This website is best viewed in a browser that supports web standards.

Skip to content or, if you would rather, Skip to navigation.

Northwest Missouri State University

Dr. Jeongae Kang

Dr. Jeongae Kang



224 Brown Hall


660.562.0818 (fax)

Joined Northwest in 2017

Assistant Professor


  • Ph.D. Special Education; University of North Carolina at Greensboro, 2017
    • Dissertation title: Effects of the Modified Dialogic Reading on Listening Comprehension and Initiation Skills for Students with ASD.
  • M.A. Special Education; Purdue University, 2008
  • B.A. English Literature and Language; Catholic University of Korea, 2003

Courses Taught

  • Introduction to Special Education
  • Instructional Field Experience
  • Reading Instruction for Learners with Mild Disabilities

Academic Interests

  • Students with ASD
  • Students with High Incidence Disabilities  
  • Reading Comprehension
  • Professional Development
  • Evidence-based Practices (EBPs)
  • Multi-tiered Systems of Support/ Response to Intervention

Scholarly Activity

Selected Manuscripts

  • Rock, M. L., Cheek, A. E., Sullivan, M. E., Jones, J. L., Holden, K. B., & Kang, J. (2016). Looking back and moving ahead a content analysis of two teacher education journals. Teacher Education and Special Education, 39(1), 7-27.
  • Kang, J., Kang, J., & Plunkett, D. (2015). Inclusion of young children with disabilities in South Korea: Current Practices and challenges. Childhood Education, 91(4), 292-299.

Selected Book Chapters

  • Williamson, P., Carnahan, C., Kang, J., & Alzaraney, T. (in press). A broader approach to fluency. In S. Copeland & L. Keefe (Eds.), Effective Literacy Instruction for Learners with Complex Support Needs. Baltimore, MD: Paul H. Brooks. 
  •  Kang, I., Kang, J., Kim, J., Park, S., Lee, J., Han, E., & Kim, H. (2017). The U.S. education system with an emphasis on diverse learners. Seoul, South Korea: Hanulsa.

Selected Presentations

  • Kang, J. (2017, April). The effects of teacher-implemented modified dialogic reading on students with ASD: Single Case Design.  TED CEC, Boston, MA. Award Winning Poster Presentation
  • Williamson, P., Kang, J., Shropshire, C., & Runnfeldt, V. (2017, April). Implementation Analysis: Teaching, Leading, Collaborating to Severe Students with Disabilities within the General Classroom. CEC, Boston, MA.
  • Kang, J. & Williamson, P. (2017, January). Effects of dialogic reading for students with ASD. DADD CEC, Clearbeach Water, FL.
  • Kang, J. (2016, November). Effects of dialogic reading to young children with ASD and language impairments: Literature Review. TED CEC, Lexington, KY. Award Winning Poster Presentation
  • Williamson, P., & Kang, J. (2016, November). Perceptions of elementary education teachers’ implementation of inclusion for students with low incidence disabilities. TED CEC, Lexington, KY.
  • Jimenez, B., Kang, J., James, M., Craft, N., Messick, S., & Shropshire, C. (Sep, 2016). Implementation analysis: Teaching, leading, collaborating to serve students with disabilities in the general classrooms. NCACTE, Raleigh, NC. 

Other Professional Experiences

  • Office of Special Education (OSEP) funded Project TLC coordinator, 2014- 2017
  • Special education teacher, Houston, Texas, 2008-2011
  • General education teacher, South Korea