Rossi, E. B., Casale, E., Pence, A., Ridgley, R., Teixeira, I. (in press). The intermingling of federal and state policies around early literacy and diploma pathways: A multi-state survey of elementary special educators. International Research Review of Developmental Disabilities.

Rossi, E. B., Kim, J., Abaza, N., Lindsay, R., Ryan, S., Dixon, J. A., & Burke, M. M. (2026). Exploring the dispute resolution process under Section 504 of The Rehabilitation Act of 1973 in schools. Journal of Disability Policy Studies.  

Rossi, E. B., Goscicki, B. L., Colter, A. M., & Hodapp, R. H. (2026). Special educators’ use of behavior support strategies for students with behavior intervention plans. Behavioral Disorders. Link

Lindsay, R., Rossi, E., Smith, B., Abaza, N., & Burke, M. M. (in press). Strategies for educators to support twice-exceptional students under Section 504 of The American Rehabilitation Act of 1973. Teaching for High Potential. 

Hodapp, R. M. & Rossi, E. B. (2026). The same… and different: Parenting children with intellectual and developmental disabilities. In J. Wiener (Ed.), Family and Peer Relationships of Children and Adolescents with Neurodevelopmental Disorders. Springer Nature Switzerland AG.  

Lindsay, R., Rossi, E. B., Smith, B. C., Renzulli, S., & Burke, M. M. (2025). Exploring the experiences of twice-exceptional youth with Section 504 plans in school.  Gifted Child Quarterly. Link  

Biggs, E. E., Rossi, E. B., Therrien, M., Douglas, S., & Snodgrass, M (2022). Preparedness, training, and support for augmentative and alternative communication telepractice during the COVID-19 pandemic. Language, Speech, and Hearing Services in Schools, 53(2), 335-359. Link  

Biggs, E. E., & Rossi, E. B. (2022). Peer Support. In J. McLeskey, F. Spooner, B. Algozzine, & N. L. Waldron (Eds.), Handbook of Effective Inclusive Elementary Schools: Research and Practice (2nd ed.)

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Lindsay, R., Rossi, E. B., & Smith, B. C. (2026, March) Exploring the experiences of twice-exceptional youth with Section 504 plans. Oral presentation at CEC Annual Conference, Salt Lake City, CO.

Rossi, E. B. & Teixeira, I. (2025, December). Examining general education access decisions for K-3 students with ESN. Oral presentation at TASH Annual Conference, Denver, CO.

Teixeira, I. & Rossi, E. B. (2025, December). Literacy instruction for K-3 students with extensive support needs: educator priorities and perspectives. Oral presentation at TASH Annual Conference, Denver, CO.

Biggs, E. E., Robison, S., Rossi, E. B., & Ross, R. (2021, June). Bridging school and home: Family-school partnerships for students with complex communication needs during the COVID-19 pandemic. Oral Presentation at the 145th Annual Meeting of the American Association on Intellectual and Developmental Disabilities, (virtual).  

Rossi, E. B. & Robison, S. (2021, December 1-5).  Examining the quality of literacy IEP goals for students with complex communication needs. Oral presentation at TASH Annual Conference, (virtual).  

Rossi, E. B. (2024, January 17-19). Special educators’ implementation of evidence-based behavior supports for students with challenging behavior, DADD 2024 Conference, Honolulu, HI.  

Rossi, E.B. (2023, October 20). Special Educators’ Implementation of Behavior Supports to Ameliorate Challenging Behavior. Oral presentation at the Tennessee Council for Exceptional Children Annual conference, Cookeville, TN.

Rossi, E. B. (2022, October 21).  Using IEPs as literacy blueprints for students with complex communication needs. Poster presented at the Tennessee Council for Exceptional Children Annual conference, Cookeville, TN.

Goscicki, B.L, Rossi, E. B., & Green, A.F.  (2022, October 21). Volunteer advocacy project: Preparing, advocating, and leading in IEP meetings. Oral presentation at the Tennessee Council for Exceptional Children Annual conference, Cookeville, TN.

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