Amy Noggle

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 currently serves as Co-President for the Maryland chapter of the Council for Exceptional Children (CEC). She enjoys spending time with her husband and three children, ages 10, 8 and 2.

Publications

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

Noggle, A., & Stites, M. (2017). Inclusion and preschoolers who are typically developing: The lived experience. Advance online publication. Early Childhood Education Journal. doi: 10.1007/s10643-017-0879-1

Stites, M., & Noggle, A. (Accepted with Revisions). The inclusion experience: The story of Annie and Jamal. Manuscript to appear in Kappa Delta Pi Record.

Stites, M., Rakes, C., Noggle, A., & Shah, S. (Submitted, August 2017). Preservice teacher perceptions of preparedness to teach in inclusive settings as an indicator of teacher preparation program effectiveness. Submitted to Journal of Teacher Education for Sustainability.

Noggle, A.K. (2013, April 22). Valuing differences: Choosing inclusion. The Baltimore Sun. 

 

Peer Reviewed Book Chapters

Rice Doran, P., & Noggle, A.K. (Prospectus Accepted; Chapter submitted, January 2018). Universal supports for ELs at risk. Chapter to appear in Comprehensive supports for English learners with disabilities: Collaborating to deliver assessment, instruction and services. TESOL Press.

Noggle, A., & Knollman, G. (Prospectus Accepted: Chapter submitted January 2018). EL/CLD learners with disabilities: A policy primer. To appear in Comprehensive supports for English learners with disabilities: Collaborating to deliver assessment, instruction and services. TESOL Press.

Noggle, A., & Rice Doran, P. (Prospectus Accepted: Chapter submitted February 2018). Assessment and identification for EL/ CLD learners: low-incidence disabilities. To appear in Comprehensive supports for English learners with disabilities: Collaborating to deliver assessment, instruction and services. TESOL Press.

 

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. 

 

Grants and Contracts Awarded

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. $3500.

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. $2000.

Dissertation

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