Laurie R. Lehman

Laurie R. Lehman serves as Associate Professor of Special Education in the Department of Teaching and Learning at Long Island University’s Brooklyn Campus School of Education. With over three decades of service since 1992, she holds a Ph.D. in Special Education from New York University and teaches foundational courses including “Lives of Children” and “Perspectives on Disability.”

Her academic credentials include:

• B.A. in Psychology and Geography from Clark University
• M.A. in Child Development from Arizona State University
• Ph.D. in Special Education from New York University

Dr. Lehman’s research centers on inclusive education frameworks, disability life narratives, and transformative teacher preparation methodologies. She investigates how disability labeling intersects with developmental psychology while pioneering pedagogical approaches like double-entry journals to create ‘third spaces’ for critical reflection. Her work consistently bridges theoretical rigor with classroom applicability, emphasizing identity formation and social justice in educational settings.

Analysis of her 15 most recent publications reveals enduring commitment to disability-inclusive education across five thematic clusters: 1) Autobiographical methods for rethinking disability (2007), 2) Teacher preparation transformation through field experiences (2005), 3) Historical analysis of childhood disability (2003), 4) Qualitative studies of inclusion implementation barriers (1997), and 5) Transition support for sensory-impaired youth (1991). Her scholarship uniquely connects 20th-century historical narratives with contemporary pedagogical challenges.

No scientific awards were documented in the source material.

Dr. Lehman actively mentors future special educators through course instruction and collaborative research, notably partnering with School of Education Director Jessica Trubek and alumna Lauren Wong on qualitative studies of new teacher experiences in NYC public schools. While specific grant funding isn’t detailed, her sustained publication record indicates ongoing research support. She prepares candidates to address diverse learning needs through courses emphasizing classroom inquiry and developmental perspectives.

Current research initiatives include a team-based investigation into disability labeling history and its developmental psychology connections, alongside longitudinal analysis of teacher adaptation in inclusive classrooms.