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Northwest Missouri State University


Dr. Jeongae Kang

Dr. Jeongae Kang

Email

Office

224 Brown Hall

Phone

660.562.1541
660.562.0818 (fax)

Joined Northwest in 2017

Assistant Professor


Education

  • 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