معرفی
Dennis Garland serves as an Associate Professor of Special Education and Coordinator of Advanced Special Education Programs within Niagara University's College of Education. He teaches graduate and undergraduate courses focused on characteristics and assessment of students with disabilities, current issues in special education, and evidence-based practices for educating students on the autism spectrum, guided by Council for Exceptional Children standards emphasizing data-based decision-making and social-emotional learning.
His academic credentials include:
- Ph.D. in Education, Exceptional Education Track, University of Central Florida (2013)
- M.A. in Education, Exceptional Education Track, University of Central Florida (2009)
- Autism Spectrum Disorders Advanced Certificate (2009)
- Bachelor of Science in Psychology, University of Central Florida (2006)
Dr. Garland's research program centers on three interconnected domains: evaluating professional collaborations to enhance teacher candidate preparation, expanding postsecondary educational pathways for individuals with intellectual and developmental disabilities, and investigating therapeutic applications of animal-assisted interventions. His scholarly work bridges special education theory with practical implementation strategies across K-12 and transition settings.
University service commitments include active roles on the Special Olympics New York Polar Plunge Committee, University Planning and Resource Council, and University Designing Inclusive Curriculum Workgroup. He additionally coordinates Niagara University's Special Olympics New York partnership and serves as counselor for the Pi Lambda Theta International Educational Honor Society Gamma Lambda Chapter.
No scientific awards or honors were documented in the source materials.
In his capacity as program coordinator, Dr. Garland oversees curriculum development and implementation for advanced special education programs while facilitating cross-departmental collaborations. His committee work demonstrates institutional leadership in inclusive education design and community partnership development, though specific details regarding student advising loads and externally funded research grants were not provided.
