Amy Kappel Noggle


Associate Professor

Amy Noggle

Contact Info

Hawkins Hall, Room 404A


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: Assessment
Families of Children with Exceptionalities: Views of Fathers/Significant Males
Intersection of Exceptionalities and CLD


Dr. Amy Kappel Noggle currently serves as an advisor for both the campus-based Early Childhood/Special Education (ECSE) program and the new ECSE Access hybrid pathway within the Department of Special Education. For nearly a decade, she worked for Anne Arundel County Public School Schools (AACPS), first as a classroom special educator and later 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. She has also served as Co-President for the Maryland chapter of the Council for Exceptional Children (CEC), volunteered for Court Appointed Special Advocates (CASA), and currently volunteers for the Girl Scouts of Central Maryland (GSCM). She enjoys spending time with her husband and three children.

Research Interests

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.

Selected Publications

Noggle, A. K., & Hooks, S. D. (2023). Father involvement in a comprehensive elementary school: Building capacity and understanding. PDS Partners: Bridging Research to Practice.

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.

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. Young Exceptional Children, 22(3), 127–138.

Courses Taught

SPED 632: Assessment Issues for Culturally and Linguistically Diverse Students

SPED 637: Inclusion and the Classroom Teacher

SPED 605: Working with Families of Students with Disabilities (Focus on Autism)

SPED 525: Formal Tests and Measurements for Students with Disabilities K-12

SPED 425: Formal Tests and Measurements for Students with Disabilities K-12

ECSE 425: Assessment in Early Childhood Special Education

ECSE 315: Infant and Toddler Programming and Development

ECSE 316: Infant and Toddler Programming and Development: Field Placement

SPED 301: Introduction to Special Education

Honors and Awards

Gloria Neubert Faculty Excellence in Teaching Award (2023). Towson University College of Education.