Rebecca Canges

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Rebecca Canges

Professor of Special Education

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

Bio

Rebecca L. Canges received her doctorate in Educational Leadership with an emphasis in Teacher Education in Multicultural Societies from the University of Southern California (USC). She completed her undergraduate work in Psychology at California State University, Long Beach where she also completed both her Masters in Special Education and Education Specialist Teaching Credential.

Before coming to MSU Denver, Dr. Canges taught in the Special Education Credential Program at California State University, Long Beach (CSULB). Previous to her work at CSULB, Dr. Canges taught special education at a Middle School in the Long Beach Unified School District in Southern California.

Degree

EdD in Educational Leadership

University of Southern California

MS in Special Education

California State University, Long Beach

BA in Psychology

California State University, Long Beach

Published Works

  • Ahrendt, S., Buckley, P., Canges, L. R., . (2025). Creating Inclusive Learning Opportunities That Promote Reasoning and Problem Solving in Mathematics. (pp 51-59). Emerald Group Publishing 2025. https://books.google.com/books?id=mCZkEQAAQBAJ&newbks=0&printsec=frontcover&hl=en&source=newbks_fb#v=onepage&q&f=false
  • Canges, L. R. (2022). Delays in Literacy Development. ,
  • 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.
  • Canges, L. R. (2021). Case Study of Katya. PRO-Ed Publishing,
  • 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
  • Baker, D., Richards-Tutor, C., Sparks, A., Canges, L. R. (2018). Review of single subject research examining the effectiveness of interventions for at risk English learners. Learning Disabilities Research & Practice, 33(2), 64-74. http://dx.doi.org/10.1111/ldrp.12160 .
  • Canges, L. R. (2013). Response to Intervention and English Learners: Making it Happen. Pearson,
  • Canges, L. R. (2013). Thien. Pro Ed.
  • Pavri, S., Canges, L. R. (2012). Effective Assessment Students: Instructor's Resource Manual and Test Bank for Pavri, S./Pearson Education Inc.. ,
  • Echevarria, J., Richards, C., Canges, L. R., Francis, D. (2011). Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners. Bilingual Research Journal, 34(3), 334-351. dx.doi.org/10.1080/15235882.2011.623600.
  • Richards, C., Pavri, S., Golez, F., Canges, L. R., Murphy, J. (2007). Response to intervention: Building the capacity of teachers to serve students with learning difficulties. Issues in Teacher Education, 16(2), 55-64. .
  • Dennis, R., Canges, L. R. (2007). Surgery Will Make It All Better; Elmo; Don't Judge a Book By its Cover; Paperwork Overload; Why Are you Teaching?. Pearson Allyn & Bacon.

Research Interests

*Promoting social relationships between students with and without disabilities
*Implementing awareness programs into schools to increase the understanding of people with disabilities
*Effective Preparation Programs for Pre-service teacher candidates
*Effective instruction for English Language Learners

Teaching Interests

Introduction to Working with Students with ​disabilities
Literacy and Students with ​disabilities
Effective Teaching Strategies for English Language Learners