Laura Hedin, Ph.D.
Associate Professor, Special Education
DepartmentSpecial and Early Education (SEED)
- Ph.D., University of Illinois at Urbana-Champaign
- M.S.Ed., University of Illinois at Urbana-Champaign
- B.S., University of Illinois at Urbana-Champaign
Laura R. Hedin, Ph.D. joined the faculty at Northern Illinois University in August 2007 after completing her Ph.D. in Special Education at the University of Illinois at Urbana-Champaign. She began her teaching career as a paraprofessional supporting computer-based reading and writing programs for kindergarten and first grade students. She later obtained her Masters degree with K-8 certification at the University of Illinois at Urbana-Champaign. After teaching middle school science, social studies and language arts for 10 years, Hedin joined the research team of Dr. Linda Mason, working on a federally funded quasi-experimental group study of self-regulated strategy development for upper elementary students with and at risk for disabilities in reading and writing. Her dissertation research explored the effectiveness of two reading interventions taught to sixth graders in small group settings.
Hedin's current research interests include reading in the content areas, reading strategies for students with learning disabilities, co-teaching, and pre-service and in-service teacher education. She recently completed a study of student outcomes as the result of intensive professional development provided by university consultants to teachers who became reading intervention specialists. She and colleagues at NIU are also exploring the evolution of co-teaching partnerships and the impact of this shift on student outcomes.
Hedin strives to make research findings in education accessible to pre-service and practicing teachers, and to engage in new research that informs the professional practice of teachers and enhances outcomes for learners. To accomplish these goals, Hedin has participated in partnership development with school districts in Downers Grove and Rockford, IL. Hedin's work has appeared in a variety of professional, peer-reviewed journals including The Reading Teacher, Intervention in School and Clinic, Reading Psychology, and Preventing School Failure. Hedin has presented at state and national conferences including AERA, Council for Exceptional Children, and Learning Disabilities Association of America. She reviews manuscripts for the Journal for Teachers of English, and Journal of School Connections and for presentations to various professional organizations. Hedin serves as a co-sponsor for NIU's Student Council for Exceptional Children chapter.
- SESE 415 Instructional Methods for Elementary Students with Mild Disabilities: Reading, Language Arts
- SESE 416 Instructional Methods for Elementary Students with Mild Disabilities: Math, Science
- SESE 601 Instructional Methods for Elementary Students with High-Incidence Disabilities
Hedin, L., and Conderman, G. (2015, in press). Shared promises and challenges of co-teaching: General-special education and mentor-preservice partnerships. Action in Teacher Education. Doi:10.1080/01626620.2015.1078756
Conderman, G., and Hedin, L. (2015). Using cue cards in inclusive middle school classrooms. The Clearing House: A Journal of Educational Strategies Issues and Ideas, 88, 5, 155 – 160. dx.doi.org/10.1080/00098655.2015.1061971
Conderman, G., and Hedin, L. (2014). Co-teaching with strategy instruction. Intervention in School and Clinic, 49(3), 156-163.
Conderman, G., and Hedin, L. (2014). Using cue cards throughout the K – 12 curriculum. Kappa Delta Pi Record.
Hedin, L. R., and Gaffney, J. S. (2013). Tutoring sixth graders who struggle with reading: Illustrations of Wood’s contingent interventions. Reading Psychology, 34, 207-256.
Mason, L. H., Meadan-Kaplansky, H., Hedin, L. R., and Taft, R. (2013). Self-regulating informational text reading comprehension:Perceptions of low-achieving students. Exceptionality, 21(2), 69-86.
Department of Special and Early Education
Gabel Hall 159