Lucinda Spaulding, Ph.D.
Chair of Special Education, School of Education
- Ph.D. in Special Education and Educational Psychology, Regent University
- M.Ed. in Special Education, Roberts Wesleyan College
- B.S. in Elementary Education, Houghton College
- Special Education and Research Methods
- American Educational Research Association (AERA)
- Council for Exceptional Children (CEC)
Dr. Spaulding is an Associate Professor and the Chair of Special Education at Liberty University. Born and raised in Ottawa, Canada, she began her career in education as an elementary teacher at an urban charter school in Rochester, NY. She has since served as an English teacher in Japan, a special education teacher in Chesapeake, Virginia, and a research fellow during her doctoral studies. Dr. Spaulding enjoys teaching special education and research courses, serving as a thesis chair, dissertation chair, and research methodologist, as well as faculty sponsor to two student organizations, Autism Speaks and the Council for Exceptional Children. Dr. Spaulding peer reviews, publishes and presents nationally and internationally on topics relating to special education and factors associated with resilience and persistence in higher education. She serves on the university’s Institutional Review Board and Fulbright Committee and is an Advisor to the Center for Research and Scholarship and the Office of Sponsored Programs. Dr. Spaulding currently resides in Forest, Virginia with her husband and three children.
- Spaulding, L. S., Rockinson-Szapkiw, A. J., & Williams, B. (in progress). The lived experiences of female faculty: The negotiation of identities as mothers and scholars.
- Rockinson-Szapkiw, A. J., Sosin, L., & Spaulding, L.S. (2018). Does family matter? A phenomenological inquiry exploring the lived experiences of women persisting in distance education, professional doctoral programs. International Journal of Doctoral Studies, 13, 497-515.
- Rockinson-Szapkiw, A. J., Spaulding, L. S., Owen, D., & Justice, J. S. (2017). Identify, intervene, and advocate: Human service workers’ role in youth sex trafficking. Journal of Human Services, 37(1), 63-76.
- Rockinson-Szapkiw, A. J., Spaulding, L. S., & Lunde, R. M. (2017). Women in distance doctoral programs: How they negotiate their identities as mothers, professionals, and academics in order to persist. International Journal of Doctoral Studies, 12, 49-71.
- Rockinson-Szapkiw, A. J., Spaulding, L. S., & Spaulding, M. T. (2016). Identifying significant integration and institutional factors that predict online, doctoral persistence. The Internet and Higher Education, 31, 101- 112
- Spaulding, L.S., & Pratt, S. M. (2015). A review and analysis of the history of special education and disability advocacy in the United States. American Educational History Journal, 42 (1 & 2), 91 – 109.
- Rockinson-Szapkiw, A., Spaulding, L.S., & Knight, A. (2015). Protecting the marriage relationship during the doctoral journey: Strategies for students and partners based on the Strong Marital House concept. Family Journal: Counseling and Therapy for Couples and Families, 24, 1 – 6.
- Rockinson-Szapkiw, A., Spaulding, L.S., & Heuvelman-Hutchinson, L. (2014). Connecting at a distance: The relationship between Facebook use and doctoral connectedness. Journal of University Teaching & Learning Practice, 11(3/4), 1-13.
- Rockinson-Szapkiw, A. J., Spaulding, L.S., & Bade, B. (2014). Completion of Educational Doctorates: How universities can foster persistence. International Journal of Doctoral Studies, 9, 293-308.
- Rockinson-Szapkiw, A. J., Bray, O. R., & Spaulding, L. S. (2014). Examining the predictive validity of GRE scores on doctoral education students’ success and methodology choices in the dissertation process. Journal of College Student Retention: Research, Theory, & Practice, 14(4), 203–218.
- Rockinson-Szapkiw, A., Spaulding, L.S., Swezey, J. A., Wicks, C. (2014). Poverty and persistence: A model for understanding individuals’ pursuit and persistence in a doctor of education program. International Journal of Doctoral Studies, 9, 181-190.
- Wighting, M., Nisbet, D., & Spaulding, L. S. (2014). Relationships among graduate students’ sense of community, their perceived learning, and actual learning. The International Journal of Assessment and Evaluation, 20(1), 25–32.
- Spaulding, L. S., & Rockinson-Szapkiw, A. J. (2012). Hearing their voices: Factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies, 7, 199-219.
- Spaulding, L. S., & Flannagan, J. S. (2012). DIS2ECT: A framework for effective inclusive science instruction. Teaching Exceptional Children, 44(6), 6–14.
- Wighting, M., Nisbet, D., & Spaulding, L. S. (2010). Relationships between sense of classroom community and perceived learning. The International Journal of the Humanities, 8(8), 119-126.
- Spaulding, L.S., Mostert, M. P., & Beam, A. P. (2010). Is Brain Gym® an effective educational intervention? Exceptionality, 18(1), 18-30.
- Schuette, C., Wighting, M., Spaulding, L. S., Ponton, M. K., & Betts, A. L. (2010). Factors that influence teachers’ views on standardized tests. The Teacher Educators’ Journal, 17, 27-40.
- Spaulding, L. S. (2009). Best practices and interventions in special education: How do we know what works? Teaching Exceptional Children Plus, 5(3), 1-14.
- Wighting, M., Nisbet, D., & Spaulding, L. S. (2009). Relationships between sense of community and academic achievement: A comparison among high school students. The International Journal of the Humanities, 7(3), 63-72.
- Kavale, K. A., Spaulding, L. S., & Beam, A. P. (2009). A time to define: Making the SLD definition prescribe specific learning disability. Learning Disability Quarterly, 32(1), 39-48.
- Kavale, K. A., & Spaulding, L. S. (2008). Is Response-to-Intervention good policy for specific learning disability? Learning Disabilities Research & Practice, 23(4), 169-179.
Dr. Spaulding publishes and presents nationally and internationally on topics relating to resilience in children and youth, specific learning disabilities and methods of best practice, the history of special education, qualitative research methods, and factors associated with doctoral attrition and persistence.