Amy Noggle

Associate Professor

Amy Noggle

Contact Info

Phone:
Office:
Hawkins Hall, Room 404A

Education

Ph.D. Special Education — Early Childhood, University of Maryland, College Park, 2012

M.Ed. Early Childhood Special Education — Early Childhood, University of Maryland, College Park, 1998

B.A. English with Secondary Education Certification, Longwood College, 1994

Areas of Expertise

Special Education

Biography

Dr. Amy Kappel Noggle received both her masters and doctoral degrees from the University of Maryland, College Park, in the field of Early Childhood Special Education. She currently serves Coordinator of the Early Childhood/Special Education (ECSE) program within the Department of Special Education at Towson. For nearly a decade, she worked for Anne Arundel County Public School Schools (AACPS), where she first served as a classroom special educator and subsequently as the county’s Early Childhood Intervention (ECI) Specialist. Dr. Noggle has served as both clinical instructor and co-director of Hood College’s Child Development Laboratory in Frederick. Her research interests include: father involvement in public preschool programming, policy issues related to the inclusion of CLD families in special education processes, and benefits of co-taught classrooms for preschoolers with and without disabilities. She has served as both Secretary and Co-President for the Maryland chapter of the Council for Exceptional Children (CEC). She enjoys spending time with her husband and three children.

Peer Reviewed Journal Articles

Stites, M., & Noggle, A. (2020). The inclusion experience: The story of Annie and Jamal. Kappa Delta Pi Record, 56, 135-138. doi: 10.1080/00228958.2020.1770007

Noggle, A., & Stites, M. (2018). Inclusion and preschoolers who are typically developing: The lived experience. Early Childhood Education Journal, 46, 511-522. https://doi.org/10.1007/s10643-017-0879-1

Stites, M., Rakes, C., Noggle, A., & Shah, S. (2018). Preservice teacher perceptions of preparedness to teach in inclusive settings as an indicator of teacher preparation program effectiveness. Discourse and Communication for Sustainable Education, 9(2), 21-39. doi: 10.2478/dcse-2018-0012

Noggle, A. K. (2017). Supporting and engaging fathers of children with disabilities in the preschool classroom: Guidance for practitioners. Advance online publication. Young Exceptional Children. doi: 10.1177/1096250617742598

Peer Reviewed Book Chapters

Noggle, A., & Knollman, G. (2019). A policy primer. In P. R. Doran & A.K. Noggle (Eds.) Supporting English learners with exceptional needs (pp. 31-48). Alexandria, VA: TESOL Press.

Noggle, A. K. & Rice Doran, P (2019). Assessment and identification for English/culturally and linguistically diverse learners: High incidence disabilities. In P. R. Doran & A.K. Noggle (Eds.) Supporting English learners with exceptional needs (pp. 111-134). Alexandria, VA: TESOL Press.

Noggle, A. K. & Rice Doran, P (2019). Assessment and identification for English learners: Low incidence disabilities. In P. R. Doran & A.K. Noggle (Eds.) Supporting English learners with exceptional needs (pp. 135-146). Alexandria, VA: TESOL Press.

Rice Doran, P. & Noggle, A. K. (2019). Universal supports for English learners at risk. In P. R. Doran & A.K. Noggle (Eds.) Supporting English learners with exceptional needs (pp. 79-96). Alexandria, VA: TESOL Press.

Zillich, J. L., Rice Doran, P., & Noggle, A.K. (2019). Challenges and opportunities for English learners in our schools. In P. R. Doran & A.K. Noggle (Eds.) Supporting English learners with exceptional needs (pp. 17-30). Alexandria, VA: TESOL Press.

Peer Reviewed Book Chapters: Submitted

Noggle, A. K. (2020).  Referrals for young children with disabilities: Best practices and considerations. Submitted to Haverback, H. (Ed.) Ethics in education. Charlotte, NC: Information Age Publishing (IAP).

Grants and Research Activities

Hooks, S. & Noggle, A. Effects of live role play to train teacher candidates for family collaboration. Faculty Development & Research Committee (FDRC) Grant. FY 2020 – 2021. Funded: $5,576.

Noggle, A. & Hooks, S. Focus on Fatherhood: Engaging Fathers and Father Figures in a Title 1 School. MSDE IHE Discretionary Grant. Principal Investigator: Amy K. Noggle, Co-Principal Investigator: Sara D. Hooks. FY 2019 - 2020. Funded: $22,175.

Noggle, A. & Hooks, S. Supporting and Engaging Fathers of Children in a Title I School: Fathers of Children with Disabilities and Fathers Who Are Culturally and Linguistically Diverse. MSDE IHE Discretionary Grant. Principal Investigator: Amy K. Noggle, Co-Principal Investigator: Sara D. Hooks. FY 2018 - 2019. Funded: $33,476.

Rice Doran, P., & Noggle, A. Collaborative Planning for All Learners: A Professional Learning Initiative. MSDE IHE Discretionary Grant. Principal Investigator: Patricia Rice Doran. Co-Principal Investigator: Amy Noggle. FY 2016-2017. Funded: $28,500.

Rice Doran, P., & Noggle, A. Collaborative Planning and Effective Interventions for All. Maryland State Department of Education Institution of Higher Education IDEA Grant Award, 2015-2016. Funded: $30,000.

Noggle, A. K. Father Involvement in Public Preschool Programs: A Focus on Fathers of Children with Disabilities. Towson University. France-Merrick Grant for First- and Second-Year Tenure Track Faculty. FY 2015 – 2016. Funded: $2,000.

Noggle, A. K. Administrators’ Perceptions of Father Involvement in Public Preschool Programs. Towson University. France-Merrick Grant for First- and Second-Year Tenure Track Faculty. FY 2014 – 2015. Funded: $3,500.

Rice Doran, P., & Noggle, A. Collaborative Planning and Effective Intervention for All: A Professional Learning Initiative. MSDE IHE Discretionary Grant. Principal Investigator: Patricia Rice Doran. Co-Principal Investigator: Amy Noggle. FY 2016-2017. $28,500.

Noggle, A. K. Administrators’ Perceptions of Father Involvement in Public Preschool Programs. Towson University. France-Merrick Grant for First- and Second-Year Tenure Track Faculty. FY 2015-2016. $3,500.

Noggle, A. K. Father Involvement in Public Preschool Programs: A Focus on Fathers of Children with Disabilities. Towson University. France-Merrick Grant for First- and Second-Year Tenure Track Faculty. FY 2014-2015. $2,000.

Popular Media Publications

Noggle, A.K. (In Press). Our youngest learners: How do we intervene when disability is suspected? Difference and Disability Matters: Special Issue. Supporting Students with Disabilities Interest Section (SSDIS): TESOL Press.

Noggle, A.K. (2013, April 22). Valuing differences: Choosing inclusion. The Baltimore Sun. http://www.baltimoresun.com/news/opinion/oped/bs-ed-preschool-20130418,0,6488179.story

Curricular Publications

Embedded Learning Opportunities (ELO) Resource. Johns Hopkins University Center for Technology in Education for the Maryland State Department of Education. 2013. Content Contributor. http://olms.cte.jhu.edu/olms2/10634

Dissertation

Fathers of Children in Public Preschool Programs: A Study of School Involvement and Satisfaction. Date: April 4, 2012.