Gliset C. Morales, Ph.D.

EDUCATION         

Ph.D., Special Education, State University of New York at Buffalo, Buffalo, NY

M.S.ED., Bilingual Special Education, Buffalo State University, Buffalo, NY.  

B.S.ED., Exceptional Education, Buffalo State University, Buffalo, NY.  

AWARDS & HONORS

English Journal Edwin M. Hopkins Award, 2021; Educators Who Are Shaping History Award, 2020;  Business First 40 under 40 award, 2018, New York's 40 under 40 Rising Latino Stars, 2018; Early Faculty Career Award for Community Engagement, 2018

COURSES OFFERED

Undergraduate            

EXE 100: Nature and Needs of Individuals Who Are Exceptional

EXE 362: Behavior and Classroom Management

EXE 371: Foundations of Teaching Children with Disabilities

Graduate                      

EXE 500: Individuals with Special Needs

EXE 502: Contingency Management

BXE 623: Policies and Practices of Bilingual Special Education

BXE 625: Strategies for Culturally and Linguistically Diverse Exceptional Students

BXE 626: Assessment Techniques in Bilingual Special Education

EXE 632: Direct Instruction Intervention Models for Students with Special Needs

ESL 503: Foundations of Foreign and Second Language Education

ESL 600: English as a Second Language Methods 

ESL 602: Assessment in Foreign and Second Language Education

Supervision                  

EXE 420/504: Practicum in Special Education 

EXE 682: Field Practicum in Special Education

BXE 628: Field Practicum in Bilingual Special Education

BXE 682: Field Experience in Bilingual General and Special Education

TEACHING & RESEARCH INTERESTS & EXPERTISE

Bilingual special education, behavior, and classroom management, foundations of special education, literacy and language outcomes for multilingual students with and without disabilities, multi-tiered systems of support, disproportionality, and culturally relevant and sustaining pedagogy. 

CURRENT COLLABORATIVE SERVICE & INVOLVEMENT

Leadership Team (2022-Present). NY Advocates for Fair and Inclusive Resources for Multilingual Learners (NY-AFFIRMs), New York, New York

Mentor (2022-Present), New York State Mentoring Program, Latina Mentoring Initiative, The Belle Center. Buffalo, NY.

Member (2022-Present). Hispanic’s Women’s League. Buffalo, NY.

Board Member (2023-Present). The Belle Center. Buffalo, NY.

SELECTED PUBLICATIONS

Doody, K. R. & Colón, G. (2022). Positive Behavioral Supports and Strategies for Young Children. In Fisher & Zimmerman (Eds.), Early Childhood Special Education Programs and Practices. Slack Publishers.

Colón, G. & Alsace T. O. (2022). Bilingual Special Education for the 21st Century: A New Interface. IGI Global.

Garas-York, K., Henry, J.J., Colón, G., & del Prado Hill, P. (2022). Supervising linguistically diverse student teachers. In Baecher, Burns & McCorvey (Eds.), Supervision in Clinically Based Teacher Education: Advances, Opportunities and Exploration. Information Age Publishing.

Colón, G., Zgliczynski, T., & Maheady, L. (2022). Using flexible grouping. In McKlesky et al. (Ed.), High Leverage Practices for Inclusive Classrooms (2nd Edition). Routledge.

Alsace, T. O. , Akinsulure-Smith, A. M., & Colón, G. (2021). Professional development module: Approaches to Educating Refugees and Immigrants. CUNY - Initiative on Immigration and Education. CUNY-IIE. https://www.cuny-iie.org/comprehensive-educator-modules

Hunter, J. D., & Colón, G. (2020). #YouthLivesMatter: Writing critical micropoems as urban social critiques, English Journal, 110(2). ***Note, for this article, Dr. Hunter and I won the  “2021 English Journal Edwin M. Hopkins Award and the article was selected for the NCTE book, “Special Issues: Trauma-Informed Teaching, Volume 1”.

Lewellen, C., Bohonos, J. W. Colón, G., & Henderson, E., (2020). African American women’s career development: Considering intersectional differences in language and personality type. In Claretha Hughes (Ed.), Implementation Strategies for Improving Diversity in Organizations (2nd Edition). IGI Global. *Peer reviewed chapter

Maheady, L., Zgliczynski, T., & Colón, G. (2018). Using flexible grouping to improve educational outcomes for students with and without disabilities. In McKlesky et al. (Eds.), High Leverage Practices for Inclusive Classrooms, Routedge.