Dr. Trisha Sugita
Assistant Professor, Program Coordinator, Special Education
Attallah College of Educational Studies
Expertise: Inclusive Education; Disability Studies; Family-School Partnerships; Autism
Office Location:
Reeves Hall 137
Email: nishimur@chapman.edu
- Education:
- Chapman University, Master of Arts
Chapman University, Ph.D.
Biography
Dr. Trisha Sugita is the coordinator of Special Education programs and Assistant Professor in the Attallah College of Educational Studies at Chapman University. She has served as a Mild/Moderate Education Specialist and a Special Education Teacher on Special Assignment (TOSA). Her role as a TOSA included developing programs and curriculum to support the special education department, handling parent concerns regarding special education policies and procedures, professional development in the areas of co-teaching, universal design for learning, and strategies to support culturally diverse students. Dr. Sugita's research interests include inclusive schooling, minorities and special education, family/school partnerships, and transition planning.
Recent Creative, Scholarly Work and Publications
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Lambert, R., & Sugita, T. (2016) Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning, 31(4), 348-366.
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Sugita, T. (2016). Current trends in psychological and educational approaches for training and teaching children with Autism. International Electronic Journal of Elementary Education. 9(2), 307-316.
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Nishimura, T., & Busse, R.T. (2016). Content validation of the Scale of Teacher Attitudes towards Inclusive Classrooms. International Journal of Special Education, 31(2), 186-190.
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Nishimura, T., & Busse, R.T. (2015). A factor analytic validation study of the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). International Journal of Special Education, 30(3), 1-7.
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Nishimura, T. (2014). Effective professional development of teachers: A guide to actualizing inclusive schooling. International Journal of Whole Schooling 10(1), 19-42.