Andrew Hashey

Andrew I. Hashey, Ph.D.

Associate Professor Ketchum Hall 206
Office: (716) 878-4639

Dr. Andrew I. Hashey is an assistant professor in the Exceptional Education Department at SUNY Buffalo State College.  

In his K-12 teaching career, Dr. Hashey taught in classrooms serving students experiencing significant behavioral and emotional difficulties. His beliefs about teaching and learning are rooted in the tenets of Universal Design for Learning (UDL) and in the power of positive and proactive approaches to supporting the growth of all learners.  

Dr. Hashey’s recent research examines how video-enhanced performance feedback can support pre-service teachers’ acquisition and implementation of evidence-based practices. Other scholarly interests include self-regulation, high-leverage practices (HLPs), and school-university partnerships.  

Select Recent Publications

Hashey, A., Perez, L., & Stahl, S. (2021). Open education resources: Ensuring inclusive learning in uncertain times [White paper]. National Center on Accessible Educational Materials. Retrieved from 

Foxworth, L. L., Hashey, A. I., Dexter, C., Rasnitsyn, S., & Beck, R. (2021). Approaching explicit instruction within a Universal Design for Learning framework. TEACHING Exceptional Children.

Budin, S., Hashey, A., Patti, A., & Rafferty, L. (2021). Translating high-leverage practices to remote environments. Journal of Special Education Preparation, 1(1), 25-35.

Maheady, L., Hashey, A., del Prado Hill, P., Garas-York, K. (2021). The role of teacher education in effective inclusive elementary schools. In B. Algozzine, F. Spooner, J. McClesky, & N. Waldron (Eds.), Handbook of effective inclusive elementary schools: Research and practice (pp. 77-97). Routledge.

Cesare, D. M. D., Kaczorowski, T., & Hashey, A. (2021). A piece of the (Ed)Puzzle: Using the Edpuzzle interactive video platform to facilitate explicit instruction. Journal of Special Education Technology, 36(2), 77–83.

Hashey, A. I., Miller, K. M., & Foxworth, L. L. (2020). Combining Universal Design for Learning and self-regulated strategy development to bolster writing instruction. Intervention in School and Clinic, 56(1), 22-28.

Kaczorowski, T. L., & Hashey, A. I. (2020). Using video-enhanced performance feedback for student and instructor reflection and evaluation. In E. Alqurashi (Ed.), Handbook of research on fostering student engagement with instructional technology in higher education (pp. 94-115). IGI Global. doi: 10.4018/978-1-7998-0119-1.ch006