Kennedy, Adam S.

About

Adam Kennedy is Associate Professor of Early Childhood Special Education in the School of Education at Loyola University Chicago. He oversees the field-based Early Childhood Special Education program and develops the community partnerships upon which the program rests. His teaching includes both courses and field-based modules in inclusive infant-toddler and preschool education. His research focuses on Loyola's field-based preparation model, as well as investigating the development of teachers' perceptions of cultural responsiveness and authentic approaches to assessment and intervention with infants, toddlers, and preschoolers with special needs. Dr. Kennedy is the creator of the Early Pride Matters website, launching in spring 2024.

Degrees

• PhD, Loyola University Chicago, Chicago, IL

Program Areas

• Early Childhood Special Education

Research Interests

• LGBTQIA+ inclusion and supports in early childhood education and teacher education
• Field-based early childhood teacher education, with an emphasis on infant-toddler and preschool preparation
• Community partnerships in early childhood teacher education
• Interventions to address social competence in young children with special needs
• Development of cultural responsiveness in early childhood educators and school psychologists
• Authentic assessment practices in early intervention and early childhood special education

Professional & Community Affiliations

• National Association for the Education of Young Children (NAEYC)
• American Educational Research Association (AERA)
• National Association of Early Childhood Teacher Educators (NAECTE)
• Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC)

Courses Taught

• CIEP M43: Inclusive Methods for Preschool
• TLSC 250: Developmentally Appropriate Practice with Infants/Toddlers and their Families
• TLSC 251: Family Centered Assessment and Early Intervention
• TLSC 252: Roles, Settings, and Standards of Early Childhood Education
• TLSC 253: Introduction to Early Childhood Special Education
• TLSC 300: ECSE Professional Learning Community

Awards

• Janell Hutcherson Service Award - 2023
• Early Career Research Award from the National Association of Early Childhood Teacher Educators Foundation (NAECTEF) - 2015

Selected Publications

• Asimow, J., Kennedy, A., & Lees, A. (2016). Beginning with yes: Transfer supports as a four-year continuum for early childhood teacher candidates. In Latham, N., Darragh, J., and Bernoteit, S. (Eds.), Voices from the Field – Collaborative Innovations in Early Childhood Educator Preparation.  Illinois Education Research Council.
• Kennedy, A., & Heineke, A. (2016). Preparing urban educators to address diversity and equity through field-based teacher education. In Petty, T., Good, A., & Putman, M. (Eds.) Handbook of Research on Professional Development for Quality Teaching and Learning. Hershey, PA: IGI Global.
• Kennedy, A., & Heineke, A. (2016). Preparing urban educators to address diversity and equity through field-based teacher education. In Petty, T., Good, A., & Putman, M (Eds.) Handbook of Research on Professional Development for Quality Teaching and Learning. Hershey, PA: IGI Global.
• Kennedy, A., & Lees, A. (2015): Preparing undergraduate pre-service teachers through direct and video-based performance feedback and tiered supports in Early Head Start. Early Childhood Education Journal (June 2015). DOI 10.1007/s10643-015-0725-2
• Kennedy, A.S., & Lees, A. (2014). Merging professional preparation and development through blended practices and a tiered approach in Early Head Start. In Pretti-Frontczak, K., Grisham-Brown, J., & Sullivan, L. (Eds.), Young Exceptional Children Monograph 16 - Blending Practices to Strengthen Quality Early Learning Programs for ALL Children. Los Angeles: Division for Early Childhood of the Council for Exceptional Children.
• Lees, A., & Kennedy, A. (2017). Increasing the relevance and responsiveness of early childhood teacher education through field-based community-based collaborations: Partner perspectives on mutual benefit. Journal of Early Childhood Teacher Education.