Lisa Liberty, Ph.D.
Assistant Professor, Special Education
Special and Early Education (SEED)
- Ph.D. University of Washington, Education
- M.A. Chapman University, Special Education
- B.A. Chapman University, Psychology
Dr. Liberty received her Masters degree with K-12 certification at Chapman University and completed her Ph.D. at the University of Washington in Education with a focus in special education, teacher education, literacy, and early intervention for students with emotional behavioral disorders.
Dr. Liberty began her teaching career as a paraprofessional supporting students with learning disabilities, then moved to a self-contained setting to instruct students with emotional behavioral disorders. After teaching elementary and middle school for five years, Dr. Liberty joined the research team of Dr. Roxanne Hudson, working on the UW Teacher Renewal Project, a federally funded grant to improve University of Washington’s teacher-training program. Dr. Liberty has supervised teacher candidates on how to implement evidence-based practices to students with learning and behavioral difficulties and provided training and consultation to special education teachers in Self-Regulation Strategy Development for students with emotional behavioral disabilities.
Her current research interests include evidence-based practices for students with autism, co-teaching, and in-service teacher education. Dr. Liberty’s work has been submitted for publication in the Journal of Special Education, Journal of Emotional Behavior Disorders, and Exceptional Children. Dr. Liberty enjoys spending time with her daughter Hailey, husband David, and practicing yoga.
- SESE 415 Instructional Methods for Elementary Students with Mild Disabilities
- SESE 418 Early Filed Experience in Special Education:Elementary, Mild Disabilities
- SESE 446 Methods for Supporting the Social/Emotional Development of Students with Emotional/Behavior Disorders
- SESE 447 Consultation, Collaboration, and Communication Skills for Special Educators
- Literacy professional development and coaching,
- Evidence-based practices for students with emotional behavior,
- Co-teaching and collaboration in inclusive classrooms
- Autism interventions
- SESE 415: Instructional Methods for Elementary Students with Mild Disabilities
- SESE 418: Early Filed Experience in Special Education: Elementary, Mild Disabilities
- SESE 446: Methods for Supporting the Social/Emotional Development of Students with Emotional/Behavior Disorders
- SESE 447: Consultation, Collaboration, and Communication Skills for Special Educators
West, E. A., Travers, J., Kemper, T., Liberty, L. M., McCollow, M., & Cote, D. (January 2016, accepted for publication). An examination of participant characteristics in empirical studies used to classify autism interventions as an evidence-based practice. Journal of Special Education.
Hudson, R.F., Peck, C., Davis, C., Blum, G., Greenway, R., Hackett, J., Kidwell, J., Liberty, L. M., McCollow, M., Patish, Y., Pierce, J., Schulze, M., Smith, M. (2015). A socio-cultural analysis of practitioner perspectives on implementation of evidence-based practice in special education. Journal of Special Education, doi: 10.1177/0022466915613592.
Department of Special and Early Education
Gabel Hall 159