Photo of Lindsey Chapman

Lindsey Chapman

Program Director, Special Education
Lecturer

Dr. Lindsey Chapman is a lecturer and director of the Special Education program 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 scholarship and teaching focus on social perspectives of disability, accessibility/Universal Design for Learning (UDL), and inclusive teacher preparation/development across the career span. More specifically, she has experience developing and teaching undergraduate and graduate courses focused on 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 director for an online EdD program in special education. Before obtaining her PhD from the University of Miami, she worked as a dually certified elementary school teacher, reading coach, and university supervisor in Miami-Dade County Public Schools. Dr. Chapman has presented her work at local and national conferences and has provided consulting and professional development to schools and districts to support learners with and without disabilities. Her research has been published in journals such as Teacher Education and Special Education, Intervention in School and Clinic, the New Teacher, and the Reading Teacher.

Pronouns: she/her

In the Media

PhD, Teaching and Learning with Specialization in Special Education, University of Miami

MSEd, Exceptional Student Education, Nova Southeastern University

BSEd, Elementary Education, University of Miami

BA, International Studies, University of Miami

Chapman, L. A., Fransko, K.*, & Young, L.* (in press). “Reclaiming” the education doctorate in special education: Strengthening the pipeline of special education leaders. Journal of Education Human Resources.

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., & 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., & 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

Chapman, L. A., & Mayer, K.* (2023, April). Making literacy learning accessible for students with disabilities: Practitioner inquiry as a tool for teacher candidates. Session presented at the 2023 Annual Meeting of the Massachusetts Association of Colleges for Teacher Education, Worcester, Massachusetts.

Chapman, L. A., & Fransko, K.* (2022, November).“Reclaiming” the education doctorate in special education: Bridging the gap from research to practice. Session presented at the 2022 Annual Meeting of the Teacher Education Division of the Council for Exceptional Children, Richmond, Virginia.

Chapman, L. A., & Mathien, T. (2022, March). No turning back now: Trauma- informed communities of inquiry as a foundation for rethinking preservice educator preparation. Session presented at the Annual Meeting of the American Association of College of Teacher Education, New Orleans, Louisiana.

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.