Lori Korinek is a professor in special education at William & Mary with degrees from the University of Wisconsin, W&M, and the University of Florida. Her teaching and research focus on instructional strategies and behavioral interventions for students with learning and behavioral difficulties. She has published and presented widely on topics including self-regulation, positive behavioral supports, learning strategies, inclusive practices, and collaboration for teaching and learning. With colleagues, she has directed numerous federal and state grants to support the professional development of special educators and to provide technical assistance for K-12 school personnel. She is the principal investigator on the Virginia Department of Education Training and Technical Assistance Center grant at W&M.
Ph.D. in Special Education, University of Florida
M.A. Ed. in Elementary and Early Childhood Education, College of William and Mary
B.S. in Special Education, University of Wisconsin
Activities and Honors
Plumeri Research Award, William & Mary (2014)
Chair for Teaching Excellence, William & Mary (1999-2002)
Dean's Award for School of Education Collaborative Project, William & Mary (2015)
Virginia Council of Administrators of Special Education "Friend of VCASE" Award (2007)
Korinek, L., & deFur, S. (2016). Supporting student self-regulation to access the general education curriculum. Teaching Exceptional Children, 48(5), 232-242.
Korinek, L. (2015). Promoting self-determination throughout the FBA/BIP process. Preventing School Failure, 59(2), 98-108.
deFur, S., & Korinek, L. (2015). Common Core State Standards and Students with Learning Disabilities in L. Power-deFur (Ed.), Common Core State Standards: Standards-Based Intervention for Special Populations. San Diego, CA: Plural Publishing.
Walther-Thomas, C., Korinek, L., McLaughlin, V., & Williams, B. (2000). Collaboration for Inclusive Education: Building Successful Programs. Boston: Allyn & Bacon.
Walther-Thomas, C., Korinek, L., & McLaughlin, V.L. (1999). Collaboration to support students' success. Focus on Exceptional Children, 32(3), 1-18.