Faculty and Staff Directory
Kennedy, Adam S.
Title/s: Associate Professor
Specialty Area: Early Childhood Special Education
Office #: Lewis Towers 1118, WTC
CV Link: Kennedy CV
Adam Kennedy is Associate Professor of Early Childhood Special Education in the School of Education at Loyola University Chicago. He oversees the field-based Early Childhood Special Education program and develops the community partnerships upon which the program rests. His teaching includes both courses and field-based modules in inclusive infant-toddler and preschool education. His research focuses on Loyola's field-based preparation model, as well as investigating the development of teachers' perceptions of cultural responsiveness and authentic approaches to assessment and intervention with infants, toddlers, and preschoolers with special needs.
- Ph.D., Loyola University Chicago, Chicago, IL
- Early Childhood Special Education
- Field-based early childhood teacher education, with an emphasis on infant-toddler and preschool preparation
- Community partnerships in early childhood teacher education
- Interventions to address social competence in young children with special needs
- Development of cultural responsiveness in early childhood educators and school psychologists
- Authentic assessment practices in early intervention and early childhood special education
Professional & Community Affiliations
- National Association for the Education of Young Children (NAEYC)
- American Educational Research Association (AERA)
- National Association of Early Childhood Teacher Educators (NAECTE)
- Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC)
- CIEP M43 - Inclusive Methods for Preschool
- CIEP 481 - Prevention, Assessment, and Intervention: Infants/Toddlers and Preschool-Aged Children
- Supervision of Pre-Primary Early Childhood Clinical Experiences
- TLSC 250 Developmentally Appropriate Practice with Infants/Toddlers and their Families
- TLSC 251 Family Centered Assessment and Early Intervention
- TLSC 252 Roles, Settings, and Standards of Early Childhood Education
- TLSC 253 - Introduction to Early Childhood Special Education
- TLSC 300 - ECSE Professional Learning Community
- Early Career Research Award from the National Association of Early Childhood Teacher Educators Foundation (NAECTEF) - 2015
- Asimow, J., Kennedy, A., & Lees, A. (2016). Beginning with yes: Transfer supports as a four-year continuum for early childhood teacher candidates. In Latham, N., Darragh, J., and Bernoteit, S. (Eds.), Voices from the Field – Collaborative Innovations in Early Childhood Educator Preparation. Illinois Education Research Council.
- Kennedy, A., & Heineke, A. (2016). Preparing urban educators to address diversity and equity through field-based teacher education. In Petty, T., Good, A., & Putman, M. (Eds.) Handbook of Research on Professional Development for Quality Teaching and Learning. Hershey, PA: IGI Global.
- Kennedy, A., & Heineke, A. (2016). Preparing urban educators to address diversity and equity through field-based teacher education. In Petty, T., Good, A., & Putman, M (Eds.) Handbook of Research on Professional Development for Quality Teaching and Learning. Hershey, PA: IGI Global.
- Kennedy, A., & Lees, A. (2015): Preparing undergraduate pre-service teachers through direct and video-based performance feedback and tiered supports in Early Head Start. Early Childhood Education Journal (June 2015). DOI 10.1007/s10643-015-0725-2
- Kennedy, A.S., & Lees, A. (2014). Merging professional preparation and development through blended practices and a tiered approach in Early Head Start. In Pretti-Frontczak, K., Grisham-Brown, J., & Sullivan, L. (Eds.), Young Exceptional Children Monograph 16 - Blending Practices to Strengthen Quality Early Learning Programs for ALL Children. Los Angeles: Division for Early Childhood of the Council for Exceptional Children.
- Lees, A., & Kennedy, A. (2017). Increasing the relevance and responsiveness of early childhood teacher education through field-based community-based collaborations: Partner perspectives on mutual benefit. Journal of Early Childhood Teacher Education.