Dr. Lindsey Chapman is a lecturer and coordinator of field placements in special education at Boston University Wheelock College of Education & Human Development. She teaches undergraduate and graduate coursework on disability-related issues and provides the seminar for field-based experiences. Her professional focus is on inclusive pedagogy and preparation across the teaching career span. More specifically, she has experience developing and teaching undergraduate and graduate courses focused on Universal Design for Learning (UDL), high-leverage instructional practices, social perspectives of disability, and family and community partnerships.
Previously, Dr. Chapman was a clinical assistant professor in special education at the University of Florida, where she also served as the coordinator for an online EdD program in special education. Prior to obtaining her PhD from the University of Miami in 2018, she worked as a dually certified elementary school teacher, reading coach, and university supervisor in Miami-Dade County Public Schools. Her research has been published in journals such as Teacher Education and Special Education, Intervention in School and Clinic, and the Reading Teacher.
PhD, Teaching & Learning, Specialization in Special Education, University of Miami
MSEd, Exceptional Student Education, Nova Southeastern University
BSEd, Elementary Education and BA, International Studies, University of Miami
Chapman, L. A., & Jackson, A. (2021). Accessibility matters: Universal Design in the online professional practice doctorate. Impacting Education, 6(3), 1-6. https://doi.org/10.5195/ie.2021.184
Chapman, L. A., Morris, C. T., & Cavendish, W. (2021). “She’s my partner in crime”: Informal collaboration and beginning special educator induction. The New Educator. https://doi.org/10.1080/1547688X.2021.1904070
Chapman, L. A., & Elbaum, B. (2021). How―and why―middle school intensive reading teachers make adaptations to a scripted curriculum. Teacher Education and Special Education, 44(4), 281-299. https://doi.org/10.1177/0888406421992377
Morris, C. T., Chapman, L. A., Kesten, S. M., & Elbaum, B. (2021). Exploring parent perceptions of shared decision making and outcomes of IEP meetings: Power in play. Florida Education Research Journal, 59, 197-209. https://feraonline.org/article/1-exploring-parent-perceptions-of-shared-decision-making-and-outcomes-of-iep-meetings-power-in-play/
Kressler, B., Chapman, L. A., Kunkel, A., & Hovey, K. (2019). Culturally responsive data-based decision making in high school settings. Intervention in School and Clinic, 55(4), 214-220. https://doi.org/10.1177/1053451219855737
Kibler, K. & Chapman, L. A. (2018). Six tips for using culturally relevant texts in diverse classrooms. The Reading Teacher, 72(6), 741-744. https://doi.org/10.1002/trtr.1775
Chapman, L. A., McCray, E., & Jackson, A. (2022, April). Accessibility matters: Universal Design for Learning in online doctoral programs. Carnegie Project for the Education Dissertation invited webinar.
Mathien, T., & Chapman, L. A. (2021, February). Remote teacher preparation in the era of COVID-19: Creating trauma-informed communities of inquiry. Session presented at the 2021 Annual Meeting of the Association of Teacher Educators, virtual.
Cheyney-Collante, K., Chapman, L. A., & Duggins, S. (2022, January). “Thank you for listening”: Mothers of children with disabilities navigating schooling during COVID-19. Session presented at the 2022 Annual Meeting of the Council for Exceptional Children, Orlando, Florida.