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Kean University to Shift to Remote Operations on Sunday, October 12

Kean University will shift to remote operations on Sunday, October 12, due to the State of Emergency declared across New Jersey in response to the forecasted nor’easter storm. All classes scheduled for Sunday on New Jersey campuses will move to remote instruction, and all in-person activities are canceled. 

Only essential personnel should report to work as required. Employees with questions should contact their supervisors for guidance. Keanu’s Kitchen on the Union campus will remain open from 9 a.m. to 9 p.m. on Sunday to serve residential students. 

Joseph Hogan, Ed.D.

Assistant Professor
Office Location
HH-312
Email
jhogan@kean.edu
Phone
(908) 737-3845
Joseph Hogan

Education

  • Ed.D., Educational Leadership & Innovation, St. Thomas University

  • Post-Master's Certification, Learning Disabilities Teacher/Consultant, Rowan University

  • M.Ed., School Leadership, Wilmington University

  • M.S., Science of Instruction/Elementary Education, Drexel University

  • B.A., Religious Studies, Holy Family University

Courses Taught

  • SPED 5000: Physiological Bases of Learning and Behavior

  • SPED 5050: Assessment in Special Education

  • SPED 5068: Transition in Special Education

  • SPED 5080: Inclusive Practices & IEP Development

  • SPED 5410: Learning and Behavioral Disabilities and Literacy

  • SPED 5420: Learning Theories and Applications in Inclusive Settings 

  • SPED 5422: School-Based Testing

  • SPED 5423: Correction and Diagnosis of Learning Disabilities

  • SPED 5490: Internship for Learning Consultants

Research Interests

  • Intersectional experiences of LGBTQ+ students with disabilities

  • Academic, social, and emotional impacts of inclusive education for students with disabilities

  • Teacher preparation for inclusive education

Publications

Hogan, J.A. (2024). Discrepancy model to RtI: Gauging teacher preparedness for this shift in specific learning disability classification. Journal of Research in Special Educational Needs, 00, 1–9. https://doi.org/10.1111/1471-3802.12730. 

Montalbano, C., Lang, J., Coviello, J.C., McQueston, J.A., Hogan, J.A., Nissley-Tsiopinis, J., Ciotoli, F., & Buglione, F. (2024). Inclusive education virtual professional development: School-Based professionals knowledge of best practices. Education Sciences, 14(9), Article 1030. https://doi.org/10.3390/educsci14091030.

Hogan, J.A. (2024). The intersection of LGBTQ+ identity and disability: A need for school based support. Excelsior: Leadership in Teaching and Learning, 17(1), 3-20. https://doi.org/10.14305/jn.19440413.2024.17.1.1.

Polirstok, S. & Hogan, J.A. (2024). Implementation of Multi-Tiered Systems of Support and RtI: What teachers, administrators and teacher educators need to know. Excelsior: Leadership in Teaching and Learning, 16(2), 5-21. https://doi.org/10.14305/jn.19440413.2024.16.2.05

Hogan, J.A. (2024). The best of school systems, yet the lowest for inclusion: Does insufficient general educator preparation impact this problem? The Educational Forum, 88(1), 50-62. https://doi.org/10.1080/00131725.2023.2224843 *(Online first publication June 28, 2023).

Hogan, J.A. (2024). Having a disability and identifying as LGBTQ+: Are education professionals prepared for this intersectional experience? Journal of LGBT Youth, 21(4), 677-689. https://doi.org/10.1080/19361653.2023.2231921 *(Online first publication July 02, 2023).   

Hogan, J.A. (2023). Inclusive education and rural middle school general education teacher preparedness. Journal of the American Academy of Special Education Professionals, 18(2), 76-88.