Gregory A. Cheatham, Ph.D.

Associate Professor
Primary office:
Joseph R. Pearson Hall, Rm. 504
University of Kansas
1122 W. Campus Rd.
Lawrence, KS 66045-3101

Gregory A. Cheatham’s scholarship focuses on the provision of effective, appropriate, and equitable services for young children and families from culturally and linguistically diverse backgrounds. He has a particular interest in language diversity including bilingualism for families and children considered at risk and those who have disabilities. He has been an associate editor for the journal Young Exceptional Children, and recently co-edited Young Exceptional Children Monograph #14, Supporting young children who are dual language learners with or at-risk for disabilities, published by the Council for Exceptional Children (CEC), Division for Early Childhood (DEC). Dr. Cheatham serves on the editorial boards for Journal of Early Intervention and Topics in Early Childhood Special Education. He recently completed a term as a member of the Executive Board of the Division for Early Childhood. Dr. Cheatham primarily teaches courses in the Unified Early Childhood (Bachelors degree level) and Early Childhood Unified (Masters degree level) programs within the Department of Special Education.

Teaching Interests

  • Family-professional partnerships
  • Special education
  • Early childhood curriculum
  • Early childhood special education curriculum
  • Early childhood assessment
  • Early childhood special education assessment

Research Interests

  • Linguistic and cultural diversity
  • Special education
  • Early childhood special education
  • Early childhood education
  • Family-professional partnerships

Academic Degrees

  • Ph.D., Special Education, University of Illinois at Urbana-Champaign, 2007
  • MSW, University of Illinois at Urbana-Champaign, 1998
  • M.A., Applied Linguistics, University of Illinois at Urbana-Champaign, 1994
  • B.A. Anthropology, University of Missouri-St. Louis, 1990


Cultural and linguistic diversity in special education and early education; family-professional partnerships.

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