- Department, Office, or School
- Department of Special Education
Ying Hui-Michael Ph.D. trained as a school administrator in China, and received her M.ED and Ph.D. in Special Education with a concentration in Multicultural/Bilingual Education from The University of Texas at Austin. Her research interests include: culturally and linguistically responsive practices for bilingual students with special education needs, teacher preparation for culturally and linguistically diverse students, Asian American students, cross-cultural communication, and attribution theory. Dr. Hui-Michael is a faculty member of Special Education Department, and the Director of Urban/Multicultural Special Education Graduate Program at Rhode Island College.
Ph.D. Multicultural/Bilingual Special Education
The University of Texas at Austin, Austin, Texas
M.Ed. Multicultural/Bilingual Special Education
The University of Texas at Austin, Austin, Texas
Special Education Diploma
Beijing Normal University, Beijing, China
B. A. in Educational Administration
Liaoning Province Normal University, Liaoning, China
Johnston A., Dormer, J., Hauke, M, Hui-Michael, Y. & Warren, A. (2023). TESOL Zip Guide: Welcoming and Supporting Multilingual Newcomers. TESOL International Association.
Cao S, Wang Y, Yang X, Jin Q, Hui-Michael Y. and Xie D (2022) Key competencies of students with autism spectrum disorders: Perspectives of Chinese teachers and parents. Frontier in Psychology. 13:1054249
Hui-Michael, Y. (2020). Identifying Multilingual Learners Who Are Differently Abled: Culturally and Linguistically Responsive Approaches. Practitioner Brief for Rhode Island EL/MLL Toolkit.
Hui-Michael, Y., Kemp, K. & Pinheiro B. (2019). The role of educator preparation programs in education of young children. In F. Obiakor, T. Banks, J. Graves & A. Rotatori (Eds). Educating Young Children With and Without Exceptionalities: New Perspectives. Information Age Publishing.
Kene, P., Castagno, K. S., & Hui-Michael, Y. (2019). The impact of lectures by diverse professionals on diversity awareness: Pre-post changes. Diversity, Social Justice, and the Educational Leader: 2(4), 20-31.
Hui-Michael, Y. (2018). Engaging multicultural special education: My journey. In F. Obiakor & Y. Hui- Michael, (Eds.). Voices of Asian Americans in Higher Education: Unheard Stories. Information Age Publishing.
Obiakor, F. & Michael, Y. (Eds.) (2018). Voices of Asian Americans in Higher Education: Unheard Stories. Information Age Publishing.
Hui-Michael, Y. (2014). Educating Asian American students with exceptional needs. In F. Obiakor & A. Rotatori (Eds). Multicultural education for learners with special needs in the twenty-first century (pp.85-104). Information Age Publishing.
Hui-Michael Y. & Garcia, S. B. (2009). Teachers’ Perceptions and Attributions of Asian American Students: Implications for Special Education Referral. Journal of Multiple Voices for Culturally and Linguistically Diverse Exceptional Learner, 12 (1), 21-37.
Johnston, A., Hui-Michael, Y, & Warner, A. (March, 2023). Meeting the Needs of Newcomer Multilingual Learners. TESOL International Association 2023 Convention, Portland, Oregon.
Cao, S. Q., Wang, Y. X., Xie, D. J., Jin, Q. Q., Yang, X. F. & Hui-Michael, Y. (March 2023). Chinese Parents’ and Teachers’ Perspectives of Competency of Autistic Students. Council for Exceptional Children Teaching Exceptional Children’s Annual Convention, Louisville, KY.
Hui-Michael, Y. & Warner, A, (March, 2022). Professional Standards Updates. TESOL International Association Annual Conference, Pittsburg, PA.
Hui-Michael, Y. (August, 2021, Invited). Inclusive Education. Virtually presented to Faculty of Special Education College, Hangzhou Teacher University. China.
Hui-Michael, Y. (March 2020, Invited). Educating English Learners with Special Needs Panel Discussion. TESOL International Association Annual Conference, Denver, CO.
Hui-Michael, Y., Meloro, K. (March, 2019). Culturally and Linguistically Responsive Practices for Emerging Bilingual Students with Special Needs. National Association for Bilingual Education (NABE) Convention, Lake Buena Vista, FL.
Hui-Michael, Y., Meloro, K., Puleo, A. & Mercurio, J. (April, 2017). What does it mean to be(come) a culturally and linguistically responsive special education teacher? Presented at the Council for Exceptional Children Teaching Exceptional Children’s Annual Convention. Boston, MA.
Hui-Michael, Y. (April, 2016). Assessing English Language Learners with Exceptional Needs: Implementations for Special Education Eligibility. Presented at the Council for Exceptional Children Teaching Exceptional Children’s Annual Convention. St. Louse, MO.
SPED 451: Teaching Culturally and Linguistically Diverse Students with Exceptionality
SPED 453: Content-Based ESL Instruction for Exceptional Students
SPED 551: Introduction to Multicultural Special Education
SPED 554: Applied Linguistics for Multilingual Learners with Special Needs
SPED 557: Assessing Multilingual Learners with Special Needs
SPED 654: Graduate Internship in Urban/Multicultural Special Education
SPED 655: Capstone Study in Urban Multicultural Special Education
2009-2011($114,828) Urban/Multicultural Special Education Project (PI and Grant Administrator)
Sponsor: Rhode Island Department of Education
The grant supported efforts of Title I and Title III schools with a focus on reducing disproportionate enrollments of English Language Learners in special education programs, reaching Annual Yearly Progress, and enhancing school and community/family collaboration.