Dr. Ying Hui

Department, Office, or School
Department of Special Education
  • Professor

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.

Education

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

Selected Publications

Publications

Hui-Michael, Y. (Manuscript in Process). The regular classroom teacher: Fostering the collaborative stage in special education. In In T. Banks, F.  Obiakor & A. Rotatori (Eds). Enhancing Partnerships in special education: Innovative collaboration, consultation, and cooperation. Information Age Publishing.

Hui-Michael, Y., Kemp, K. & Pinheiro B. (in press). 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.

Recent Presentations & Workshops

Hui-Michael, Y., Meloro, K. (2018). Culturally and Linguistically Responsive Practices for Emerging Bilingual Students with Special Needs. Proposal accepted by National Association for Bilingual Education (NABE) 2019 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.

Kene, P., Hui-Michael, Y. & Castagno K. (Nov. 2015) Worldviews Education Lecture Series: Impact of Lecture Series on Students’ Diversity Awareness. Presented at 2015 Promising Practice Conference, Providence, RI.​

Hui-Michael, Y. (April. 2015). What Special Educators Need to Know About ELLs. Presented at Council for Exceptional Children Teaching Exceptional Children’s Annual Convention. San Diego, CA.

Hui-Michael, Y. (Feb. 2014). Assessing English language learners: Implications for RTI and special education referral. Proposal accepted by the 43rd Annual National Association for Bilingual Education Conference, San Diego, CA.

Castagno, K, Kene, P, Hui-Michael, Y. (June 2014). National and international worldviews on children, youth, and education. Presented at American Association of University Professors.

Hui-Michael, Y., Aragon-Hanley, D. & Laramee, S. (Apr. 2013). Meeting the needs of ELLs with disabilities: A bilingual inclusive model. Presented at Council for Exceptional Children Teaching Exceptional Children’s Annual Convention.

Hui-Michael, Y. (2012). Assessing English Language Learners with Special Education Needs: A Culturally and Linguistically Responsive Approach. Workshop for Northern Rhode Island ELL Consortium, Rhode Island.

Courses

Undergraduate
SPED 300: Introduction to Special Education
SPED 412: Assessment, Curriculum and Methodology for Students with Mild/Moderate Disabilities at Elementary Level

Graduate
SPED 551: Introduction to Multicultural Special Education
SPED 552 & SPED 651: Dual Language Development and Intervention for English Language Learners with Special Needs
SPED 553: Content-Based ESL Instruction for Exceptional Students
SPED 557 & SPED 653: Assessing English Language Learners with Special Needs & Practicum
SPED 554: Curriculum Design for English Language Learners with Special Needs
SPED 654: Graduate Internship in Urban/Multicultural Special Education
ELED 542: Educating All Students

Additional Information

Grants
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.​​​​