that students who engaged in peer assessment found the process favorable and also improved their perception of peer collaboration in online courses

SELECTED PUBLICATIONS:

2017

Bartholomew, A. & Griffin, N. (2017).  Using a Universal Design for Learning checklist to teach secondary transition skills. Manuscript under review in Career Development and Transition for Exceptional Individuals. 

2015

Bartholomew, A., Papay, C., McConnell, A., & Cease-Cook, J. (2015).  Embedding secondary transition in the Common Core State Standards. Teaching Exceptional Children, 47(6), 329-335.

Bartholomew, A., Test, D. W., Cooke, N. L., & Cease-Cook, J. J. (2015).  Effects of teaching self-determination skills using the Common Core State Standards. Education and Training in Autism and Developmental Disabilities, 50, 433-454.

Haber, M. G., Mazzotti, V. L., Mustian, A. L., Rowe, D. A., Bartholomew, A. L., Test, D. W., Fowler, C. H. (2015). What works, when, for whom, and with whom: A meta-analytic review of predictors of postsecondary success for students with disabilities. Review of Educational Research, 86, 123-162.

Test, D. W., Bartholomew, A., Bethune, L. (2015).  What high school administrators need to know about secondary transition evidenced-based practices and predictors for students with disabilities. NASSP Bulletin, 99, 254-273.

Bartholomew, A., Papay, C., McConnell, A., & Cease-Cook, J. (2015). Embedding secondary transition in the Common Core State Standards. Teaching Exceptional Children, 47(6), 329-335.

Bartholomew, A. (2015). Speaking personally-With Sean Joseph Smith. American Journal of Distance Education, 29, 67-72.

2014

Clark, L. & Bartholomew, A. (2014). Digging beneath the surface: Analyzing the complexity of instructors’ participation in asynchronous discussion.  Online Learning: Official Journal of the Online Learning Consortium, 18, 1-22.

Fowler, C. H., Test, D. W., Cease-Cook, J., Toms, O., Bartholomew, A., & Scroggins, L. (2014). Policy implications of high school reform on college and career readiness of youth with disabilities. Journal of Disability Policy Studies, 25, 19-29.

Test, D. W., Cook-Cease, J., Bartholomew, A., & Scroggins, L. (2014). How do we support life skills and transition instruction. In J. McLeskey, N. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of research and practice for effective and inclusive schools. New York, Routledge.

2013

Carter, E., Brock, M., Bottema, K., Bartholomew, A., Boehm, T., & Cease-Cook, J. J. (2013). Methodological trends in secondary education and transition research: Looking backward and moving forward. Career Development and Transition for Exceptional Individuals, 36, 15-24.

Kelley, K. R., Bartholomew, A., & Test, D. W. (2013). Effects of the Self-Directed IEP delivered using computer-assisted instruction on students’ participation in education planning meetings. Remedial and Special Education, 34, 67-77.

2011

Walker, A. R., & Bartholomew, A. L. (2011). Student development: Employment skills. In D. W. Test (Eds.). Proven instructional strategies for transition from school to community. Baltimore: Brookes Publishing.O’Dell, S. M., Vilardo, B. A., Kern, L., Kokina, A., Ash, A. N., Seymour, K. J…Thomas, L. B. (2011). JPBI ten years later: Trends in research studies. Journal of Positive Behavior Interventions, 13, 78-86.