Biography

Joseph R. Boyle received his PhD from the University of Kansas in special education. His current research is focused on examining the effectiveness of teaching techniques and interventions for students with high-incidence disabilities in general education, inclusive and special education classrooms. Dr. Boyle currently serves as the Project Director of Project ASPIRE: Advancing Specialized Professionals Who Integrate Research Evidence. Project ASPIRE prepares new PhD scholars in evidence-based knowledge and skills in special education. He also currently serves as the co-editor of the Journal of Special Education Technology. Dr. Boyle was also selected as a Fulbright Scholar in 2022, and spent the fall semester participating in research at the University of Poitiers, France.

Dr. Boyle has authored over 50 publications including books, chapters, research articles and research-to-practice articles. His early experience as a special education teacher helped shape his early research career, and later, as a researcher and faculty member, led him to co-author the textbook: Methods and Strategies for Teaching Students with High Incidence Disabilities: A Case-Based Approach (2E). Dr. Boyle has developed several classroom interventions for students with high-incidence disabilities in the areas of reading, writing, note-taking and technology. His research on note-taking was funded by the U.S. Department of Education, Institute of Education Sciences. His current research examines how students with disabilities use smart pens to improve their learning and note-taking in content-area classes. In another research strand, he is examining the effects of a scientific argumentative strategy to support the learning and writing skills of students with disabilities in inclusive science classrooms.

Research Interests

• Interventions and strategies in reading, writing, and note-taking to assist the learning of students with disabilities in inclusive classrooms.