Gregory A. Cheatham, Ph.D.

School of Education - Special Education
Associate Professor
Ph.D., Special Education, University of Illinois at Urbana-Champaign
Primary office:
785-864-4954
Joseph R. Pearson Hall
Room 401
University of Kansas
1122 West Campus Rd
Lawrence, KS 66045-3101


Summary

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.

Dr. Cheatham specializes in cultural and linguistic diversity in special education and early education, and family-professional partnerships.

Education

Ph.D., Special Education, University of Illinois at Urbana-Champaign

Master of Social Work, University of Illinois at Urbana-Champaign

M.A., Applied Linguistics, University of Illinois at Urbana-Champaign

B.A., Anthropology, University of Missouri-St. Louis

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

Selected Publications

An, Z. Horn, E. & Cheatham, G. (in press). Coaching to build parent competency in addressing early challenging behaviors. Young Exceptional Children.

Beneke, M. & Cheatham, G. (in press). Race talk in preschool classrooms: Academic readiness and participation during shared-book reading. Journal of Early Childhood Literacy.

Cheatham, G. Hart-Barnett, J. & Nyegenye, S. (2018). Bilingualism. In . (Ed.), Sage Encyclopedia of Intellectual and Developmental Disorders (pp. 193-195). Thousand Oaks, CA: Sage.

Guan, C. D., & Cheatham, G. A. (2018). Bilingual vocabulary development for dual language learners with disabilities: Two research-based approaches. Young Exceptional Children, 21(3), 142-156.

Cheatham, G. & Lim-Mullins, S. (2018). Immigrant, bilingual parents of students with disabilities: Positive perceptions and supportive dialogue. Intervention in School and Clinic, 54(1), 40-46.

Park, H. Cheatham, G. & Jimenez-Silva, M. (2018). Supporting oral language development for dual language learners with disabilities through adult feedback. Young Exceptional Children, 21(4), 238-249.

Spies, T. & Cheatham, G. (Eds.). (2018). Special Issue: Successful inclusion for students with disabilities who are learning English. Intervention in School and Clinic, 54(1).

Zeng, S. & Cheatham, G. (2017). Chinese-American parents’ perspectives about using the internet to access information about children with special needs., 44(3), 273-291.

Palmer, A. N., Elliot, W. & Cheatham, G. A. (2017). Effects of extracurricular activities on postsecondary completion for students with disabilities. Journal of Educational Research, 110(2), 58-63.

Cheatham, G. A., & Nyegenye, S. (2017). Linguistic differences with bilingual parents who are immigrants: Words for dialoguing about young children. Early Childhood Education Journal, 45(5), 658-692.

Cheatham, G. A., & Hart-Barnett, J. E. (2017). Overcoming common misunderstandings about students with disabilities who are English language learners. Intervention in School and Clinic, 53(1), 58-63.

Cheatham, G. (2017). Military Families Learning Network, US Department of Defense. Bilingualism and assessment in early childhood special education. Family Development Early Intervention Ask the Expert Vlog. Washington, DC: US Department of Defense. https://militaryfamilies.extension.org/2017/04/19/fdei-ask-the-expert-vlog-bilingualism-young-children-with-disabilities/

Cheatham, G. (2017). Military Families Learning Network, US Department of Defense. Bilingualism and young children with disabilities . Family Development Early Intervention Ask the Expert Vlog. https://militaryfamilies.extension.org/2017/04/26/fdei-ask-the-expert-vlog-bilingualism-and-assessment-in-early-childhood-special-education/

Ro, Y. E., Cheatham, G. A., & Choi, J. H. (2016). Indeterminate futures and language acquisition practices among temporary and permanent immigrant families. NABE Journal of Research & Practice.

Smith, S. J., Burdette, S. J., Cheatham, G. A., & Harvey, S. P. (2016). Parental role and support for online learning of students with disabilities: A paradigm shift. Journal of Special Education Leadership.

Beneke, M. R., & Cheatham, G. A. (2016). Inclusive, democratic family-professional partnerships: (Re)conceptualizing culture and language in teacher preparation. Topics in Early Childhood Special Education, 35(4), 234-244.

Cheatham, G. A., & Guan, D. (2015). Bilingualism and students with disabilities. In . (Ed.), Encyclopedia of Classroom Management, Sage Publications.

Beneke, M. R., & Cheatham, G. A. (2015). Speaking up for African-American English: Equity and inclusion in early childhood settings. Early Childhood Education Journal, 43(2), 127-134.

Classen, A. & Cheatham, G. A. (2015). Systematic monitoring of young children’s social emotional competence and challenging behaviors. Young Exceptional Children, 18, 19-28.

Cheatham, G. A., Jimenez-Silva, M. & Park, H. (2015). Teacher feedback to support oral language acquisition for young dual language learners. Early Child Development and Care, 185(9), 1452-1463.

Cheatham, G. A., Jimenez-Silva, M. Wodrich, D. L., & Kasai, M. J. (2014). Disclosure of information about English proficiency: Preservice teachers’ presumptions about English language learners., 65(1), 53-62.

Heo, K. Cheatham, G. A., Hemmeter, M. L., & Noh, J. (2014). Korean early childhood teachers’ perceptions of young children’s challenging behaviors. Journal of Early Intervention, 36(1), 49-69.

Cheatham, G. A., & Elliot, W. (2013). Effects of family college savings on post-secondary school enrollment rates of students with disabilities. Economics of Education Review, 33, 95-111.

Cheatham, G. A., Smith, S. J., Elliot, W. & Friedline, T. (2013). Family assets, postsecondary education, and students with disabilities: Building on progress and overcoming challenges. Children and Youth Services Review, 35(7), 1078-1086.

Cheatham, G. A., & Ostrosky, M. M. (2013). Goal setting during Head Start parent-teacher conferences: A comparison of three groups of parents. Journal of Research in Childhood Education, 27, 166-189.

More, C. Hart, J. E., & Cheatham, G. A. (2013). Language interpretation for diverse families: Considerations for special education teachers. Intervention in School and Clinic,(49), 113-120.

Jimenez-Silva, M. Cheatham, G. A., & Gomez, L. (2013). Views from Inside a Pediatric Clinic: How Arizona’s Political Climate Has Impacted Arizona’s Youngest Latino Learners. Association of Mexican American Educators Journal, 7(3), 50-60.

Classen, A. & Cheatham, G. A. (2013). Informal data collection for intervention: Supporting young children’s friendship skills. Kansas Inservice Training Service (KITS) Newsletter, 22(1), 1-4.

Cheatham, G. A., Durán, L. K., & Hong, J. Y. (2012). Voices from the field: Families of dual language learners. Council for Exceptional Children Division for Early Childhood.

Cheatham, G. A. (2012). Young Exceptional Children Monograph Series 14. Supporting young children who are dual language learners with or at-risk for disabilities (R. M Santos, G. A Cheatham, & L. K Durán, Eds.). Council for Exceptional Children Division for Early Childhood.

Hart, J. E., Cheatham, G. A., & Jimenez-Silva, M. (2012). Facilitating quality language interpretation for families of diverse students with special needs. Preventing School Failure, 56, 207-213.

Cheatham, G. A., & Jimenez-Silva, M. (2012). Partnering with immigrant Latino families during kindergarten transition: Lessons learned from a parent-teacher conference. Childhood Education, 88, 177-184.

Cheatham, G. A., Santos, R. M., & Kerkutluoglu, A. (2012). Review of comparison studies investigating bilingualism and bilingual instruction for students with disabilities. Focus on Exceptional Children,(45), 1-12.

Cheatham, G. A., Hart, J. E., Malian, I. & McDonald, J. (2012). Six things to never say or hear during an IEP meeting: Educators as advocates for families. TEACHING Exceptional Children, 44, 50-57.

Santos, R. M., Ostrosky, M. M., Yates, T. Fettig, A. Cheatham, G. A., & Shaffer, L. (2011). Bringing pieces together: Assessment of young children's social-emotional competence. (pp. 111-132). Missoula, MT: Council for Exceptional Children Division for Early Childhood.

Durán, L. K., Cheatham, G. A., & Santos, R. M. (2011). Evaluating young children who are dual language learners: Gathering and interpreting multiple sources of data to make informed decisions. (pp. 133-156). Missoula, MT: Council for Exceptional Children Division for Early Childhood.

Cheatham, G. A., & Ro, Y. E. (2011). A linguistic perspective on communication with parents who speak English as a second language: Phonology, morphology, and syntax. Early Child Development and Care, 181, 1247-1260.

Cheatham, G. A., & Santos, R. M. (2011). Collaborating with families from diverse cultural and linguistic backgrounds: Considering time and communication orientations. Young Children, 66(5), 76-84.

Cheatham, G. A., & Ro, Y. E. (2011). Communication between early educators and parents who speak English as a second language: A semantic and pragmatic perspective. Early Childhood Education Journal, 39, 249-256.

Cheatham, G. A. (2011). Language interpretation, parent participation and young children with disabilities. Topics in Early Childhood Special Education, 31, 78-88.

Cheatham, G. A., & Jimenez-Silva, M. (2011). What makes a good story? Supporting oral narratives of young children from culturally and linguistically diverse backgrounds. Childhood Education, 87, 261-268.

Cheatham, G. A., & Ostrosky, M. M. (2011). Whose expertise? An analysis of advice giving in early childhood parent-teacher conferences. Journal of Research in Childhood Education, 25(1), 24-44.

Cheatham, G. A., & Ro, Y. E. (2010). Young English learners' interlanguage as a context for language and early literacy development. Young Children, 65(4), 18-23.

Durán, L. Cheatham, G. A., Darling, S. Moore, S. Preciado, J. Sanchez, S. Thorp, E. Valle-Riestra, D. & Watson, A. (2010). Responsiveness to ALL children, families and professionals: Integrating cultural and linguistic diversity into policy and practice. Position statement of the Council for Exceptional Children, Division for Early Childhood.

Cheatham, G. A., & Santos, R. M. (2009). "Why won't they just cooperate?" Understanding how cultural values impact how we team with families. (pp. 107-121). Missoula, MT: Council for Exceptional Children Division for Early Childhood.

Cheatham, G. A., Armstrong, J. & Santos, R. M. (2009). "Y'all listenin'?" Accessing children's dialects in preschool. Young Exceptional Children, 12(4), 2-14.

Ro, Y. E., & Cheatham, G. A. (2009). Biliteracy and bilingual development in a young second generation Korean child: A case study. Journal of Research in Childhood Education, 23(3), 290-308.

Cheatham, G. A., & Ostrosky, M. M. (2009). Listening for details of talk: Early childhood parent-teacher conference communication facilitators. Young Exceptional Children, 13(1), 36-49.

Yates, T. Ostrosky, M. M., Cheatham, G. A., Fettig, A. Shaffer, L. & Santos, R. M. (2008). Research synthesis on screening and assessing social and emotional competence. Center on the Social Emotional Foundations of Early Learning, Vanderbilt University.

Cheatham, G. A. (2007). Providing culturally and linguistically appropriate services for students with Autism Spectrum Disorders. Impact 19(3) Minneapolis, MN: Institute on Community Integration, University of Minnesota.

Cheatham, G. A., Santos, R. M., & Ro, Y. E. (2007). Home language acquisition and retention for young children with special needs. Young Exceptional Children, 11(1), 27-39.

Santos, R. M., Cheatham, G. A., & Ostrosky, M. M. (2006). Enseñe me: Practical strategies for supporting the social emotional development of young English language learners. Language Learner, 1(3), 5-8.

Cheatham, G. A., & Santos, R. M. (2005). A-B-C's of bridging home and school expectations for children and families of diverse backgrounds. Young Exceptional Children, 8(3), 3-11.

Ostrosky, M. M., & Cheatham, G. A. (2005). Teaching the use of a problem-solving process to early childhood educators. Young Exceptional Children, 9(1), 11-19.

Ostrosky, M. M., Hemmeter, M. L., Murry, J. & Cheatham, G. A. (2005). Helping children express their wants and needs. Center on the Social Emotional Foundations of Early Learning, University of Illinois at Urbana-Champaign.


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