Professor, Special Education
- Ph.D., University of Nebraska-Lincoln
- M.S., University of Nebraska-Omaha
- B.S., Creighton University
Interests and Expertise
- Qualitative research design
- Special education administration
- Secondary special education teaching
- Emotional-behavioral disorders and youth mental health
- Educational services for foster care populations
- Classroom management
- LGBT bullying
Professor Palladino advocates for a broader understanding and approach to special education program delivery, especially for marginalized students who encounter additional barriers to their educational attainment. Such students include foster care youth, homeless youth, youth with multiple mental health intervention needs, and LGBT youth victims of bullying. Combining past experiences as a classroom teacher and school administrator, service to non-profit organizations, and an active research agenda, Dr. Palladino helps aspirant and current teachers and administrators make realistic links between ideal service delivery and everyday challenges that confront administrators, teachers, and students. His classes involve an active service component with local schools and agencies.
Outside of his classroom teaching, Dr. Palladino maintains an active research agenda, specializing in qualitative research approaches to understand the "voice" of service providers who interact with marginalized student and family populations. He often mentors doctoral, graduate, and undergraduate student researchers.
Palladino, J. (2013). The tears of tiers: A leadership response to teachers' negative dispositions towards RTI. [Book Chapter]. Postcards from the schoolhouse: Practitioner scholars examine contemporary issues in instructional leadership (pp. 47-62). National Council of Professors of Educational Administration (NCPEA) Press, Ypsilanti: MI.
Milburn, W., & Palladino, J. (2012). Preservice teachers' knowledge, skills, and dispositions of LGBTQ bullying intervention. Association of Behavioral and Social Sciences (AABSS) Journal, 16, 86-100.
Palladino, J. (2011). Who's who and what's what? Special education services for foster care youth. Journal of Cases in Educational Leadership, 14, 13-24.
Palladino, J., & Haar, J. (2011). Special education administrators' response to the educational needs of foster care youth: Collaborative or disjointed? Journal of School Leadership, 21, 762-788.
Palladino, J. (Spring 2009). Constant, demanding and daily: The challenges faced by foster youth with chronic illnesses and severe disabilities [Cover Story].Connection, 7-12.
Palladino, J., & Giesler, M. (2007). Social workers as allies for special education administration. Education Leadership Review, 8, 77-93.
Palladino, J. (2006). "Don't sell them dreams without the foundations": Collaboration for the transitional needs of foster care adolescents with disabilities. The High School Journal, 90, 22-32.
Palladino, J. (October, 2013). Preparing educators for tiered-based interventions for LGBTQ victims of school bullying who manifest tiered mental health intervention needs. Washington, DC: Annual Conference on Advancing School Mental Health. Palladino, J. (September, 2013). Addressing the mental health intervention needs of LGBT victims of bullying. Chicago, IL: Council for Children with Behavior Disorders (CCBD) Conference.
Milburn, W., & Palladino, J. (March, 2012). Queer(ing) behavior disorders in K-12 special education. Minneapolis, MN: American Mens Studies Association.
Palladino, J. (January, 2012). From tiers to tears and back again: Defining the educational leader's role in academic and behavioral response to intervention. New Orleans, LA: International Academy of Educational Leaders.
Palladino, J. (July, 2011). Entering and exiting the classroom door: Teachers' perceptions about newly enrolled foster care students and their short-termed educational plight. Bridgewater, MA: National Research Conference on Child and Family Programs and Policy.
- SPEI 301, Children & Adolescents with Emotional Impairments
- SPEI 449, Beyond Behavior (Mental Health)
- SPGN 461, Classroom Management
- SPGN 471, Secondary Special Education & Transitions
- SPEI 510, Theories of Emotional-Behavioral Impairments
- SPGN 619, Special Education Administration