Jacqueline Rodriguez

Assistant Professor

Office: 3064
Phone: (757) 221 - 2325
Email: [[jarodriguez]]
Areas of Expertise: Inclusive Education, Culturally Linguistically Diverse Exceptional Learners, Learning Disabilities, Simulation in Teacher Preparation, Domestic Education Policy, Global Policy and Practice in Special Needs Education

Centers, Institutes & Projects

Jacqueline Rodriguez is an assistant professor of special education in the department of Curriculum and Instruction. In her role, Jackie teaches courses that include pre-service general and special educators in the K-12 classroom as well as higher education doctoral students in the area of special education law and legislation. Her courses include topics on accommodations and modifications for exceptional learners, classroom management and organization, collaboration, standardized assessment, and policy to practice.

Jackie began her career in education teaching high-achieving middle school students leadership and critical thinking skills using case studies of historical leaders and project based learning. Her interest in diverse (culturally, linguistically) learners drew her to the field of special education. Jackie became a licensed special educator teaching at the middle school and high school levels in the District of Columbia as well as a licensed general educator where she taught in an inclusive elementary classroom in Florida.

Jackie is active in national and international professional organizations where she supports research based policy in education for diverse exceptional learners and for preparing diverse educators. Currently, Jackie is the Policy and Advocacy Chair for the Teacher Education Division (TED) of the Council for Exceptional Children (CEC). She is also a former board member of the Division for International Special Needs Education and Services (DISES).

Jackie advocates through her research for equity in access and opportunity in education. She’s written and presented on topics including culturally responsive teaching practices, simulation to support teacher preparation, STEM education for diverse exceptional learners, and bridging education policy to practice. Jackie’s research in the area of education in emergencies and conflict is focused on displaced/refugee students with disabilities. Most recently she’s worked in the Middle East to support inclusive education for the United Nations agency focusing on Palestinian refugees (UNRWA).


B.A. in International Affairs, The George Washington University, 2003
B.A. in Latin American Studies, The George Washington University, 2003
M.A. in Special Education: Learning Disabilities, American University, 2007
Ph.D. in Education: Exceptional Student Education, University of Central Florida, 2013

Activities and Honors
  • W&M Holmes Scholars Director
  • W&M Social Justice and Diversity Graduate Research Fellows Co-Director
  • W&M Military and Veterans Affairs Working Group, Chair
  • AACTE Special Education Task Force
  • SCHEV Advisory Committee for Disability Access to Higher Education
  • Policy and Advocacy Chair, Teacher Education Division, Council for Exceptional Children
  • UCF Order of Pegasus Award, Class of 2013
Selected Publications

Rodriguez, J. (In press). Policy and Legal Implications for Universal Design for Learning, in W. Murawski & K. James (Eds.), What Really Works in Universal Design for Learning. Thousand Oaks, CA: Corwin Press.

Rodriguez, J., McKinney, T., Powell, S., Straub, C., Walker, Z., & Vince Garland, K. (2018). Was this Feedback Useful? Examining the Observation and Feedback Process for Pre-Service Teachers. Teaching Education. https://doi.org/10.1080/10476210.2018.1508281

Rodriguez, J. & Dieker, L.A. (2018). Emerging inclusive education in the United Nations Relief and Works Agency for Palestine Refugees in the Near East: A review of the literature. Journal of International Special Needs Education, 21(1), 32-42.

McLeskey, J., Barringer, M.D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M,, Lewis, M., Maheady, L., Rodriguez, J., Scheeler, M.C., Winn, J., & Ziegler, D. (2017). High Leverage Practices in Special Education. Council for Exceptional Children & CEEDAR Center, Arlington, VA. (writing team listed in alphabetical order).

Rodriguez, J. & Hardin, S. (2017). Culturally Responsive Classrooms, in W. Murawski & K. James (Eds.), What Really Works in Special Education. Thousand Oaks, CA: Corwin Press.

Ziegler, D., Rodriguez, J., Lesko, J. (2015). Invited Paper: Special education national laws. A comparative policy analysis. Paper Prepared for INMA Education, Kingdom of Saudi Arabia.

Vasquez, E., Rodriguez, J., Powell, S., Straub, C., Walker, Z., McKinney, T., Vince-Garland, K., & Hunt, J. (2014). Using E-Cove to increase the efficiency of pre-service teacher observations. EdTechnology Ideas.

Dieker, L. A., Rodriguez, J., Lignugaris/Kraft, B., Hynes, M., & Hughes, C. (2014). The future of simulated environments in teacher education: Current potential and future possibilities. Teacher Education and Special Education.

Rodriguez, J. (2014). Comparison of feedback methods for pre-service teachers delivering mathematics lessons in the TeachLivE lab. In Straub, C., Dieker, L., Hynes, M., & Hughes, C. (2014). Proceedings from Ludic Convergence: The Second National TLE TeachLivE Conference. Orlando, FL: University of Central Florida.

Dieker, L. A., & Rodriguez, J. (2013). Enhancing secondary science and mathematics classrooms through collaboration. Intervention in School and Clinic.

Powell, S., Straub, C., Rodriguez, J., & VanHorn, B. (2011). Using clickers in large college psychology classes: Academic outcomes and perceptions. Journal of the Scholarship of Teaching and Learning.