Dr. Megan Mackey is an Assistant Professor of Special Education. Megan prepares pre-service teachers to work with students with disabilities in general and special education settings. Megan has vast and varied experiences in higher education, including teaching face-to-face, hybrid, and online courses across all areas of special education. She has taught introduction to special education, behavior management, assessment, learning disabilities, differentiation, curriculum design and adaptation, mathematics, reading, and educational psychology. Prior to her work at the university level, Megan was a middle school special education teacher.
Megan's research interests are wide-ranging. She has conducted research where the framework, methods, and structure are developed in isolation and ‘pitched’ to administration and teachers (middle school inclusion – qualitative case study; number sense – quantitative) and research that is created for the sole purpose of improving her teaching (learning disabilities – mixed methods). Megan's preference is to conduct research around challenges that naturally present themselves or develop organically in classrooms. This is evidenced by the following research: Billings Forge Community Works afterschool program (mixed methods), twins with Autism video feedback (single-subject), and transition skills and the pupil personnel team process (mixed methods). This research allowed Megan and her colleagues to collect and analyze data, but more importantly to offer constituents suggestions for data-based improvements in their practice; thereby having a direct impact on student learning.