Martha E. Snell

Department of Curriculum, Instruction, and Special Education

Curry School of Education, University of Virginia

Ruffner Hall, Room 234

405 Emmet Street

P.O. Box 400273

Charlottesville, Virginia 22904-4273

(804) 924‑0768

snell@virginia.edu

EDUCATION

B.S. Michigan State University, Social Studies, 1966.

M.Ed. Michigan State University, Special Education with emphasis in Mental Retardation, 1968.

Ph.D. Michigan State University, Special Education with minors in Mental Retardation and Psychology, 1973.

EXPERIENCE IN HIGHER EDUCATION

Instructor and Project Coordinator, Department of Elementary and Special Education, Michigan State University,

1972‑1973.

Assistant Professor of Education, Department of Special Education, University of Virginia, 1973‑1978.

Associate Professor of Education, Department of Curriculum, Instruction and Special Education, University of

Virginia, 1978‑1988.

Professor of Education, Department of Curriculum, Instruction and Special Education, University of Virginia,

1988 to present.

· Director of the graduate program in Severe Disabilities

· Director of the graduate program in Early Childhood Special Education

· Coordinator of the Special Education Program (1999 - present)

PUBLICATIONS

Journal Articles (Refereed)

Polloway, E. A., & Snell, M. E. (1975). Efficacy revisited. Education and Training of the Mentally Retarded,10, 276‑282.

Kauffman, J. M., Snell, M. E., & Hallahan, D. P. (1976). Imitating children during imitation training: Two experimental paradigms. Education and Training of the Mentally Retarded, 11, 324‑332.

Hallahan, D. P., Kauffman, J. M., Kneedler, R. D., Snell, M. E., & Richards, H. C. (1977). Effect of being imitated by an adult on the subsequent imitative behavior of retardates. American Journal of Mental Deficiency, 81, 556‑ 560.

Snell, M. E., Thompson, M. S., & Taylor, K. G. (1979). Providing inservice to educators of the severely handicapped: The Active Response Inservice Training Model. Education and Training of the Mentally Retarded, 14,25‑33.

Snell, M. E. (1979). Retarded residents as language trainers of profoundly retarded students. Education and Training of the Mentally Retarded, 14, 77‑84.

Snell, M. E., & Gast, D. L. (1981). Applying time delay procedures to the instruction of the severely handicapped. The Journal of the Association for the Severely Handicapped, 5(4), 3‑14.

Browder, D. M., Morris, W. W., & Snell, M. E. (1981). Using time delay to teach manual signs to a severely retarded student. Education and Training of the Mentally Retarded, 16, 252‑258.

Snell, M. E. (1982). Analysis of time delay procedures in teaching bedmaking skills to retarded adults. Analysis and Intervention in Developmental Disabilities, 2, 139‑155.

Snell, M. E., et al. (1982). Developing personnel preparation programs to train personnel to teach severely handicapped individuals. Teacher Education and Special Education, 5(1), 46‑51.

Crittenden, P. M., & Snell, M. E. (1983). Intervention to improve mother‑infant interaction and infant development. Infant Mental Health Journal, 4, 23‑31.

Snell, M. E., & Beckman‑Brindley, S. (1984). Family involvement in intervention with children having severe handicaps. The Journal of the Association for Persons with Severe Handicaps, 9, 213‑230.

Inge, K. J., & Snell, M. E. (1985). Teaching positioning and handling techniques to public school personnel through inservice training. The Journal of the Association for Persons with Severe Handicaps, 10, 105‑110.

Snell, M. E., & Browder, D. M. (1986). Community‑referenced instruction: Research and issues. The Journal of the Association for Persons with Severe Handicaps, 11, 1‑11.

Zirpoli, T. J., Snell, M. E., & Loyd, B. H. (1987). Characteristics of persons with mental retardation who have been abused by caregivers. Journal of Special Education, 21(2), 31‑41.

Snell, M. E. (1987). Response to Axelrod's review of Alternatives to Punishment (LaVigna & Donnellan, 1986). The Behavior Analyst, 10, 295‑297.

Browder, D. M., Snell, M. E., & Wildonger, B. A. (1988). Simulation and community‑based instruction of vending machines with time delay. Education and Training in Mental Retardation, 23, 175‑185.

Bull, G. L., Cochran, P., & Snell, M. E. (1988). Beyond CAI: Computers, language, and persons with mental retardation. Topics in Language Disorders, 8(4), 55‑76.

Snell, M. E., (1988). Curriculum and methodology for individuals with severe disabilities. Education and Training in Mental Retardation, 23, 302‑314.

Snell, M. E., (1988). Gartner and Lipsky's "Beyond special education: Toward a quality system for all students,"Messages for TASH. The Journal for Persons with Severe Handicaps, 13, 137‑140.

Caro, P., & Snell, M. E. (1989). Characteristics of teaching communication to people with moderate and severe disabilities. Education and Training in Mental Retardation, 24, 63‑77.

Munger, G. F., Snell, M. E., & Loyd, G. H. (1989). A study of the effects of frequency of probe data collection and graph characteristics on teachers' visual analysis. Research in Developmental Disabilities, 10, 109‑127.

Grigg, N. C., Snell, M. E., & Loyd, B. H. (1989). Visual analysis of student evaluation data: A qualitative analysis of teacher decision‑making. The Journal of the Association for Persons with Severe Handicaps, 14, 109‑127.

Farlow, L. J. & Snell, M. E. (1989). Teacher use of student performance data to make instructional decisions: A qualitative analysis of teacher decision‑making. The Journal of the Association for Persons with Severe Handicaps, 14, 13‑22.

Snell, M. E., Lewis, A. P., & Houghton, A. (1989). Acquisition and maintenance of toothbrushing skills by students with cerebral palsy and mental retardation. The Journal of The Association for Persons with Severe Disabilities, 14, 216‑226.

Snell, M. E., & Loyd, B. H. (1991). A study of the effects of trend, variability, frequency, and form of data on teachers' judgments about progress and their decisions about program change. Research in Developmental Disabilities, 12, 41‑61.

Farlow, L. J., Loyd, B. H., & Snell, M. E. (1991). The relationship between students performance under training conditions and under probe conditions and the implications for interpretation of student performance data. The Journal of the Association for Persons with Severe Handicaps, 16, 85‑93.

Reese, G. M., & Snell, M. E. (1991). Putting on and removing coats and jackets: The acquisition and maintenance of skills by children with severe multiple disabilities. Education and Training in Mental Retardation, 26, 398‑410.

Raynes, M., Snell, M. E., & Sailor, W. (1991). A fresh look at categorical programs for children with special needs. Kappan, 73, 326‑331.

Hamilton, B., & Snell, M.E. (1993). Using the milieu approach to increase spontaneous communication book use across environments by an adolescent with autism. Augmentative and Alternative Communication, 9, 259-272.

Snell, M.E. & Drake, G. (1994). Replacing cascades with supported education. Journal of Special Education, 27, 393-409.

Schalock, R. L., Stark, J. A., Snell, M. E., Coulter, D. L., Polloway, E. A., Luckasson, R., Reiss, S., & Spitalnik, D. M. (1994). The changing conception of mental retardation: Implications for the field. Mental Retardation, 32, 181-193.

Janney, R. L., Snell, M. E., Beers, M. K., & Raynes, M. (1995). Integrating students with moderate and severe disabilities: Classroom teachers' beliefs and attitudes about implementing an educational change. Educational Administration Quarterly, 31 (1), 86-114.

Snell, M.E. & Raynes, M., with Byrd, J. O., Colley, K. M., Gilley, C., Pityonak, C., Stallings, M. A., Van Dyke, R., Williams, P. S., & Willis, C. J. (1995). Changing roles in inclusive schools: Staff perspectives at Gilbert Linkous Elementary. Kappa Delta Pi Record, 31, 104-109.

Janney, R. E., Snell, M. E., Beers, M. K., & Raynes, M. (1995). Integrating students with moderate and severe disabilities into general education classes. Exceptional Children, 61, 425-439.

Stevens, E., & Snell, M. E. (1995). The special educator as expert witness. Teacher Education and Special Education, 18, 124-133.

Janney, R. E., & Snell, M. E. (1996). How teachers use peer interactions to include students with moderate and severe disabilities in elementary general education classes. Journal of the Association for Persons with Severe Handicaps, 21, 72-80.

Luckasson, R., Schalock, R., Snell, M.E., & Spitalnik, D. (1996). The 1992 AAMR definition and preschool children: A response from the Committee on Terminology and Classification. Mental Retardation, 34, 247-253. [Invited/refereed]

Snell, M. E., Lowman, D. K., & Canady, L. (1996). Parallel block scheduling: Accommodating students' diverse needs in elementary schools. Journal of Early Intervention, 20, 266-277. [Invited/refereed]

Snell, M. E. (1997). Responses to Nietupski et al. The Journal of Special Education, 31, 57-58.

Snell, M. E., Martin, K., & Orelove, F. P. (1997). Meeting the demands for specialized teachers of students with severe disabilities. Teacher Education and Special Education, 20, 221-233.

Snell, M. E (1997). Teaching children and young adults with mental retardation in school programs: Current research. Behaviour Change, 14, 73-105.

Janney, R. E. & Snell, M. E. (1997). How teachers include students with moderate and severe disabilities in elementary classes: The means and meaning of inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 159-169.

Snell, M. E. (1997). Parent-professional partnerships, The critical ingredient: A response to Vaughn et al., and Fox et al. Journal of the Association for Persons with Severe Handicaps, 22, 218-220.

Snell, M. E. & Janney, R. J. (2000). Teachers’ problem solving about young children with moderate and severe disabilities in elementary classrooms. Exceptional Children, 472-490.

Under Review/Revision

Fisher, M., & Snell, M. E. (under review). The use of MAPS peer support groups and teacher support in middle schools to facilitate the inclusion of students with moderate and severe disabilities. Journal of the Association for Persons with Severe Handicaps.

Snell, M.E., & Loncke, F. (under review). Nonsymbolic communication: Relevant characteristics and team assessment. Alternative and Augmentative Communication.

Journal Articles (Non-Refereed)

Kauffman, J. M., & Snell, M. E. (1975). The salutary effects of marriage on mental health: A comment by Francis T. Stribling. The Family Coordinator, 24, 230.

Snell, M. E. (1979). Retarded adults in the community: How successful are they? Education Unlimited, 1(1), 53‑54.

Snell, M. E., & Dunkle, M. (1979). A review of established programs for training parents of young handicapped children. Education Unlimited, 1(5), 54‑58.

Kraft, S. P., & Snell, M. E. (1980). Parent/teacher conflict: Coping with parental stress. The

Pointer, 24 (2), 9‑38.

Snell, M. E., & Renzaglia, A. (1980). Characteristics of services for the severely handicapped. Education Unlimited, 2(3), 55‑60.

Snell, M. E. (1980). Does toilet training belong in the public schools? A review of toilet training research. Education Unlimited, 2(3), 53‑58.

Snell, M. E., (1985). Promoting skill generalization in students with severe handicaps. Special Education Today, 2(1), 16‑17.

Snell, M.E. (April, 1999). Maak plaats voor een samenleiving. Handiscopp, 54 (3), 3-4. (Article title: Questions often asked about inclusion, published in a Belgium journal)

Book Reviews

Snell, M. E. (1990). Book review: Evaluation and educational programming of deaf‑blind/severely multihandicapped students. American Journal on Mental Retardation, 94, 690‑693.

Snell, M.E. (1993). Review of The ethics of special education. The Journal of the Association for Persons with Severe Handicaps, 18, 68-69.

Snell, M.E. (1998). Review of Making Friends. The Journal of the Association for Persons with Severe Handicaps, 23, 335-338.

Books

Mercer, C. D., & Snell, M. E. (1977). Learning theory research in mental retardation: Implications for teaching. Columbus, OH: Merrill.

Snell, M. E. (Ed.) (1978). Systematic instruction of the moderately and severely handicapped. Columbus, OH: Charles E. Merrill.

Snell, M. E. (Ed.) (1983). Systematic instruction of the moderately and severely handicapped (2nd ed.). Columbus, OH: Charles E. Merrill.

Snell, M. E. (Ed.) (1987). Systematic instruction of persons with severe handicaps (3rd ed.). Columbus, OH: Charles E Merrill.

Luckasson, R., Coulter, D., Polloway, E. A., Reiss, S., Schalock, R.L., Snell, M. E., Spitalnik, D. M., & Stark, J. A. (1992). Mental retardation: Definition, classification and systems of supports (9th ed.). Washington, D.C.: American Association on Mental Retardation.

Luckasson, R., Coulter, D.L., Polloway, E., Reiss, S., Schalock, R.L., Snell, M.E.,

Spitalnik, D.M., & Stark, J.A. (1992). Mental retardation: Definition, classification, and systems of supports, Workbook. Washington, D.C.: American Association on Mental Retardation.

Snell, M. E. (Ed.) (1993). Instruction of students with severe disabilities (4th ed.). Columbus, OH: Charles E. Merrill.

Farlow, L.J. & Snell, M.E. (1994). Making the most of student performance data (Research to Practice Series). Washington, DC: American Association on Mental Retardation.

Snell, M.E., & Brown, F. (Eds.) (2000). Instruction of students with severe disabilities (5th ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.

Snell, M.E., & Janney, R.E. (2000). Practices for inclusive schools: Collaborative teaming. Baltimore: Paul H. Brookes.

Janney, R.E., & Snell, M.E., (2000). Practices for inclusive schools: Modifying schoolwork. Baltimore: Paul H. Brookes.

Snell, M.E., & Janney, R.E. (2000). Practices for inclusive schools: Social relationships and peer support. Baltimore: Paul H. Brookes.

Janney, R.E., & Snell, M.E. (2000). Practices for inclusive schools: Behavior support. Baltimore: Paul H. Brookes.

Book Chapters

Snell, M. E. (1974). Sign language and total communication. In L. R. Kent (Ed.), Language acquisition program for the severely retarded (pp. 147‑173). Champaign, IL: Research Press.

Kauffman, J. M., & Snell, M. E. (1977). Managing the behavior of severely handicapped persons. In E. Sontag, J. Smith, & N. Certo (Eds.), Educational programming for the severely and profoundly handicapped (pp. 203‑218). Columbus, OH: Charles E. Merrill.

Smith, D. D., & Snell, M. E. (1978). Classroom management and instructional planning. In M. E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (pp. 20‑73). Columbus, OH: Charles E. Merrill.

Snell, M. E., & Smith, D. D. (1978). Intervention strategies. In M. E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (pp. 74‑99). Columbus, OH: Charles E. Merrill.

Snell, M. E. (1978). Functional reading. In M. E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (pp. 324‑385). Columbus, OH: Charles E. Merrill.

Snell, M. E. (1978). Self care skills. In M. E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (pp. 228‑280). Columbus, OH: Charles E. Merrill.

Snell, M. E., Taylor, K. G., & Thompson, M. S., (1978). The Active Response Inservice Model: A method of providing inservice to educators of the severely handicapped. In C.M. Nelson (Ed.), Field‑based teacher training: Applications in special education (pp. 41‑66). Minneapolis, MN: Department of Psychoeducational Studies, University of Minnesota.

Snell, M. E. (1981). Daily living skills: Instruction of moderately and severely retarded adolescents and adults. In J. M. Kauffman, & D. P. Hallahan (Eds.), Handbook of special education (pp. 530‑551). Englewood Cliffs, NJ: Prentice‑Hall.

Snell, M. E. (1982). Characteristics of the profoundly mentally retarded. In P. Cegelka & H. Prehm (Eds.), Mental retardation: From categories to people (pp. 291‑308). Columbus, OH: Charles E. Merrill.

Snell, M. E. (1982). Education and habilitation of the profoundly mentally retarded. In P. Cegelka, & H. Prehm (Eds.), Mental retardation: From categories to people (pp. 309‑350). Columbus, OH: Charles E. Merrill.

Snell, M. E., & Renzaglia, A. (1982). Moderate, severe, and profound handicaps. In N.G. Haring (Ed.), Behavior of exceptional children (3rd ed.) (pp. 142‑170). Columbus, OH: Charles E. Merrill.

Snell, M. E. (1983). Developing the IEP: Selecting and assessing skills. In M.E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (2nd ed.) (pp. 76‑112). Columbus, OH: Charles E. Merrill.

Snell, M. E. (1983). Implementing and monitoring the IEP: Intervention strategies. In M.E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (2nd ed.) (pp. 113‑145). Columbus, OH: Charles E. Merrill.

Snell, M. E. (1983). Self‑care skills. In M. E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (2nd ed.) (pp. 358‑409). Columbus, OH: Charles E. Merrill.

Snell, M. E. (1983). Functional reading. In M. E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (2nd ed.) (pp. 445‑487). Columbus, OH: Charles E. Merrill.

Browder, D. M., & Snell, M. E. (1983). Instruction of daily living skills. In M. E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (2nd ed.) (pp. 412‑444). Columbus, OH: Charles E. Merrill.

Moon, M. S., & Snell, M. E. (1984). Deinstitutionalization of the severely and profoundly retarded: Facts, figures and misconceptions. In F. Orelove, K. Inge, & P. Wehman (Eds.), Issues related to community integration for severely handicapped individuals, Vol. 2 (pp. 22‑59). Richmond, VA: Virginia Commonwealth University.

Snell, M. E., & Renzaglia, A. (1986). Moderate, severe and profound handicaps. In N.G. Haring, & L. McCormick (Eds.), Behavior of exceptional children (4th ed.) (pp. 271‑310). Columbus, OH: Charles E. Merrill.

Snell, M. E. (1987). What does an "appropriate" education mean? In M. E. Snell (Ed.), Systematic instruction of persons with severe handicaps (3rd ed.) (pp. 1‑6). Columbus, OH: Charles E. Merrill.

Snell, M. E., & Grigg, N. C. (1987). Instruction assessment and curriculum development. In M. E. Snell (Ed.), Systematic instruction of persons with severe handicaps (3rd ed.) (pp. 64‑109). Columbus, OH: Charles E. Merrill.

Snell, M. E., & Zirpoli, T. J. (1987). Intervention strategies. In M. E. Snell (Ed.), Systematic instruction of persons with severe handicaps (3rd ed.) (pp. 110‑149). Columbus, OH: Charles E. Merrill.

Snell, M. E. (1987). Basic self‑care instruction for students without motor impairments. In M. E. Snell (Ed.), Systematic instruction of persons with severe handicaps (3rd ed.) (pp. 334‑389). Columbus, OH: Charles E. Merrill.

Snell, M. E., & Browder, D. M. (1987). Domestic and community skills. In M. E. Snell (Ed.), Systematic instruction of persons with severe handicaps (3rd ed.) (pp. 390‑434). Columbus, OH: Charles E. Merrill.

Browder, D.M., & Snell, M. E. (1987). Functional academics. In M. E. Snell (Ed.), Systematic instruction of persons with severe handicaps (3rd ed.) (pp. 436‑468). Columbus, OH: Charles E. Merrill.

Snell, M. E., & Fisher, M. M. (1988). The school. In J. L. Matson & A. Marchetti (Eds.), Developmental disabilities: A lifespan perspective (pp. 88‑126). Orlando, FL: Grune & Stratton, Inc.

Browder, D. M., & Snell, M. E. (1988). Assessment of individuals with severe handicaps. In E. S. Shapiro, & T. R. Kratochwill (Eds.), Behavioral assessment in schools: Conceptual foundations and practical applications (pp. 121‑160). NY: The Guilford Press.

Munger, G. F., Snell, M. E., & Loyd, B. H. (1988). How often do you need to collect student performance data? A study of the effects of frequency of probe data collection and graph characteristics on teachers' visual inference. In D. Baine, D. Sobsey, L. Wilgosh, & G. M. Kysela (Eds.), Alternative futures for the education of students with severe disabilities conference, (pp. 6‑22). Edmonton, Alberta: University of Alberta.

Snell, M. E., Moon, S., & Talarico, D. (1988). Unique educational needs of individuals with severe mental impairment. E. Lansing, MI: Center for Quality Special Education and Disability Research Systems, Inc. and the Michigan State Department of Education, Special Education Unit.

Snell, M. E., & Eichner, S. J. (1989). Integration for students with profound disabilities. In F. Brown, & D. Lehr (Eds.), Persons with profound disabilities: Issues and practices, (pp. 109‑138). Baltimore: Paul H. Brookes.

Snell, M. E. (1990). Building our capacity to meet the needs of persons with severe disabilities: Problems and proposed solutions. In A. Kaiser & C. McWhorter (Eds.), Preparing personnel preparation issues in the field of severe disabilities. Baltimore: Paul H. Brookes.

Snell, M. E. (1991). Schools are for all kids: The importance of integration for students with severe disabilities and their peers. In J. W. Lloyd, N. N. Singh, & A. C. Repp (Eds.), Perspectives on the integration of atypical learners in regular education settings (pp. 133‑148). Sycamore, IL: Sycamore Publishing Co.

Brown, F. & Snell, M. E. (1993). Meaningful assessment. In M. E. Snell (Ed.), Instruction of students with severe disabilities (4th ed.)(pp. 61‑98). New York: Macmillan/Merrill.

Snell, M. E. & F. Brown (1993). Instructional planning and implementation. In M. E. Snell (Ed.), Instruction of students with severe disabilities (4th ed.) (pp. 99‑151). New York: Macmillan/Merrill.

Brown, F. & Snell, M. E. (1993). Measurement, analysis, and evaluation. In M. E. Snell (Ed.), Instruction of students with severe disabilities (4th ed.) (pp.152‑183). New York: Macmillan/Merrill.

Snell, M. E. & L. Farlow, L. J. (1993). Self‑care skills. In M. E. Snell (Ed.), Instruction of students with severe disabilities (4th ed.) (pp.380‑441). New York: Macmillan/Merrill.

Browder, D. M. & Snell, M. E. (1993). Functional academics. In M. E. Snell (Ed.), Instruction of students with severe disabilities (4th ed.) (pp. 442‑479). New York: Macmillan/Merrill.

Browder, D. M. & Snell, M. E. (1993). Daily living and community skills. In M. E. Snell (Ed.), Systematic instruction of people with severe disabilities (4th ed.) (pp. 480‑525). New York: Macmillan/Merrill.

Snell, M. E., & Janney, R. (1993). Including and supporting students with disabilities within general education. In B.S. Billingsley (Ed.), Program leadership for students with disabilities. (pp. 219‑262). Richmond, VA: Virginia Department of Education.

Snell, M.E. (1994). Principles for teaching self care skills. In C. Christainsen (Ed.) Ways of living: Self care for persons with special needs (pp. 77-100). Rockville, MD: The American Occupational Therapy Association.

Giangreco, M., & Snell, M. E. (April, 1996). Severe and multiple disabilities. In National Council on Disability, Improving the implementation of the individuals with disabilities education act: Making schools work for all of America’s children (Supplement) (pp. 97-132). Washington, DC: National Council on Disability.

Snell, M. E., & Vogtle, L.K. (1996). Interpersonal relationships of school-aged children and adolescents with mental retardation. In R.L. Schalock (Ed.), Quality of life: Its application to persons with disabilities (Vol.2) (pp. 43-61). Washington, DC: American Association on Mental Retardation.

Snell, M. E. (1996). Shaping future directions. In D. H. Lehr, & F. Brown (Eds.), People with disabilities who challenge the system (pp. 405-423). Baltimore: Paul H. Brookes.

Snell, M. E. (1998). Characteristics of elementary school classrooms where children with moderate and severe disabilities are included: A compilation of findings. In S. J. Vitello & D.E. Mithaug (Eds.), Inclusive schooling: National and international perspectives (76-97). New York: Erlbaum Publishing.

Snell, M.E., & Vogel, L. (2000). Methods for teaching self-care skills. In C. Christainsen (Ed.) Ways of living: Self care strategies for special needs (2^nd ed) (pp. 57-81). Rockville, MD: The American Occupational Therapy Association.

Snell, M.E., & Brown, F. (2000). Development and implementation of educational programs. In M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5^th ed.)(pp. 115-172). Upper Saddle River, NJ: Macmillan/Merrill.

Brown, F., & Snell, M.E. (2000). Meaningful assessment. In M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5^th ed.)(pp. 67-114). Upper Saddle River, NJ: Merrill/Prentice-Hall.

Brown, F., & Snell, M.E. (2000). Measurement, analysis, and evaluation. In M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5^th ed.)(pp. 173-206). Upper Saddle River, NJ: Merrill/Prentice-Hall.

Farlow, L. J., & Snell, M.E. (2000). Teaching self‑care skills. In M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5^th ed.)(pp. 331-380). Upper Saddle River, NJ: Merrill/Prentice-Hall.

Browder, D. & Snell, M.E., (2000). Teaching functional academics. In M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5^th ed.)(pp. 493-542) . Upper Saddle River, NJ: Merrill/Prentice-Hall.

Horner, R.H., Snell, M. E. & Flannery, B. (in press). Instructional tools and methods for students with severe disabilities. In E.J. Kameenui (Ed.), Research syntheses (National Center to Improve the Tools of Educators, NCITE). Santa Monica, CA: Brookes/Coles Publishing Co.

Snell, M.E. & Voorhees, M. D. (in press). Mental retardation: does the label bring support or stigma? In S. Greenspan, & H. Switzky (Eds.), What is mental retardation? Ideas for the new century. Washington, D.C.: American Association on Mental Retardation.

Snell, M.E. & Luckasson, R. (in press). Clinical aspects of mental retardation. In N.J. Smelser & P.B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences. Oxford, England: Elsevier Science Limited.

Books & Articles Under Preparation

Luckasson, R., et al. (under preparation). Mental retardation: Definition, classification and systems of supports (10th ed.). Washington, D.C.: American Association on Mental Retardation.

Morris, D., & Snell, M.E. (under preparation). A review of research on self-management in adolescents with mental retardation.

Snell, M.E., & Loncke, F. (under preparation). Nonsymbolic communication: A review of intervention research.

Reports and Other Works

Carney, I., Miller, J., & Snell, M. E. (1982). A module for teachers on instructional technology for severely handicapped learners: Skill acquisition. In L. M. Voeltz (Ed.), A series of professional training modules on the education of severely handicapped learners: An update on educational best practices (pp. 148‑271). Minneapolis, MN: Upper Midwest Regional Resource Center, University of Minnesota.

Snell, M. E., Grigg, N., Walters, S., & Zirpoli, T. (1986, March). Content and item analysis for technical review forms on applications for grants received in 1985 under innovative programs for severely handicapped children, USDOE, OSERS. (Report written for Special Education Programs, U.S. Department of Education). Charlottesville, VA: University of Virginia.

Snell, M. E. et al. (1986, April). What is the least restrictive environment? Questions and answers for administrators, parents and teachers. Manuscript prepared for the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Washington, DC.

Snell, M. E. (June, 1988). Community integration of persons with developmental disabilities and severe behavior problems: Defining procedures. In R. H. Horner & G. Dunlap (Eds.), A Symposium on behavior management and community integration for individuals with developmental disabilities and severe behavior problems (pp. 124‑142). USOE, OSERS and Research and Training Center on Community‑Referenced Behavior Management, University of Oregon.

Commonwealth of Virginia, Department of Education (1988, Dec.). Handbook on programs for students with moderate mental handicaps in Virginia.

Snell, M. E. (December, 1988). Final report for the Effective Use of Student Performance Data by Teachers (USDOE, OSERS, Grant No. G008530150, 1985‑1988).

Wolfe, P. with Snell, M. E. (May, 1991). Program packet on the facilitation of social interactions between persons with severe disabilities and their nondisabled peers in school and community settings. Richmond, VA: Virginia State‑Wide Systems Change Project and Virginia Institute for Developmental Disabilities.

Fisher, M. & Snell, M. E. (1992). Putting supports in place: An examination of the effects of a peer support system for middle school students with severe disabilities, Final Report (NIHR, OSERS, USDOE, USDOE, Grant # H133C90094). Charlottesville, VA: University of Virginia.

Janney, R.E., Snell, M. E., Beers, M. K., & Raynes, M. (1992). Advice from teachers and administrators on integrating students with moderate and severe disabilities into general education classes. Richmond, VA: The Virginia Statewide Systems Change Project and Virginia Institute for Developmental Disabilities.

Snell, M. E., Martin, K., & Orelove, F. (1995). A final report of the Virginia Statewide Program to Endorse Teachers of Students with Severe and Profound Handicaps (The Endorsement Project), Grant No. HO29B023793, CFDA 84.029B, US Department of Education, OSERS. Charlottesville, VA: Unpublished report submitted to the U.S. Department of Education, OSERS.

The Joseph P. Kennedy, Jr. Foundation (1997, January). Building partnerships: Preparing special education teachers for the 21^st century. Washington DC: Author with the Office of Special Education Programs, US Department of Education. [One of many involved in writing this booklet.]

Book Prefaces and Forewords

Snell, M. E. (1987). Foreword. In D. M., Browder (Ed.), Assessment of individuals with severe handicaps (pp. vii‑viii). Baltimore: Paul H. Brookes.

Snell, M. E. (1987). Foreword. In L., Goetz, D., Guess, & K., Stremel‑Campbell (Eds.), Innovative program for individuals with sensory impairments (pp. ix‑xi). Baltimore: Paul H. Brookes.

Snell, M. E. (1991). Foreword: Sad voices from the twentieth century. In L. H. Meyer, C. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. xv‑xiv). Baltimore: Paul H. Brookes.

Snell, M. E. (1991). Foreword. In D. M. Browder (Ed.), Assessment of individuals with severe disabilities (2nd ed.) (pp. xi‑xiii). Baltimore: Paul H. Brookes.

Snell, M.E. (1998). Foreword. D. K. Lowman & S. M. Murphy (Eds.) The educator’s guide to feeding children with disabilities (pp. xiii-xvi). Baltimore: Paul H. Brookes.

Videotapes

Parent Involvement Program (Director) and Curry School of Education (Producer) (1985). Parent‑professional communication: The IEP meeting [videotape]. Charlottesville, VA: University of Virginia, Division of Continuing Education and Department of Curriculum, Instruction, and Special Education.

Lewis, A. P., Snell, M. E., & Torrant, M. (1986, December). Students with severe handicaps in the public school setting: An introductory videotape and instructional manual. Charlottesville, VA: University of Virginia, Division of Continuing Education and Department of Curriculum, Instruction, and Special Education.

Snell, M.E., Molnar, S., & Allaire, J. (2000, September). Four case studies of students with augmentative and alternative communication needs. Charlottesville, VA: University of Virginia, Faculty Senate Teaching Initiative Award: “A Proposal to Improve Course Instruction in Augmentative and Alternative Communication For Communication and Special Education Graduate Students.”

Software

Whitfield, J., Walters, S. L., & Blasco, P. (1988). Data‑Based Decisions Project Data Collection Software. University of Virginia, Curry School of Education, USDOE Grant No., G008530150, Principal Investigator: M. E. Snell). [Snell supervised the development of this software, but was not an author.]

Newsletter Articles, Misc. Publications

Snell, M. E. (1983, February). Forum: Field trips and public image. Newsletter for the Association of the Severely Handicapped, 9 (2), 1‑2.

Snell, M. E., Lewis, T., & Talarico, D. (1983, November). Forum: The view from a different angle. Newsletter for the Association of the Severely Handicapped, 9(11), 1‑2.

Snell, M. E. (1985, November 17). Despite "catch 22" Faith Mission Home should follow laws [Editorial]. The Daily Progress, p. E3. (Charlottesville, Virginia).

Snell, M. E. (1985, December). Making your son's or daughter's curriculum more meaningful. TASH Newsletter, 11(12), 2.

Snell, M. E. (1985). Promoting skill generalization in students with severe handicaps. Special Education Today, 2(1), 16‑17.

Snell, M. E. (1986, September). Assessment group issues final report. TASH Newsletter, 12(9), 2.

Walters, S. L., & Snell, M. E. (1986, August). To be or not to be funded: An analysis of the OSERS technical review process. TASH Newsletter, 12(8), 14‑15.

Snell, M. E. (1986, October 1). Punishment not always regulated [Letter to the editor]. The Daily Progress, p. A4. (Charlottesville, Virginia).

Snell, M. E. (1987, January). Virginia home fights ban on punishment. TASH Newsletter, 13(1), 3, 7.

Snell, M. E. (1987, September). Serving young children with special needs and their families and P. L. 99‑457. TASH Newsletter, 13(9), 1‑2.

Snell, M. E. (1993, May 23). Students should be "special," not segregated. [Editorial]. The Daily Progress, p. A7 (Charlottesville, VA).

Snell, M. E. (1994). Definition of mental retardation presented in Chile (Guest Editorial). AAMR News and Notes, 7 (4), 2.

Snell, M.E. (May/June, 1998). Questions often asked about inclusion. T-TAC, 2 (5), p. 1.

Snell, M.E. (1997, September). The role of the heading officers and expert witnesses in special education due process hearings. VASS News, Vol. X (1), 5-6. [Excerpts reprinted from Stevens & Snell (1996).]

Snell, M.E. (1997, September). New IEP requirements in IDEA. VASS News, Vol. X (1), 6-7.

PROFESSIONAL SERVICE

Editorial Activities

Associate Editor

Education Unlimited, Research Column (1978-1981)

Journal of the Association for Persons with Severe Handicaps (1985-1987)

Consulting Editor or Editorial Board Member

The Journal of the Association for Persons with Severe Handicaps (1978-present)

The Pointer (1979-1981)

Behavior Research of Severe Developmental Disabilities (1979-1982)

Analysis and Intervention in Developmental Disabilities (1979-1982)

Exceptional Children (1984-1987)

Mental Retardation (1993 to present)

Journal of Behavioral Education (1992 to present)

Journal of Positive Behavior Interventions (1998 to present)

Guest Reviewer

Journal of Applied Behavior Analysis (1983, 1985, 1989, 1991- 1996)

Exceptional Education Quarterly (1984)

Remedial and Special Education (1984 to present)

Research in Developmental Disabilities (1989, 1992, 1994)

Exceptionality (1993, 1994)

American Journal on Mental Retardation (1993 to present)

Education and Training in Mental Retardation (1989 to present)

Journal of School Psychology (2000)

Grants

Snell, M. E. (1977-1980). Preparing educators of the severely and profoundly handicapped (USOE, BEH, Program Assistance Grant No. G0070092, $56,000 annually, 1977‑1980). University of Virginia

Southeastern Regional Coalition for personnel preparation to work with the severely/profoundly handicapped (1977-1980) (USOE, BEH, Special Project between 7 universities, Grant No. PR 451AH80020, approx. $65,000 each of three years, 1977‑1980). Subcontract to University of Virginia.

Snell, M. E. (1980-1983). Program Assistance Grant: Subcomponent 1.1, Severely and profoundly handicapped (USDOE, OSE, Grant No. G008301350, $60,000 for each of three years, 1980‑1983). University of Virginia.

Renzaglia, A. M. (1982-1985). Cooperative model for vocational placement of severely handicapped persons in community industries and businesses (USDOE, OSERS, Contract No. 300‑82‑0359). Snell contributed 20% on first of three years, consultative in remaining two years, 1982‑1985. University of Virginia.

Snell, M. E. (1983-1986). Program Assistance Grant: Preparing Educators of the Severely and Profoundly Handicapped (USDOE, OSERS, Grant No. G008301350, $62,070 each of three years, 1983‑1986). University of Virginia.

Snell, M. E., & Kraft, S. P. (1983-1986). Co‑Principal Investigator, Innovative Program for Severely Handicapped Children: Parent Involvement Program. (USDOE, OSERS, Grant No. G008302837, $121,815 for 1st year; $126,945 for the 2nd and 3rd years, 1983‑1986). University of Virginia

Snell, M. E., & Ruth, B. (1984-1985). Curriculum development process for oral communication in school‑aged severely handicapped persons (USDOE, OSERS, Research in Education of the Handicapped‑Student Initiated Research Grant No. G008430003, $8,625 for a single year, 1984‑85). Snell served as faculty principal investigator. University of Virginia.

Snell, M. E. (1985-1988). Effective use of student performance data by teachers of persons with severe handicaps (USDOE, OSERS, Grant No. G008530150, $124,330 during both years 1 and 2, and $130,138 during year 3; 1985‑1988). University of Virginia.

Snell, M. E., & Farlow, L. (1987-1988). Maintenance and generalization of social skills to post‑school environments in adults with severe handicaps (USDOE, OSERS, Student‑Initiated Research, $11,555 for 18 months; Oct. 1987 ‑ Feb. 1989). (Snell served as faculty principal investigator.) University of Virginia.

Virginia Department of Education (Aldrich, D., Virginia Department of Education, Consultant to Severe Programs; Jones, J., George Mason University; Orelove, F., Virginia Commonwealth University; Snell, M. E., University of Virginia) (1987‑1992). Statewide systems change in Virginia: Integration of school programs for students with severe handicaps (USDOE, OSERS, $236,082 for first 3 years; 1987‑1992). Subcontract to University of Virginia for $61,085 annually.

Snell, M. E., Fisher, M. M., McWhorter, C. (1988-1989). Using the P. L. 89‑313 Program to promote community placement: A survey and analysis of statutory provisions that facilitate transfers to local educational agencies. (USDOE, OSERS: NIRDD, $50,000 for 1 year, Oct. 1988‑Sept. 1989). The Association for Persons with Severe Handicaps.

Snell, M. E. (1989‑1994). Virginia Statewide Program to endorse teachers in severe and profound handicaps. A five‑year personnel preparation grant from the U.S. Department of Education, OSERS for $80,000 annually. University of Virginia with subcontracts to Virginia Commonwealth University, George Mason University, and Virginia Polytechnical University.

Fisher, M., & Snell, M. E. (1989-1990). Putting supports in place: Effects of a dual support system during and after‑school programs for middle school students with severe disabilities. A one‑year research grant from the U.S. Department of Education, NIDRR for $49,775.

Snell, M.E. (1990). Continuation application Virginia Statewide Program to Endorse Teachers in Severe and Profound Handicaps (Second of five years). (Grant #H029B90237, OSERS, USDOE). Charlottesville, VA: University of Virginia. [$80,000 10/1/90‑9/30/91]

Snell, M. E., & Wolfe, P. (1990‑1991). Social validation of instructional techniques for use with students with severe disabilities. (USDOE, OSERS, Student‑Initiated Research). University of Virginia, $12,305.

Snell, M.E. (1991). Continuation application Virginia Statewide Program to Endorse Teachers in Severe and Profound Handicaps (Third of five years). (Grant #H029B90237, OSERS, USDOE). Charlottesville, VA: University of Virginia. [$80,000 10/1/91‑9/30/92]

Snell, M. E. (March, 1991). Including Students with Disabilities in Their Home School. An application submitted to the U.S. Department of Education, OSERS under the Utilization of Best Practices for Children with Severe Disabilities for a three‑year research and demonstration project ($161,740 for the first year). [Not funded]

Snell, M.E. & Drake, G., (1991-1992). Parental perceptions of the integrated placements of their children with severe disabilities (Award # H023820033, OSERS, USDOE). Charlottesville, VA: University of Virginia. [$12,780 for 1 year]

Snell, M.E. (1992). Continuation application Virginia Statewide Program to Endorse Teachers in Severe and Profound Handicaps (Fourth of five years). (Grant #H029B90237, OSERS, USDOE). Charlottesville, VA: University of Virginia. [$80,000 10/1/92‑9/30/93]

Snell, M.E., & Raynes, M. (1992). Including students with disabilities in their neighborhood school. (Outreach Grant Application, Services for Children With Severe Disabilities Program, OSERS, USDOE). Charlottesville, VA: University of Virginia. [Not funded]

Snell, M.E. (1993). Continuation application Virginia Statewide Program to Endorse Teachers in Severe Profound Handicaps (Fifth of five years). (Grant #H029B90237, OSERS, USDOE). Charlottesville, VA: University of Virginia. [$80,000 10/1/93‑12/31/94]

James Madison University (Reid Linn), George Mason University (Michael Behrmann), Lynchburg College (Merrill Tolbert), and University of Virginia (Martha E. Snell) (April, 1996). Western T-TAC Consortium: A grant proposal for a consortium of training and technical assistance centers. Submitted to the Commonwealth of Virginia, Department of Education. [$1,119,998 for the first of five years; 2/3rds of application funded.]

Snell, M. E., Pianta, R., Voorhees, M., & LaParo, K. (Oct., 1997-October, 2001). The Interdisciplinary Training Program for Early Intervention and Preschool Personnel (Initial application). (CFDA 84.029G, Component 3; OSERS, USDOE. Charlottesville, VA: University of Virginia. [Funding at $129,208 for each of three years.]

Snell, M.E. (June, 1998). Best practices for high risk children – conference. Virginia Department of Education. (Funded at $4,000).

Snell, M.E. (April, 1999). Innovative strategies for all young children – conference. Virginia Department of Education. (Funded at $4,000).

Snell, M.E., & Pianta, R. (Co-PIs). (October, 1997-October, 2001). The Interdisciplinary Training Program for Early Intervention and Preschool Personnel (Continuation). (CFDA 84.029G, Component 3; OSERS, USDOE. Charlottesville, VA: University of Virginia. [Funding at $129,208 for each of three years.]

Smolkin, L., & Snell, M.E. (Co-PIs) (June, 1999). Webbing into Literacy: A Head Start for Families, Children, and Classrooms. U.S. Department of Health and Human Services, Head Start, ACYF University-Head Start Partnerships, CFDA #93.600 [5 years; $149,978 year 1; not funded]

Snell, M.E., & Loncke, F. (September, 1999). Research to develop a nonsymbolic communication assessment procedure. Submitted to Autism Society of America. [$25,000; not funded]

Snell, M.E. (April, 2000). Innovative strategies for all young children – conference. Funding to support an annual conference to early childhood special educators. Virginia Department of Education. (Funded at $4,000).

Matkins, J.J. & Snell, M.E. (Co-Principal Investigators) (Curry School of Education) with Janet H. Allaire (Kluge Children’s Rehabilitation Center, School of Medicine), Thomas E. Hutchinson (School of Engineering), and Kathryn C. Thornton (School of Engineering) (June, 2000). Developing individualized means for active participation in science by school-aged students with cerebral palsy, acquired brain injuries, and spinal cord injuries: Preliminary proposal. National Science Foundation (NSF 00-69) (Expected level of funding: $150,000 for three years).

Matkins, J.J. & Snell, M.E., Janet H. Allaire, Gansneder, B., Thomas E. Hutchinson, Lloyd, J.W., & Kathryn C. Thornton (August, 2000). Developing individualized means for active participation in science by school-aged students with cerebral palsy, acquired brain injuries, and spinal cord injuries. National Science Foundation (NSF 00-69) (Expected level of funding: $150,000 for three years).

Orelove, F., Dymond, S., Snell, M.E., & Behrmann, M. (under preparation). The Virginia consortium of universities to prepare teachers of students with severe disabilities in Virginia. Virginia Department of Education, State Improvement Plan, 2000-2004 (Expected level of funding: 200,000 for four years).

Organizational Memberships and Service

American Association on Mental Retardation* (Member Ad Hoc Committee on Terminology and Classification, 1989 to present; Legislative and Social Issues Committee, 2000 to 2003, Chair starting 7/2000; )

Council for Exceptional Children,* Mental Retardation Division,* Division for Early Childhood*

ARC-US*, ARC-Virginia,* ARC-Charlottesville-Albemarle* (Board Member 1974-1982)

The Association for Persons with Severe Handicaps* (TASH) (Life Member) (Executive Board Member,

1979 to 1991; Treasurer, 1980‑1981, 1983‑1984; Vice President, 1984 to 1986; President‑Elect, 1986 to 1987; President, 1987 to 1990; Member Publications Committee, 1990 to present; Personnel Preparation Committee, 1990 to 1996; Membership Operating Committee, 1997 to present). Virginia TASH*

Association for Behavior Analysis

Member, Schools are for Everyone (SAFE)

American Educational Research Association*

The Academy on Mental Retardation*

National Joint Committee for the Communicative Needs of Persons with Severe Disabilities (Organization Representative for TASH) (Appointed September, 1999)*

(*Asterisk indicates current membership)

Service in Local Agencies

Member of the Community Residential Program Committee, Region X Mental Retardation Services, Charlottesville, Virginia, 1979 to 1984.

Member, Albemarle County Special Education Advisory Board, 1979 to 1985; 1992 to 1996.

Member of Executive Board for Worksource Enterprises, Charlottesville, VA, 1990 to August 1999.

Member, Walton Improvement Committee (WIN), Walton Middle School, Albemarle County Schools, Charlottesville, VA. (1995-6)

Member, Community and Family Partnership Advisory Committee for Head Start, Monticello Area Community Action Agency (MACAA), 1996 to present.

Member, Arc Ad Hoc Committee on Housing (1996 to 1998)

Member, Arc Advisory Committee on Community Living Options (1998 to present)

Faculty Advisor to Best Buddies College, University of Virginia Chapter (1996 to present)

University of Virginia Representative on the Charlottesville/Albemarle Commission on Children and Families (1999-present)

International and National Conference Papers (Since 1986)

Snell, M. E. (1986, May). Teaching students with severe handicaps to partially participate in toothbrushing. Paper presented at the annual meeting of The Association for Behavior Analysis, Milwaukee, WI. [Research]

Snell, M. E., Farlow, L., Grigg, N., & Walters, S. (1986, November). Effective use of student performance data by teachers. Paper presented at the 13th annual conference of The Association for Persons with Severe Handicaps, San Francisco, CA. [Research]

Kaiser, A., & Snell, M. E. (1986, November). How to be a good grant reviewer. Paper presented at the 13th annual conference of The Association for Persons with Severe Handicaps, San Francisco, CA.

Snell, M. E., Munger, G., & Loyd, B. (1987, May). Effects of frequency of data collection and graph characteristics on visual inference. Paper presented at the annual meeting of The Association for Behavior Analysis, Nashville, TN. [Research]

Snell, M. E. (1987, May). How often do you need to collect student performance data? A study of visual analysis of graphed data by teachers of students with severe handicaps. Paper presented at the Severe and Multiple Handicaps Alternatives Futures Conference, Edmonton, Alberta, Canada. [Research]

Snell, M.E. (1987, May). Alternative futures in service delivery. A keynote address given at the Conference on Severe and Multiple Handicaps: Alternative Futures, Edmonton, Alberta, Canada.

Farlow, L., & Snell, M. E. (1987, October). Teacher use of student performance data to make instructional decisions. Paper presented at the 14th annual conference of The Association for Persons with Severe Handicaps, Chicago. [Research]

Snell, M. E. (Chair) (1987, October). Effective collection and use of student performance data by teachers. Session held at the annual 14th conference of The Association for Persons with Severe Handicaps, Chicago. [Research]

Snell, M. E., & Loyd, B. (1988, March). Training data: A study of the effects of trend, characteristics, and frequency of data collection on teachers' visual inference. Paper presented at the annual conference of The Council for Exceptional Children, Washington, D.C. [Research]

Fisher, M. M. & Snell, M. E. (1988, May). A study of the effects of selected information about students on teachers' interpretation of graphed student performance data. Paper presented at the annual conference of The American Association on Mental Retardation, Washington, D.C. [Research]

Snell, M. E. (1988, December). Special education in the Soviet Union. In M. J. Lian (Chair), TASH around the world: Experience in non‑U.S./non‑Canadian countries and areas. Panel session conducted at the 15th annual conference of The Association for Persons with Severe Handicaps, Washington, D.C.

Farlow, L. J., Snell, M. E., & O'Brien, K. (1988, December). Generalization and maintenance of social skills in adults. Paper presented at the meeting of The Association for Persons with Severe Handicaps, Washington, D.C. [Research]

Snell, M. E., & Loyd, B. H. (1989, March). A study of the effects of trend, variability, frequency, and form of data on teachers' judgements about progress and their decisions about program change. Paper presented at the annual meeting of the American Education Research Association, San Francisco. [Research]

Loyd, B.H., & Snell, M. E. (1989, March). An analysis of data characteristics and form of presentation on teachers' judgements about student progress and program change. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco. [Research]

Luckasson, R. (Chair) and the AAMR Terminology and Classification Committee (1991, May). Open forum on the 9th edition of the AAMR Classification and Definition in Mental Retardation. Crystal City, VA: AAMR Conference.

Snell, M. E. (1989, December). From school integration to educational reform. In D. K. Lipsky & A. Gartner (Chairs), The year 2000: New conceptualizations. Panel presentation conducted at the 16th annual conference of The Association for Persons with Severe Handicaps, San Francisco.

Snell, M. E. (Chair and Panel Member) (1990, December). Partial participation: A teaching approach that promotes community and school inclusion. Panel conducted at the meeting of The Association for Persons with Severe Handicaps, Chicago.

Snell, M. E. et al. (1991, May). Comments on the new AAMR definition. In R. Luckasson (Chair), The new definition of mental retardation and its classification system ‑‑ An open forum. A breakfast session at the annual meeting of The Academy on Mental Retardation, Washington, D.C.

Snell, M. E. et al. (1991, May). Comments on the new AAMR definition. In R. Luckasson (Chair), Open forum on a new definition of mental retardation and its classification system. A session at the annual meeting of the American Association on Mental Retardation, Washington, D.C.

Snell, M. E. (1991, November)(Chair). The perceptions of teachers and administrators involved in the integration of students with moderate and severe disabilities. A panel session at the annual meeting of The Association for Persons with Severe Handicaps, Washington, D.C. [Research]

Snell, M. E. (1991, November). Getting closer to truth through qualitative research: Implications for social action. In C. A. Peck (Chair), Scientific knowledge and social action: Exploring some relationships between objectivist and interpretivist research in the context of TASH agendas for social change. A crackerbarrel session at the annual meeting of The Association for Persons with Severe Handicaps, Washington, D.C.

Luckasson, R., Coulter, D., Schalock, R., Snell, M.E., & Stark, J.(1992, May). The new definition of mental retardation. A full-day presentation at the annual conference of the American Association on Mental Retardation, New Orleans.

Janney, R., & Snell, M.E.(1992, November). Structural and cultural changes in classrooms including learners with severe disabilities. Paper presented at the annual conference of The Association for Persons with Severe Handicaps, San Francisco.[Research]

Snell, M.E. (1992, November). Discussant of papers by Lilly and Schrag. In M.L.Hardman (Chair), The national education goals. A session at the annual conference of The Association for Persons with Severe Handicaps, San Francisco.

Luckasson, R., Coulter, D., & Snell, M.E. (1993, June). The new definition of mental retardation. A full-day presentation at the annual conference of the American Association on Mental Retardation, Washington, D.C.

Snell, M. E. (1993, November). A study of inclusive elementary classrooms. A presentation at the annual conference of The Association for Persons with Severe Handicaps, Chicago. [Research]

Snell, M.E. (1994, April). Inclusive schools and classroom environments: Comments on changes in their structure and culture. Paper discussed a conference on The inclusion of students with disabilities: Barriers and strategies to address them. (April 28-May 1, 1994), Wingspread Conference Center, Racine, Wisconsin.

Snell, M.E., (1994, June). The changes in roles and responsibilities in inclusive schools. In F.R. Rusch (Chair), Choice, options, and inclusion in our schools. A presentation at the annual conference of the American Association on Mental Retardation, Boston. [Research]

Snell, M.S. (1994, July). A new way of thinking about mental retardation and a new AAMR definition. Paper presented at the First International Conference on Mental Retardation, Santiago, Chile.

Snell, M.S. (1994, July). Inclusion of persons with mental retardation in schools alongside their peers without disabilities. Paper presented at the First International Conference on Mental Retardation, Santiago, Chile.

Snell, M.S. (1994, July). Using the AAMR definition and system of supports. Paper presented at the First International Conference on Mental Retardation, Santiago, Chile.

Snell, M.E. (Chair), Martin, K., Orelove, F., & VanDerwerker, M. (1994, December). Preparation of teachers as they teach: A description and evaluation of a five year state wide program in Virginia. Paper presented at the meeting of The Association for Persons with Severe Handicaps, Atlanta, GA. [Research]

Snell, M.E., & Janney, R. (1994, December). What teachers do to make inclusion work. Paper presented at the meeting of The Association for Persons with Severe Handicaps, Atlanta, GA. [Research]

Snell, M.E. (1995, November) (Chair). Qualitative research on school inclusion: What do we know? What do we need to find out? A panel presentation at the meeting of The Association for Persons with Severe Handicaps, San Francisco, CA. [Panel members: M. Snell, E. Kozleski, R. Schnorr, D. Staub, & C. Sutton]

Snell, M.E. (1995, December). A focus on teachers and teaming. In C. Peck (Chair). Future research on inclusion: Linking pictures with numbers. A panel presentation at the meeting of The Association for Persons with Severe Handicaps, San Francisco, CA. [Panel members: C. Peck, M. Giangreco, D. Hadeen, K. Logan, C. Salisbury, & M. Snell]

Snell, M.E. (1996, June). Including children with extensive support needs in elementary school classrooms: Some qualitative research findings. A paper presented at the annual meeting of the American Association on Mental Retardation, San Antonio, TX.

Snell, M.E. & Macfarlane, C. (1996, November). Data collection in the inclusive classroom. Paper presented at the annual meeting of The Association for Persons with Severe Handicaps, New Orleans, LA. [Research]

Janney, R.J., & Snell, M.E. (1996, November). Teachers' modifications to include students with severe disabilities in inclusive elementary classrooms. Paper presented at the annual meeting of The Association for Persons with Severe Handicaps, New Orleans, LA. [Research]

Janney, R.J., Elliott, J., Pitonyak, C., & Snell, M.E. (1996, November). Modifying school work for diverse classrooms: Tactics and practices. Paper presented at the annual meeting of The Association for Persons with Severe Handicaps, New Orleans, LA. [Workshop]

Snell, M. E., & Macfarland, C. (1996, December). Data collection in the inclusive classroom. The annual meeting of the Association for Persons with Severe Handicaps, New Orleans, LA.

Snell, M.E., Colley, K., & Janney, R.E. (1998, December). Fostering social relationships and building peer supports. A workshop presented at the annual meeting of The Association for Persons with Severe Handicaps (TASH) in Seattle.

Snell, M.E., & Loncke, F. (1999, December). An interactive process for assessing nonsymbolic communication: Pilot findings. Paper presented at the annual meeting of The Association for Persons with Severe Handicaps, Chicago.

Luckasson, R. (Chair of the Committee on Terminology and Classification) (2000, May). Open forum: Committee on Terminology and Classification. Discussion at the annual meeting of the American Association on Mental Retardation, Washington, DC.

McLean, L. (Chair of the National Joint Committee on the Communication Needs of Persons with Severe Disabilities) (with McCarthy, C.F., Mineo Mollica, B., Mirenda, P., Paul-Brown, D., Romski, M.A., Rourk, J.D., Sevcik, R., Snell, M.E., & Yoder, D.) (2000, June). Open forum: National Joint Committee on the Communication Needs of Persons with Severe Disabilities. Discussion at the annual meeting of the American Association on Mental Retardation, Washington, DC.

Loncke, F., & Snell, M.E. (2000, August). A procedure for dynamic assessment of nonsymbolic and prelinguistic communication. Paper presented at the 9^th biennial conference of the International Society for Augmentative and Alternative Communication, Crystal City, VA.

Romski, M.A., Mineo Mollica, B., Mirenda, P., Paul-Brown, D., Sevcik, R., Snell, M.E., & Yoder, D.) (2000, August). Advocating for the communication needs of persons with severe disabilities. Miniseminar at the 9^th biennial conference of the International Society for Augmentative and Alternative Communication, Crystal City, VA.

Regional and State Conference Papers (Since 1986)

Snell, M. E., Carney, I. H., & Clancy, C. (1986, March). Parents and professionals working together. A paper presented at the annual conference of the Virginia Association for Retarded Citizens, Charlottesville, VA.

Snell, M. E. (1986, May). Preparing persons with severe mental disabilities for community life. Invited address at the Developmental Disabilities Conference: A rational approach to the diagnosis and management of children with handicaps, Hurley Medical Center, Michigan State University and Mott Children's Health Center, Dearborn, MI.

Snell, M. E. (1986, October). Working with families. Paper presented at the annual conference of the Virginia Chapter of The Association of Persons with Severe Handicaps, Williamsburg, VA.

Kaiser, A., & Snell, M. E. (1986, November). How to be a good grant reviewer. Paper presented at the 13th annual conference of The Association for Persons with Severe Handicaps, San Francisco, CA.

Snell, M. E., McWhorter, C., & Hill, M. (1986, November). Viewpoint and expectancy for rehabilitation facilities: The Association for Persons with Severe Handicaps. Invited address at the annual conference of the Virginia Association of Rehabilitation Facilities, Alexandria, VA.

Snell, M. E. (1987, April). How often do you need to collect student performance data? A study of visual analysis of graphed data by teachers of students with severe handicaps. Paper presented at the Severe and Multiple Handicaps Alternatives Futures Conference, Edmonton, Alberta, Canada.

Snell, M.E. (1987, May). Alternative futures in service delivery. A keynote address given at the Conference on Severe and Multiple Handicaps: Alternative Futures, Edmonton, Alberta, Canada.

Snell, M. E. (1987, October). Looking toward the future: Building our capacity to meet the needs of persons with severe handicaps. Paper presented at the TASH Conference on Preparing Personnel to Work with Persons Who are Severely Handicapped: Focus on the Future, Nashville, TN.

Snell, M. E. (1987, October). Integration: Why A.S.A.P.? Paper presented at the annual conference of the Middle Tennessee Association for Persons with Severe Handicaps, Nashville, TN.

Snell, M. E., Orelove, F., & McWhorter, C. (1987, November). Keynote Panel on TASH Positions and Policies. Paper published at The Virginia Association for Persons with Severe Handicaps, Williamsburg, VA, November, 1987.

Snell, M. E. (1988, November). TASH's position on intrusive interventions with persons having challenging behaviors: A response to Reid's paper on "Conventional Approaches to Behavior Management." Invited respondant at annual Fall Seminar of the Virginia Chapter of the American Association on Mental Retardation, Williamsburg, VA.

Snell, M. E. (1987, November). Quality school programs: What is your role? Paper presented at the annual conference of The Virginia Association of Persons with Severe Handicaps, Williamsburg, VA.

Snell, M. E. (1988, January). Curriculum and methodology for individuals with severe handicaps. Paper presented at the conference "Mental retardation: Emerging challenges for the future," Council for Exceptional Children, Division on Mental Retardation, Honolulu, Hawaii.

Karasoff, T., Snell, M. E., & Orelove, F. (1989, May). Educating students with severe disabilities in regular schools: Administrative strategies. Paper presented at the annual meeting of Virginia TASH, Williamsburg, VA.

Snell, M. E. (1989, June). Best practices in educating students with severe disabilities. Presentation at the second annual meeting of TASH Kentucky, Florence, KY.

Snell, M. E. (1989, June). An update on Medicaid reform. Presentation at the second annual meeting of TASH Kentucky, Florence, KY.

Snell, M. E. (1989, September). The essential but precarious partnership of values and research. A paper presented at the Conference on Data‑Based Strategies for Behavior Management in Community Settings, sponsored by the NIDRR Research and Training Center on Community Referenced Nonaversive Behavior Management, University of Oregon and University of California at Santa Barbara, Santa Barbara, CA.

Snell, M. E. (1989, October). Best practices for students with moderate and severe handicaps. A presentation given at the Second International Conference on Mental Retardation, Council on Exceptional Children, Division on Mental Retardation, Davenport, IA.

Snell, M. E. (1989, November). Functional Analysis: A tool for developing programs to replace problem behaviors with client‑oriented skills. A presentation given at the annual meeting of the Community Living Association in Mental Retardation, Charlottesville, VA.

Fisher, M. & Snell, M. E. (1989, November). Circles of friends: A method of promoting friendships. A presentation given at the annual meeting of the Community Living Association in Mental Retardation, Charlottesville, VA.

Snell, M. E. (1990, June). The balance between values and research in the treatment of serious behavior problems. Keynote address at the 14th annual conference on Current Practices in Educating Students With Severe or Profound Handicaps, Utah State University, Logan.

Snell, M. E. (1990, August). Best practices must rely on research and values. Keynote address at the Biennial American Re‑Education Association Conference, Norfolk, VA.

Snell, M. E. (1990, October). The learning characteristics of persons with mental retardation and their impact on the legal process. In W.L. Fitch (Chair), Mental retardation and criminal justice. Symposium conducted at the Fall Forensic Symposium, Institute of Law, Psychiatry and Public Policy, University of Virginia and the Department of Mental Health, Mental Retardation, and Substance Abuse Services, Charlottesville, VA.

Snell, M. E. (1991, February). The perspective of the past TASH president. In C. Heuchert (Chair). Statespersons' Roundtable. A panel session at the annual meeting of the Virginia State Council for Exceptional Children, Charlottesville, Va.

Snell, M. E. (Chair) (1991, April). Administrators' perspectives on integration in Virginia school divisions. A panel session of school administrators at the conference "On Common Ground," for educators and administrators co‑sponsored by the Virginia State Wide Systems Change Project and the Department of Education, Charlottesville, VA.

Snell, M.E., & Raynes, M. (1992), April). Inclusive education. Session presented at annual state conference on ARC/Virginia, Staunton, VA.

Snell, M.E. (1992, November). Discussant of research and evaluation issues. In V.L. McLaughlin (Moderator), Research and evaluation issues in collaborative service delivery. An invited presentation at the fifth annual Resource/Collaborating Teaching Symposium, The College of William and Mary, Williamsburg, VA.

Snell, M. E., & Malatchi, A. (April, 1994). Assessment options for students in inclusive classrooms. A presentation at the third annual On Common Ground Conference, Richmond, VA.

Snell, M.E. (November, 1995). Inclusion of students with more extensive support needs: What does research tell us? A invited presentation at the sixth annual Resource/Collaborating Teacher Symposium, The College of William and Mary, Williamsburg, VA.

Snell, M.E. (1997, March). Problem-solving in teams: A study of collaboration in an inclusive elementary school and its implications for schools. A presentation at the Phi Delta Kappa Leadership Skill Institute on Inclusion, Charlottesville, VA.

Snell, M.E. (1997, March). Inclusion: What is it? Why do it? How to get started. A presentation at the Phi Delta Kappa Leadership Skill Institute on Inclusion, Charlottesville, VA.

Snell, M.E. (July, 1997). Learning styles and naturalistic teaching. Presentation for the Howard County, Anne Arundel County, Montgomery County, Prince Georges County, and Baltimore-Chesapeake Chapters of the Autism Society of America in Columbia, MD.

Snell, M.E., & Brigham, R. (1997, September). Collaborative teaming and transition. Annual meeting of the Community Living Conference, Charlottesville, VA.

Snell, M. E. (1998, February). Children with disabilities: Social skills, communication, and peer support. An informal talk for pediatricians at Kluge Children’s Rehabilitation Center, University of Virginia Medical Center.

Snell, M.E., & Lloyd, J. (1998, March). Impact of inclusion on students with more extensive support needs. Talk at Grand Rounds for Professional Staff at Kluge Children’s Rehabilitation Center, University of Virginia Medical Center.

Snell, M.E. (February, 1998). Social skills of students with disabilities and interactions with nondisabled peers. A presentation for medical staff of Kluge Children’s Rehabilitation Center, Department of Pediatrics, UVA.

Snell, M.E. (July, 1998). Behavior assessment and the design of positive behavior supports. First annual UVA ECSE conference (Best Practices for High-Risk Kids), Charlottesville, VA.

Janney, R.E., & Snell, M.E. (1998, September). Providing accommodations and modifications for inclusive classrooms. Paper presented at the Virginia TASH conference on Building Community, Charlottesville, VA.

Snell, M.E. (1999, March). Keynote address: What challenges do we face? A conference for professionals serving students with severe disabilities, Region 5 T/TAC at JMU, Massanutten, VA.

Snell, M.E., & Raynes, M. (1999, March). Curriculum issues for students with severe disabilities. A conference for professionals serving students with severe disabilities, Region 5 T/TAC at JMU, Massanutten, VA.

Snell, M.E., Delano, M., & McCarty, J. (1999, May). Tired of time out? Try positive behavior support programs. Second annual UVA ECSE conference (Innovative Strategies for All Young Children), Charlottesville, VA.

Snell, M.E. (1999, September). Keynote address: Collaborative teaming and the three C’s: Communication, choice, and control. Second annual conference on Autism, Developmental Disabilities Institute, Smithtown, NY.

Snell, M.E. (1999, September). Dynamic assessment of nonsymbolic communication in individuals with disabilities. Invited presentation at the monthly Developmental Lunch, Department of Psychology, University of Virginia.

Snell, M.E., (2000, May). Keynote address: The steps to meaningful inclusion. Keynote presented at the annual conference of the Arc of New Mexico and SUN-TASH, Albuquerque, NM.

Snell, M.E., (2000, May). Can collaborative teaming improve your teaching? An invited presentation at the annual conference of the Arc of New Mexico and SUN-TASH, Albuquerque, NM.

Snell, M.E., & Christensen, N. (2000, May). Tired of time out? Alternative positive behavioral support strategies. A workshop presented at the Third annual UVA ECSE conference (Innovative Strategies for All Young Children), Charlottesville, VA.

Invited Addresses, Workshops, Inservices, Consultancies (Since 1986)

Colloquium on Parent Involvement Project research finding for the School of Education at State University of New York at Binghamton on January 16, 1986.

Participants in a debate on educability on at the University of Virginia sponsored by the local chapter of the Council for Exceptional Children on March 18, 1986.

Presentation on Working with Parents of Children with Autism at a workshop sponsored by the Virginia Autism Center, held in Richmond on April 18, 1986.

Presentation with Daniel Hallahan on "Special Education ‑ Is it cost‑effective?", sponsored by the University of Virginia Institute of Government, April 3, 1986.

Consultant to Augusta County Public Schools, James Madison Technical Assistance Center for Pre‑School Handicapped Children, March, April, 1986.

Presentation on "Selecting and Teaching Functional Skills" for the Virginia Autism Center, held at Grafton School, in Berryville, Virginia, August 20, 1986.

Presentation of a workshop on data collection, sponsored by the Data‑Based Decisions Project, held on August 22, 1986 for area teachers at the University of Virginia.

Presentation on "Working with the Preschool Student who has Severe Handicaps" at the Virginia Fall Conference for Teachers of Preschool Handicapped Children, Lynchburg, Virginia, October 11, 1986.

Consultation on a child at Children's Rehabilitation Center, Department of Pediatrics, University of Virginia, October 2, 16, 1986.

Presentation on "Functional Academics: How to select needed functional skills?" for teachers and supervisors at Grafton School in Berryville, Virginia, February 19, 1987.

Presentation at the Profoundly Mentally Handicapped Symposium on "The Identification of Functional and Age‑Appropriate IEP Objectives" for school administrators, supervisors, curriculum specialists, and higher education personnel from South Carolina, Columbia, SC, May 27‑29, 1987.

Inservice workshop on "Data Collection: Problems and Issues" for teachers of students with moderate to severe handicaps, held in Charlottesville, Virginia, April 27, May 4, 1987.

Consultant to the Virginia Department of Education as editor of the Guidelines for Programs for Persons with Moderate Mental Retardation, June‑September, 1987.

Consultant to the U.S. Department of Education, Office of Special Education and Rehabilitation Services, as contributor to booklet What works in special education?, August‑September, 1987.

Consultant to Centennial School and Presentation of a colloquium on visual inference at Lehigh University, Bethlehem, PA, September, 1987.

Invited participant in the conference "Defining a Value‑Based Service System for Young Adults with Deaf‑Blindness", sponsored by Helen Keller National Center and TASH, in Arlington, VA, March, 1988.

Inservice workshops for area teachers of students with moderate to profound disabilities on the topic of data‑based decisions in instruction, Charlottesville, VA, March, 1988.

Consultant to the Michigan State Department of Education and Disability Research Systems, and the presentation of a paper, The Educational Needs of Individuals with Severe Disabilities, Michigan State University, E. Lansing, Michigan in May, 1988.

Member of the Committee on Terminology and Classification in Mental Retardation for the American Association on Mental Retardation, May, 1988 to present.

Participant in the Symposium on Behavior Management and Community Integration for Individuals with Developmental Disabilities and Severe Behavior Problems, sponsored by the U.S. Department of Education, Office of Special Education and Rehabilitation Services and Research and Training Center on Community‑Referenced Behavior Management, University of Oregon, June, 1988.

Instructor in the Institute on Public Law 99‑457: Assessment and Programming for Infants and Young Children with Special Needs, University of Virginia, Curry School of Education, June, 1988.

Invited participant in a Leadership Institute on Community Integration, sponsored by The Research and Training Center on Community Integration at Syracuse University and the Office of Special Education and Rehabilitation Services, Alexandria, VA on November 21‑22, 1988.

Consultation with John Lloyd at Orange County High School with teachers of a student having behavior problems, February, March, 1989.

Snell, M. E. (1989, March). Best practices for educating students with severe disabilities. Keynote address given at the Annual Conference for Teachers of Children and Youth with Severe Disabilities, sponsored by the Virginia Department of Education, Williamsburg, VA.

Talk on functional skills and community‑based instruction to school staff and parents, Giles County Public Schools (1989, April).

Snell, M. E. (1989, May). Best practices: Overcoming barriers to implementation. Paper presented at the conference on Excellence in Education: Preparation for Life, sponsored by the Central Pennsylvania Special Education Regional Resource Center, Harrisburg, PA.

Snell, M. E. (1989, July). Functional curriculum, ecological inventory, and IEPs promoting integration. Presentation at the Intensive Summer Institute on "Educating all students in the least restrictive environment," The Virginia Statewide Systems Change Project, Wintergreen, VA.

Snell, M. E. (1989, November). The precarious but essential partnership of values and research. A keynote address given at the interagency conference on Positive Approaches to Meeting the Needs of Persons with Challenging Behaviors, sponsored by 11 disability agencies in Ohio, Worthington, OH.

Snell, M. E. (1989, November). Guidelines for implementing nonaversive interventions with school aged persons having severe disabilities. A presentation given at the interagency conference on Positive Approaches to Meeting the Needs of Persons with Challenging Behaviors, sponsored by 11 disability agencies in Ohio, Worthington, OH.

Snell, M. E. (1991, March). The power and process of inclusion. A presentation at the 5th Annual Conference of the Virginia Chapter of the American Association on Mental Retardation, the Community Living Association for the Mentally Retarded, and the Virginia Autism Resource Center, Virginia Beach.

Snell, M. E. (1991, April). Keynote Address: The power and process of inclusion. A presentation at the annual meeting of Montana's Conference on Special Education: School integration ‑‑ Working for Full Inclusion, Billings, Montana.

Snell, M. E., Aldrich, R., & Robertson, F. (1991, May). Inclusion for preschoolers with disabilities. A session presented at the Kluge Children's Rehabilitation Center conference on Programming for Infants and Toddlers, Charlottesville, VA.

Snell, M.E. (1992, June). Meaningful inclusion of students with disabilities in neighborhood schools. Session presented at the fourth annual Summer Institute on Best Practices in Early Intervention for Preschool Children with Special Needs, Northeast Louisiana University, Monroe, LA.

Snell, M.E. (1993, April). The AAMR new definition of mental retardation. presentation at the annual conference of the Virginia Chapter of the American Association on Mental Retardation, the Community Living Association for the Mentally Retarded, and the Virginia Autism Resource Center, Virginia Beach.

Luckasson, R., Coulter, D. Schalock, R., & Snell, M.E. (1993, April). The new definition of mental retardation. Workshop session presented for the American Association on Mental Retardation, Anaheim, CA.

Luckasson, R., Coulter, D. Schalock, R., & Snell, M.E., & Stark, J. (1993, April). The new definition of mental retardation. Workshop session presented for the American Association on Mental Retardation, Reno, NV.

Luckasson, R., Coulter, D. Schalock, R., & Snell, M.E., & Stark, J. (1993, June). The new definition of mental retardation. Workshop session presented at the annual meeting of the American Association on Mental Retardation, Washington, D.C.

Snell, M.E. (1993, October). Inclusive schools: Policy and best practice. Presentation during conference at the University of Mississippi, Oxford, MS.

Snell, M.E. (1994, March). Inclusion: What? Why? and How?, A talk presented to Chesterfield Citizens for People with Mental Retardation, Richmond, VA.

Snell, M.E. (1994, March). Inclusion: What? Why? and How?, A talk presented to staff of Virginia Department of Mental Health, Mental Retardation, and Substance Abuse Services.

Snell, M. E., & Malatchi, A. (1994, April). Assessment options for students in inclusive classrooms. A presentation at the third annual On Common Ground Conference, Richmond, VA.

Snell, M.E. (1994, May). Keynote address: The new definition of mental retardation: A framework for support. The annual meeting and conference of the ARC of Virginia, Roanoke, VA.

Snell, M.E. (1994, May). Workshop on the AAMR definition of mental retardation Regional training sessions for Community Services Board Staff in the southeastern region of Virginia, Petersburg, VA.

Snell, M.E. (1994, May). Workshop on the AAMR definition of mental retardation Regional training sessions for Community Services Board Staff in the western and central regions of Virginia, Staunton, VA.

Snell, M.E. (1994, August). Inclusion in schools. A talk presented to principals and other school administrators of Augusta County Public Schools, Fishersville, VA.

Snell, M.E. (1994, October). Inclusion: What? Why? and How? A talk presented to the Association for Retarded Citizens of Harrisonburg, Harrisonburg, VA.

Snell, M.E. (1995, February). Facilitating collaborative teams. A day-long seminar for teachers and the principal of Brownsville Elementary School, Albemarle County Schools, Crozet, VA.

Panel member in McGuffey Reading Center Roundtable Discussion: The schools we have, the schools we need. (March, 1995)

Snell, M.E. (1995, June). Current issues in special education: Inclusion. A talk for area superintendents and special education administrators, Virginia School-University Partnership, University of Virginia, Charlottesville.

Snell, M.E. (1995, October). Teleconference seminar on inclusion. Guest faculty member for the 1995 Teleconference on applied Behavior Analysis and Special Education, The Ohio State University, Department of Educational Services and Research.

Snell, M.E. (1995, October). Inclusion in schools. A presentation in the Curry Forum, Curry School of Education, University of Virginia.

Snell, M.E. (1995, November). Integrated therapy and collaborative teaming. A workshop for special education teachers, speech therapists, and administrators of Orange County Schools, Orange Middle School.

Snell, M. E., (1996, August). In-service training on inclusion in elementary schools. A day workshop for teachers and staff at McArthur Elementary School in Alexandria, VA.

Snell, M. E. (1996, October). Ways to improve a community-based program for middle to post-high school students with moderate and severe disabilities. A workshop for teachers of students with moderate and severe disabilities in Albemarle County, Charlottesville VA.

Snell, M. E. (1996, December). Identifying and teaching functional skills in children having autism. A presentation for parents, teachers, and other service-providers, sponsored by Future Horizons, Inc. in Dallas, TX.

Snell, M.E. (1997, February). The AAMR definition of mental retardation. A presentation for professional staff at Central Virginia Training Center, Lynchburg VA.

Panel member (1997, May). Housing forum: An open session for family members interested in community services adults with disabilities. Charlottesville, VA: County Office Building, Sponsored by the Charlottesville-Albemarle Arc.

Snell, M. E., (1997, June). Inclusive classrooms: Finding from several qualitative studies in elementary schools with implications for practitioners. Annual conference of Behavioral Interventions in Special Education, Utah State University, Logan, UT. [Invited presenter}

Snell, M.E., (1997, July). Learning styles and naturalistic teaching. Howard County, MD Chapter of the Autism Society of America, Columbia, MD.

Member of a national panel of faculty in severe disabilities as part of a federal grant, Utah Consortium Project for Low Incidence Faculty and Teachers (UPLIFT), Utah State University, July 1997 to current.

Snell, M.E. (1997, October). Characteristics of elementary school classrooms where children with moderate and severe disabilities are included: A compilation of findings. Eleventh Rutgers Invitational Symposium on Education, Inclusive Schooling: National and International Perspectives. New Brunswick, NJ: Rutgers University. [Invited address]

Snell, M.E. (1999, March). Keynote address: What challenges do we face? A conference for professionals serving students with severe disabilities, Region 5 T/TAC at JMU, Massanutten, VA.

Snell, M.E., & Raynes, M. (1999, March). Curriculum issues for students with severe disabilities. A conference for professionals serving students with severe disabilities, Region 5 T/TAC at JMU, Massanutten, VA.

Snell, M.E. (1999, October). Creating inclusive environments. An invited workshop presented to parents at the Arc of Maryland Partners in Policymaking training series, Princess Anne, MD.

Snell, M.E. (2000, February). Why be an expert witness? An invited presentation to the faculty in the School of Education at the University of Northern Iowa, Cedar Falls, Iowa.

Snell, M.E. (2000, February). Can collaborative teaming improve your teaching? An invited presentation to the faculty and students in the Special Education Program at the University of Northern Iowa, Cedar Falls, Iowa.

Program, Grant Review, Advisory Panels, Search & Development Committees (Since 1986)

Member of the Scientific Advisory Committee for the Joseph P. Kennedy, Jr. Foundation held March 7, 1986 in Washington, D.C.

Advisor to the Department of Education, Office of Special Education and Rehabilitation Services, on Research Priorities in the area of severe handicaps, March 18, 1986.

Member of the State Appointed Task Force to Develop Guidelines for the Moderately Retarded, Virginia Department of Education, May and June, 1986.

Reviewer for Applications submitted to USDOE, OSERS, National Institute on Disability and Rehabilitation Research in Washington, D.C., August 31‑ September 2, 1987.

Advisory panel on P.L. 99‑457: Health‑Education Round Table on interagency collaboration and early intervention as the representative of The Association for Persons with Severe Handicaps, held in Washington, D.C., on October 29‑30, 1986 and sponsored by the U.S. Department of Education, Office of Special Education and Division of Maternal and Child Health.

Reviewer and review team leader for Research Training Center proposals, National Institute on Disability and Rehabilitation Research, Office of Special Education and Rehabilitation Services, U.S. Department of Education, August‑September, 1987.

Member of the Planning committee for the Virginia Conference on Community Integration of Persons with Developmental Disabilities, Virginia Institute for Developmental Disabilities, Virginia Commonwealth University, Richmond, VA, December, 1987 ‑ February, 1988.

Member of the American Delegation on Special Education (along with J. Gallagher, University of North Carolina and D. Moores, Gallaudet University) who hosted the delegation from the USSR in January, 1988; sponsored by the International Research & Exchange Board, The US‑ USSR Commissions of the American Council of Learned Societies.

Member of the Advisory Board for the California Research Institute on the Integration of Students with Severe Disabilities, San Francisco State University, 1987 to present.

Member of the American Delegation on Special Education, Visit to Moscow, USSR Institute on Defectology; sponsored by the International Research and Exchange Board, the US‑USSR Commissions of the American Council on Learned Societies, September, 1988.

Member of the National Advisory Board for the Beach Center on Families and Disability, a NIDRR research and training center (U.S.D.E.), University of Kansas; October, 1988 to present.

Member of the Special Education Rating Committee, The State Department of Education, The University of the State of New York, Doctoral Evaluation Project (with James Gallagher and Frank Wood). July, 1988 to present.

Evaluation of a teacher, Shanandoah County Public Schools (1989, April), observation and written report.

Member of a group of professionals chosen by the Virginia Department of Education to advise on a draft report regarding the Virginia Schools for the Deaf and Blind August‑November, 1989.

Served as a consultant to a federally funded research grant (U.S. Department of Education, NIDRR) awarded to the Association for Persons with Severe Handicaps, Office of Governmental Relations, "Using P.L. 89‑313 Program to Promote Community Placement: A Survey and Analysis of Statutory Provisions that Facilitate Transfers to Local Educational Agencies II", February ‑ June, 1989.

Served as an outside evaluator for an expert system (The Classroom Advisor) developed by faculty in the Department of Special Education, Utah State University, November, 1989; March, 1990.

Member of a Blue Ribbon Panel to evaluate proposals the the Kennedy Foundation's Career Development Awards in Education, February, 16, 1994, Washington, D.C.

Evaluation of doctoral program modifications, the Special Education Rating Committee, The State Department of Education, The University of the State of New York, Doctoral Evaluation Project (with James Gallagher and Frank Wood). (March, 1995)

Evaluation of a child's inclusive school program, Cassell Elementary School, Augusta County Schools; observations, meetings with school staff and parent, and written report. (October and November, 1995)

Participation in the development of a videotape and train-the-trainer materials with the AAMR Committee on Definition and Terminology. (Fall 1994 to Spring 1995)

Member of the Search Committee for agency president, Worksource Enterprises, Charlottesville, VA., 1995.

Evaluation of a rape victim with disabilities for the Charlottesville Circuit Court, April, 1995.

Panel member with the Joseph P. Kennedy, Jr. Foundation: Building Teacher Partnerships - A vision for the preparation of special and general education teachers in the 21st century, February 20, 1996.

Served as Member of the Albemarle County Schools Special Education Advisory Committee and participated intermittently in monthly meetings (1979-1985; 1992 to present).

Member of a Parent and Professional member of Walton Improvement Committee (WIN), Walton Middle School, Albemarle Public Schools, Charlottesville, VA. (1994-May, 1996)..

Board member for Worksource Enterprises, Charlottesville, VA., a nonprofit agency serving high school students and adults with disabilities in job training, ongoing job support, and vocational assessment with regular participation in monthly board meetings and annual retreat (1990-August, 1999).

Member of the Advisory Committee for Head Start, MACAA, Charlottesville, VA (1996 to current.)

Member of Ad Hoc Committee on Housing for Individuals with Mental Retardation for the Arc, Charlottesville, VA.

Advised the Virginia Department of Education on the proposed changes in the endorsements in special education for teachers in Virginia:

a) Served on an advisory group to the Virginia Department of Education regarding the proposed modifications in the endorsements for teachers in special education (February 13, 1996).

b) Recruited support from faculty at other Virginia universities with programs in special education to make recommendations to the Department of Education regarding the recommendation of ABTEL (Advisory Board on Teacher Education and Licensure) on the endorsements in mental retardation and severe disabilities (August and October, 1996).

c) Served on a workgroup on special education teacher licensure and competencies in mental retardation and severe disabilities headed by the Chair of the State Special Education Advisory Committee with the Virginia Department of Education and faculty from other state universities (November 7-8, 1996)

Invited by Eunice Kennedy Shriver of the Joseph P. Kennedy, Jr. Foundation to serve on a panel of experts to make recommendations to the U.S. Department of Education regarding the changing roles of special education teachers in the next century (February 20, 1996).

Faculty Advisor for the Best Buddies College chapter at the University of Virginia (1995 to current). [Best Buddies is an organization that matched college students with adults in the community who have mental retardation for the purpose of friendship and is sponsored by the Joseph P. Kennedy, Jr. Foundation.]

Outside reviewer of Associate Trustee Proposals for the Joseph P. Kennedy, Jr. Foundation, Washington, D.C., October, 1998, November, 1999.

Assisted with future planning for the Albemarle County Schools Post High School Program, January, 2000.

With Rachel Janney of Radford University, provided a three-day workshop on functional curriculum and best practices to most of the teachers and professional staff serving students with severe disabilities in the Albuquerque Public Schools (February 23-25, 2000)

Met with the school administrators for the Albuquerque Public Schools to explain program needs for their program serving students with severe disabilities (May 5, 2000)

Between May 1999 and June 2000, the faculty in severe disabilities from UVA, VCU, and GMU met with representatives in special education from the VA DOE to design a cooperative teacher preparation program under the State Improvement Program. This proposed program will involve distance education and supervision between the three universities to fully endorse teachers of students with severe disabilities in Virginia.

Expert Witness Experience

A member of a court‑appointed panel of experts for the Matthews v. W.E. Campbell, at al. case (U.S. District Court for the Eastern District of Virginia) and a consultant for the Chesterfield County Public Schools, January, 1979 to 1980.

Expert witness in Medley et al. v. Ginsberg et al. (U.S. District Court, Southern District of West Virginia), 1980.

Expert witness in PARC v. The Commonwealth of Pennsylvania Enforcement Case (U.S. District Court for the Eastern District of Pennsylvania) April, 1980 and June, 1981.

Meeting of the Professional Advisory Group, for the enforcement of PARC settlement, Philadelphia, Pennsylvania, October, 1982; May, 1983.

Expert witness in Davis, et al. v. Buckley, et al. (U.S. District Court for the Eastern District of Virginia, Richmond Division), Civil Action No. 80‑0569‑R, 1982, 1983.

Expert witness in St. Louis DDTC Parent's Association, et al. v. Mallory et al. (U.S. District Court for the Western District of Missouri, Central Division), No. 80‑4012‑CV‑C‑H, 1982, 1983.

Expert witness in Cullum v. Faith Mission Home, Inc. (County Court of Albemarle, Charlottesville, Virginia) Chancery No. 5337‑C, June ‑ December, 1986.

Expert Witness in ACE (Alabama Coalition for Equity, Inc.), ADAP (Alabama Disabilities Advocacy Program), and John Doe vs. Guy Hunt, 1992, May‑August).

Served as an unpaid consultant to lawyers for the plaintiff in Merry vs. Parkway School District, U.S. District Court Eastern District of Missouri, Eastern Division, 1992, August‑November.

Served as an unpaid expert witness and consultant for the plaintiff in a criminal rape case involving a victim with mental retardation, Charlottesville, VA., June, 1993.

Expert Witness in Austin V. Botetourt County School Board, May, 1994-June, 1994.

Participated in pre-trial discussions with the plaintiff's parent, teacher, and the lawyer for Hunter v. Mt. Lebanon School District, et al., Philadelphia Public Interest Law Center. (December, 1994)

Expert witness in Dugan V. The School Board of Orange County, FL (April 1997-present). Case settled by panel of expert witnesses, with panel recommendations implemented by parents and school system, March, 1997-current.

Consultant and Expert witness for the Commonwealth of Virginia, Department for Rights of Virginians with Disabilities, October, 1999 to present.

Courses Currently Taught

EDIS 512 Characteristics of Mental Retardation

EDIS 513 Characteristics of Severe Disabilities

EDIS 589 Collaborative Teaming

EDIS 711 Vocal and Non-vocal Communication

EDIS 712 Positioning, Handling, and Self Care Skills

EDIS 713 Secondary, Vocational, and Transition to Adulthood

EDIS 715 Advanced Behavior Support

EDIS 789 Practicum in Special Education: Severe Disabilities

EDIS 789 Practicum in Special Education: Early Childhood Special Education

EDIS 789 Family Practicum

EDIS 789 In-service Practicum

Faculty Service

University

Member, University Committee on Student Rights and Responsibilities, 1977 to 1982

Member, University Committee on Scholarships, Grant‑in‑Aid, Loans, and Employment, University of Virginia, 1982 to 1989

Member, University Human Subjects Review Committee, 1988 to 1996

Member, University Committee on Interests of Persons with Disabilities, 1989 to 1991; Chair, 1990; 1994 to present

Member, Provost's Promotion and Tenure Review Committee, 1991, 1992

Faculty Advisor for the University of Virginia Best Buddies Chapter (Joseph P. Kennedy, Jr. Foundation), 1995-present

Member, Faculty Senate, 1996 to 2000

Member of the Committee on Research and Scholarship, Fall 1997 to present

Member of an ad hoc hearing committee by the Grievance Committee, June, 1999-September, 1999

School

Member, School of Education Sesqui‑Centennial Review Committee, University of Virginia, 1981 to present

Member, Third Professional Year Committee, 1986 to 1987

Completion of American With Disabilities Act Compliance Self-Report for Curry School of Education, 1994

Member of the Talbott Chair Selection Committee, 1994 to 1995

Member of the Curry Conversations seminar planning committee, Spring 1996 to present

Member, Promotions Committee, School of Education, 1999-2002

Departmental

Member, Masters Selection Committee, Department of Special Education, University of Virginia (1978 to 1984)

Member, Doctoral Selection Committee, Department of Special Education, University of Virginia (1983 to 1987)

Member, Doctoral and Masters Selection Committee, Department of Curriculum, Instruction, and Special Education (1989 to present)

Member Departmental Promotion Review Committee for an individual faculty member (1992).

Member Departmental Position Search Committee (1996)

Chair, Department Promotion Committee for an individual faculty member (1997)

Member, Department Committee to award student travel stipends (1998-1999)

Coordinator, Special Education Program, Department of Curriculum, Instruction, and Special Education (1999-present)

HONORS AND AWARDS

Sesquicentennial Associate of the Center for Advanced Studies for the 1979‑1980 session

Sesquicentennial Associate of the Center for Advanced Studies for January, 1987 through December, 1987

Certificate of Award for Outstanding Research, Virginia Educational Research Association for "A study of the effects of frequency of probe data collection and graph characteristics on teachers' visual analysis" (Munger, Snell, & Loyd), May, 1988

Sesquicentennial Associate of the Center for Advanced Studies for August, 1993, through December, 1993

Distinguished Reviewer of the Year for 1997, Journal of the Association for Persons with Severe Handicaps

Sesquicentennial Associate of the Center for Advanced Studies for spring semester, 2000

Faculty Senate Teaching Initiative Award for the 1999-2000 academic year

Visiting Distinguished Scholar, University of Northern Iowa, Department of Special Education, February 7-11, 2000

Revised September, 2000