Ginevra Courtade

Ginevra Courtade

Department of Special Education, Early Childhood & Prevention Science
Room 158A - College of Education and Human Development

Dr. Courtade's curriculum vitae [PDF]

Educational Background

  • Ph.D., Special Education, University of North Carolina at Charlotte, 2006
  • M.S., Special Education, D'Youville College, 1999
  • B.A., Psychology, State University of New York of Buffalo, 1996

Teaching Areas

  • Moderate/Severe Disabilities
  • Curriculum and Methods
  • Systematic Instruction
  • Assessment
  • Research Methods

Research Interests

  • Moderate/Severe Disabilities
  • Access to the General Curriculum
  • Systematic Instruction
  • Assessment


  • Single-case Design

Professional Activities

  • 2013-present CEC CCSS Advisory Board
  • 2013-present Editorial Board member, Research & Practice for Persons with Severe Disabilities
  • 2013-present Editorial Board member, Remedial and Special Education
  • 2012-present Editor, DADD Express
  • 2011-present Member, IES Mathematics and Science Education Scientific Review Panel
  • 2008-present Technical co-Editor and Editorial Board Member, Rural Special Education Quarterly

Professional Memberships

  • American Council on Rural Special Education (ACRES), President
  • Council for Exceptional Children (CEC)
    Divisions: Division on Developmental Disabilities (Critical Issues & Legislative Committee)
    Division for Research
    Division on Career Development and Transition
    Teacher Education Division
  • TASH (Education Committee)

Selected Publications

  • Sterling-Orth, A., Schraeder, T., & Courtade, G. (2017). Guide to clinical supervision. Chippewa Falls, WI: The Cognitive Press.
  • Jimenez, B., Courtade, G., & Browder, D. (2016). Six successful strategies for teaching to state standards for students with moderate to severe disabilities. Verona, WI: Attainment Company, Inc.
  • Courtade, G., Gurney, B., & Carden, R. (2017). Using read-alouds of grade-level social studies text and systematic prompting to promote comprehension for students with severe disabilities. The Journal of Social Studies Research, 41, 291-301.
  • Courtade, G., Shipman, S., & Williams, R. (2017). Increasing academic rigor through comprehensive, ongoing professional development in rural special education: A description of the SPLASH program. Rural Special Education Quarterly, 36(4), 191-202.
  • Courtade, G., Test, D. W., & Cook, B. G. Evidence-based practices for learners with severe intellectual disability. Research and Practice for Students with Severe Disabilities.
  • Pennington, R., & Courtade, G. (2015). An examination of teacher and student behaviors in classrooms for students with moderate and severe intellectual disability. Preventing School Failure, 59(1), 40-47. doi: 10.1080/1045988X.2014.919141