Kara Halley

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Kara Halley

Professor of Special Education

Special Education, Early Childhood, and Culturally/Linguistically Diverse Education

Bio

Dr. Kara Halley is a Professor of Special Education at Metropolitan State University of Denver. Dr. Halley’s experience in the school setting primarily consists of developing inclusive educational programs for students with significant disabilities and providing transition services to students with a wide variety of disabilities. Her research interests consist of inclusive education, transition and post-secondary services, educational programs for students with significant disabilities, culturally diverse students with disabilities, and teacher preparation. Dr. Halley currently serves as a consultant for the Colorado Department of Education on the Colorado Significant Support Needs Network which focuses on creating model education and transition programs for these students. Currently in her seventeenth year as a faculty member at MSU Denver, Dr. Halley has taught courses focusing on individualized education plans, lesson plan development, transition services and planning, inclusive education, significant cognitive disabilities, and emotional/behavioral disorders. 



Dr. Halley received her Doctorate of Education and Master of Arts in Special Education from the University of Northern Colorado and her Bachelor of Arts from Adams State College in Elementary Education.

Degree

EdD in Special Education

University of Northern Colorado

MA in Special Education

University of Northern Colorado

BA in Elementary Education

Adams State College

Published Works

  • Halley, F. K. (2022). Intellectual disabilities: Case study of Latisha. Pro-Ed Publishing.
  • Canges, L. R., Altemueller, L., Halley, F. K. (2021). Making it Work! Increasing Collaboration between our Special Education and General Education Licensure Programs at MSU Denver. Journal of Educational Research and Innovation , 9(1). https://digscholarship.unco.edu/jeri/vol9/iss1/7.
  • Mason, K. L., Halley, F. K., Bolander, E., Chacon, M., Cunningham, A. (2022). A Critical Analysis of Inclusivity in Fictional Children’s Literature Featuring Characters with Visual Impairment . Visual Impairment and Deafblind Education Quarterly, 67(2), 20-37. https://dvidb.exceptionalchildren.org/dvidb-publications/vidbeq-issues .
  • Nilles, L. V., Jones, E. M., Canges, L. R., Halley, F. K., Griffin, M. K. (2019, March). The Positive impact of Free and Guided Socio-Dramatic Play on Literacy Development in Young Children Acquiring a Second Language and those with Disabilities. INTED2019 Proceedings
  • Halley, F. K., Trujillo, T. M. (2013). Breaking Down Barriers: Successful Transition Planning for Culturally and Linguistically Diverse Exceptional Students. Journal of Educational Research and Innovation,
  • Halley, F. K., McCaleb, K. (2013). To Be or Not To Be a Reader: The Importance of Literacy in the Lives of Individuals with Significant Support Needs. TASH Connections, 39(2), 11-14. http://issuu.com/tashorg/docs/tashconnections_vol39_issue2.
  • Halley, F. K. (2013). Intellectual disabilities: Case study of Latisha. Pro-Ed Publishing.
  • Trujillo, M., Halley, F. K. . Infusing Multicultural Education in Rural Teacher Preparation Programs. Rural Educator,
  • Jackson, B. L., Ryndak, L. D., Orlando, A., Halley, F. K., McCaleb, K. . Applying the Five Pillars to Literacy Instruction With Students Who Have Moderate to Severe Disabilities: Issues and Concerns. Research and Practice for Persons with Severe Disabilities,
  • Jackson, B. L., Ryndak, L. D., Halley, F. K., Orlando, A., McCaleb, K. . A Comprehensive Survey of Literacy Research with Children and Youth Who Have Extensive Support Needs: I. The Five Pillars and Traditional Instruction. Research and Practice for Persons with Severe Disabilities,