Faculty member to become editor of international journal

July 1, 2014 | News, Research, UToday, Judith Herb College of Education
By Samantha Watson

After reviewing a number of candidates, the Division for Early Childhood has named Dr. Laurie Dinnebeil the new editor of the Journal of Early Intervention.



“As a professor and teacher educator, I am an avid consumer of research and believe strongly in the importance of academic journals, such as the Journal of Early Intervention,” said Dinnebeil, the Judith Daso Herb Chair of Inclusive Early Childhood Education at The University of Toledo.

The peer-reviewed publication is the leading early childhood research journal focused on issues related to young children with special needs. It is produced by the Division for Early Childhood, an international membership organization for those who work with or on behalf of young children with disabilities and other special needs.

“I believe that the best way to advance the Division for Early Childhood’s mission is by reaching out to the range of discipline-specific professionals who work on behalf of young children with special needs and their families,” Dinnebeil said. “Professionals receive support from the division in a variety of ways; one of the most important ways the Division for Early Childhood can support professionals is by increasing their access to high-quality translational, peer-reviewed research.”

On Tuesday, July 1, Dinnebeil will begin her five-year tenure as editor of the Journal of Early Intervention. She was chosen for the position not only for her work experience at UT, but her involvement in a number of early childhood special education initiatives.

She is a former president of the Division for Early Childhood and serves on a number of editorial boards for peer-reviewed journals. In addition, Dinnebeil works with early childhood special education professionals across the country, providing technical assistance and support to education agencies and school districts interested in implementing a consultative approach to early childhood special education.

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