Joseph Madaus

Professor

Educational Psychology

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Titles:

Professor, Educational Psychology
Director, Collaborative on Postsecondary Education and Disability

Academic Degrees:

Ph.D., Special Education, University of Connecticut, 1996
M.A., Counseling Psychology, Boston College, 1991
B.A., Elementary Education/Moderate Special Education, Boston College, 1988

Areas of Expertise:

Special Education

Post-Secondary Transition

Assessment

Learning Disabilities

Biography:

Dr. Joseph Madaus is director of the Collaborative on Postsecondary Education and Disability and is a professor in the Department of Educational Psychology. He is a past president of the Division on Career Development and Transition, a division of the Council for Exceptional Children.

In 2007, Dr. Madaus received both the Teaching Promise and Teaching Innovation award from the University of Connecticut chapter of the American Association of University Professors. In 2008, he was named as a University Teaching Fellow, the highest teaching honor at the University of Connecticut. Dr. Madaus was a Distinguished Research Fellow in the National Institute on Disability and Rehabilitation Research Mary Switzer Fellowship program in 2003-2004. He was the 2018 recipient of the Oliver P. Kolstoe Award for significant lifetime contributions to the field of transition from the Division on Career Development and Transition of the Council for Exceptional Children and was the 2019 Distinguished Scholar recipient from the Neag School. He currently serves on the editorial board of nine journals, including the Journal of Postsecondary Education and Disability, TEACHING Exceptional Children, and Career Development and Transition for Exceptional Individuals. He was named reviewer of the year for CDTEI in 2008 and 2011. He was the co-editor of Preparing Students with Disabilities for College: A Practical Guide for Transition and the Handbook of Higher Education and Disability. He is the Principal Investigator or Co-Principal Investigator on grants through the Office for Postsecondary Education, Office for Special Education Programs, the Jacob K. Javits Gifted and Talented Students Education Program, the Institute of Education Sciences, and the State of Connecticut.

Selected Publications/Presentations:

Reis, S. M., Gelbar, N., & Madaus, J. W. (2024). A strength-based approach to achieving academic success for individuals with ASD. Journal of Neuroscience and Neurological Disorders, 8: 010-011. https://doi.org/10.29328/journal.jnnd.1001090

Dukes, III, L. L. & Madaus, J. (2024). Universal design for learning: New pedagogy with academic rigor. In N. Lipsitz, E. Berger, and M. Berger (Eds.), A Collaborative Framework for Optimizing the Educational Experience of Students with Disabilities. Washington DC: NASPA.

Madaus, J. W., & Dukes III, L. L. (eds.). (2023). Handbook of higher education and disability: International perspectives. Edward Elgar Publishing.

Lalor, A. R., Scott, S. S., Dukes III, L. L., Quiñones L., Madaus, J. W. (2023). The revised AHEAD code of ethics: Its development and utility explained. Journal of Postsecondary Education and Disability, 36(4), 331-337.

Madaus, J., & Kunkes, I. (2023). The (modern) history of disability services in higher education. Journal of Postsecondary Education and Disability, 36(4), 319-329.

Faggella-Luby, M., Dukes III, L. L., Tarconish, E., Taconet, A., Gelbar, N., & Madaus, J. (2023). COVID-19: An examination of the perceptions on instruction for college students with disabilities during remote learning. Currents in Teaching and Learning, 14(2), 7-20.

Dukes III, L. L., Lalor, A., Gelbar, N., Madaus, J., & Tarconish, E. (2022). A job analysis of accessibility services administrators in higher education. Journal of Postsecondary Education and Disability, 35, 3, 247-259.

Tarconish, E., Taconet, A., Madaus, J., Gelbar, N., Dukes III, L., & Faggella-Luby, M. (2022). Perceptions of college students with disabilities regarding institutional and disability services offices’ response to sustaining education during COVID-19. Journal of Postsecondary Education and Disability, 35(2), 99-111.

Madaus, J. W., Reis, S., Gelbar, N. W., Delgado, J., & Cascio, A. (2022). Perceptions of factors that facilitate and impede learning among twice-exceptional college students with autism spectrum disorder. Neurobiology of Learning and Memory. https://doi.org/10.1016/j.nlm.2022.107627

Madaus, J. W., Faggella-Luby, M. N., Dukes, III, L. L., Gelbar, N. W., Langdon, S., Tarconish, E. J., & Taconet, A. (2022). What happened next? The experience of postsecondary students with disabilities as colleges and universities reopened during the pandemic. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.872733

Madaus, J. W., Cascio, A., & Gelbar, N. (2022). Perceptions of college students with autism spectrum disorder on the transition to remote learning during the COVID-19 pandemic. Developmental Disabilities Network Journal, 2(2). https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1042&context=ddnj

Madaus, J., Tarconish, E., Langdon, S., Taconet, A., & Gelbar, N. (2022). Parents’ perceptions of the college experiences of Twice-Exceptional students with Autism Spectrum Disorders. Developmental Disabilities Network Journal, 2(2). https://digitalcommons.usu.edu/ddnj/vol2/iss2/6/

Madaus, J., Cascio, A., Delgado, J., Gelbar, N., Reis, S., & Tarconish, E. (2022). Improving the transition to college for 2eASD students: Perspectives from college service providers. Career Development and Transition for Exceptional Individuals. https://doi.org10.1177/21651434221091230

Madaus, J., Gelbar, N., Dukes, III, L. L., Taconet, A., & Faggella-Luby, M. (2021). Are there predictors of success for students with disabilities pursuing postsecondary education? Career Development and Transition for Exceptional Individuals, 44(4), 191-202. https://doi.org/10.1177/2165143420976526

Gelbar, N. & Madaus, J. (2021). Factors related to extended time use by college students with disabilities. Remedial and Special Education, 42(6), 374-383 https://doi.org/10.1177/0741932520972787

Tarconish, E., Taconet, A., Madaus, J., Gelbar, N., Dukes III, L. D., & Faggella-Luby, M. (2021). The spectrum of disability documentation requirements at twelve institutions: A thematic analysis. Learning Disabilities: A Multidisciplinary Journal, 26(2). https://doi.org/10.18666/LDMJ-2021-V26-I2-11121

Banerjee, M., Lalor, A., Madaus, J., & Brinckerhoff, L. (2021). Perspectives on disability documentation guidelines. Learning Disabilities: A Multidisciplinary Journal, 26(2). https://doi.org/10.18666/LDMJ-2021-V26-I2-10860

Madaus, J., & Dukes, III, L. L. (2021). Introduction to the special issue – Postsecondary disability documentation: What have we learned ten years after the ADAAA?  Learning Disabilities: A Multidisciplinary Journal, 26(2).

Madaus, J. W., Gelbar, N., Faggella-Luby, M., and Dukes III, L. L. (2021). Experiences of students with disabilities during the COVID-19 interruption of in-person instruction. Journal of Postsecondary Education and Disability, 34 (1), 5-18.

Madaus, J. W., Dukes III, L. L., Fleming, A. R., Lindstrom, J. E., Lindstrom, W., & Marino, M. T. (2020). Promoting access to supports and accommodations in postsecondary education. In K. Shogren and M. Wehmeyer (Eds.), Handbook of Adolescent Transition Education for Students with Disabilities. New York: Routledge.

Madaus, J.W., Dukes, III, L. L. Lalor, A. R., Aquino, K., Faggella-Luby, M., Newman, L. A., Papay, C., Petcu, S., Scott, S., & Wessel, R. (2020). Research guidelines for higher education and disability. Journal of Postsecondary Education and Disability, 33(4), 319-338.

Lalor, A. R., Madaus, J. W., & Dukes, III, L. L. (2020). Disability-related competencies for student affairs generalists: A Delphi study. College Student Affairs Journal, 38(2), 198-214. https://doi.org/10.1353/csj.2020.0014

Madaus, J. W., Gelbar, N., Dukes, III, L. L., Faggella-Luby, M. N., Mills, D., & Taconet, A. (2020). Using the APP tool to promote student self-determination skills in higher education. Journal of Postsecondary Education and Disability, 33(3), 265-273.

Lalor, A. R., Madaus, J. W., & Newman, L. S. (2020). Leveraging campus collaboration to better serve all students with disabilities. Journal of Postsecondary Education and Disability, 33(3), 249-255.

Banerjee, M., Lalor, A., Madaus, J., & Brinckerhoff, L. (2020). Student self-report: Use of self-reported information in accommodation decisions post-ADA AA. Journal of Postsecondary Education and Disability, 33(3), 301-310.

Monahan, J. L., Lombardi, A., Madaus, J., Carlson, S. R., Freeman, J., & Gelbar, N. (2020). Identifying empirical support for college and career readiness frameworks: A systematic literature review. Journal of Disability Policy Studies. Advance online publication. https://doi.org/10.1177/1044207320906816

Newman, L. A., & Madaus, J. W., Javitz, H., & Lalor, A. R. (2020). Effect of support receipt on postsecondary success of students with disabilities. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000170

Gelbar, N. W., Madaus, J. W., Dukes, L.L., Faggella-Luby, M., Volk, D.T., & Monahan, J. (2020).  Self-determination and college students with disabilities: Research trends and construct measurement.  Journal of Student Affairs Research and Practice, 57(2), 163-181.  https://doi.org/10.1080/19496591.2019.1631835

Madaus, J. W., Gelbar, N. W., Dukes III, L. L., Faggella-Luby, M. N., Glavey-Labedz, E., & Romualdo, A. (2019). Students with disabilities in the community college professional literature: A systematic review. Community College Journal of Research and Practice. DOI: 10.1080/10668926.2019.1639568

Faggella-Luby, M., Gelbar, N., Dukes III, L.L., Madaus, J.W., & Lombardi, A., Lalor, A. (2019, Spring). Learning Strategy Interventions for College Students with Disabilities: A Systematic Review of the Literature. Journal of Postsecondary Education and Disability, 32(1), 63-81.

 Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2019). Support receipt: Effect on postsecondary success of students with learning disabilities. Career Development and Transition for Exceptional Individuals, 42(1), 6-16. doi: 10.1177/2165143418811288

Keenan, W. R., Madaus, J. W., Lombardi, A., & Dukes, L. L. D. (2018). The impact of the ADAAA on documentation of students with learning disabilities and ADHD transitioning to college. Career Development and Transition for Exceptional Individuals. 42(1), 56-63. doi: 10.1177/2165143418809691

Monahan, J., Lombardi, A., & Madaus, J. (2018). Promoting college and career readiness: Practical strategies for the classroom. TEACHING Exceptional Children, 51(2), 144-154. doi: 10.1177/0040059918802579

 Madaus, J. W., Gelbar, N. W., Dukes, L.L., Lalor, A. R., Lombardi, A., Kowitt, J., & Faggella-Luby, M. (2018). Literature on Postsecondary Disability Services: A Call for Research Guidelines. Journal of Diversity in Higher Education, 11(2), 133-145. http://dx.doi.org/10.1037/dhe0000045

Lombardi, A., Gelbar, N., Dukes, L. L., Kowitt, J., Wei, Y., Madaus, J. W., Lalor, A., & Faggella-Luby, M. N. (2018). Higher education and disability: A systematic review of assessment instruments designed for students, faculty, and staff. Journal of Diversity in Higher Education, 11(1), 34-50. http://dx.doi.org/10.1037/dhe0000027

Keenan, W., Madaus, J. W., & Heyward, S. (2018). The Americans with Disabilities Act.  SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks, CA: SAGE Publications.

 Madaus, J.W., Grigal, M, Dukes, L.L. III., & Hart, D. (2018). Introduction. In M. Grigal, J. Madaus, L. L. Dukes III, & D. Hart (Eds.), Navigating the transition for high school to college for students with disabilities. New York: Routledge.

Lalor, A. R., Petcu, S. D., & Madaus, J. W. (2018). Applying to College. In M. Grigal, J. Madaus, L. L. Dukes III, & D. Hart (Eds.), Navigating the transition for high school to college for students with disabilities. New York: Routledge.

Walker, Z., Getzel, E. E., Dukes III, L.L., & Madaus, J. W. (2018) Planning for a Successful Transition to College. In M. Grigal, J. Madaus, L. L. Dukes III, & D. Hart (Eds.), Navigating the transition for high school to college for students with disabilities. New York: Routledge.

Faggella-Luby, M., Dukes III, L.L., Gelbar, N., Madaus, J.W., Lombardi, A., & Lalor, A. (2017). Universal design and college students with disabilities: Does the data equal the zeal? Currents in Teaching and Learning, 9(2), 5-19

Madaus, J. W., Banerjee, M., Merchant, D., & Keenan, W. (2017). Transition to postsecondary education. In J. Kauffman, D. Hallahan, & P. C. Pullen (Eds.), Handbook of Special Education, 2^nd ed. (pp. 691-704). New York: Routledge.

Dukes L. L., Madaus, J. W., Faggella-Luby, M., Lombardi, A., & Gelbar, N. (2017). PASSing College: A taxonomy for students with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 30, (2), 111-122.

Gelbar, N. W., Bray, M., Kehle, T. J., Madaus, J. W. & Maykel, C. (2016).  Exploring the nature of compensation strategies in individuals with dyslexia: A research brief. Canadian Journal of School Psychology. doi: 10.1177/0829573516677187

Newman, L. A., & Madaus, J. W., & Javitz, H. (2016). Effect of transition planning on postsecondary support receipt by students with disabilities. Exceptional Children, 82(4), 497-514. DOI: 10.1177/0014402915615884

 Gelbar, N. W., Madaus, J. W., Lombardi, A., Faggella-Luby, M., & Dukes III, L. L. (2015). College Students with Physical Disabilities: Common on Campus, Uncommon in the Literature. Physical Disabilities:  Education and Related Services, 34(2), 14-31.

Newman, L. A., & Madaus, J. W. (2015). Analysis of factors related to receipt of accommodations and services by postsecondary students with disabilities. Remedial and Special Education, 36(4), 208-219. DOI: 10.1177/0741932515572912

Newman, L. A., & Madaus, J. W. (2015). Reported accommodations and supports provided to secondary and postsecondary students with disabilities: National perspective. Career Development and Transition for Exceptional Individuals, 30, 173-181. doi: 10.1177/2165143413518235

 

Honors/Awards:

University of Connecticut Teaching Fellow, 2008-2009.

Teaching Promise Award, UConn AAUP, 2007.

Teaching Innovation Award, UConn AAUP, 2007.

Distinguished Research Fellow, Mary E. Switzer Distinguished Research Fellowship Program, National Institute on Disability and Rehabilitation Research, United States Department of Education

Reviewer of the Year: Career Development for Exceptional Individuals, 2008, 2011.

Oliver P. Kolstoe Award for significant lifetime contributions to the field of career development and transition from Division on Career Development and Transition of the Council for Exceptional Children, 2018.

Recipient of the Neag School of Education Distinguished Scholar award, 2019.

Associations/Committees/Outreach:

Past President, Division on Career Development and Transition, Council for Exceptional Children

Editorial Board Member, Journal of Postsecondary Education and Disability

Editorial Board Member, Learning Disabilities: A Multidisciplinary Journal

Editorial Board Member, Career Development and Transition for Exceptional Individuals

Guest Reviewer: Remedial and Special Education; Learning Disabilities Research and Practice

Special Issue c0-Editor Learning Disabilities: A Multidisciplinary Journal special issue on documentation requirements for college students with disabilities.

Special Issue Editor, Journal of Postsecondary Education and Disability special issue on Wounded Warriors in Postsecondary Education

Past President, Connecticut Chapter of the Division on Career Development and Transition

In the News:

Grant Supports Graduate Student Training in Secondary Transitions for Students with Disabilities, UConn Today, November 21, 2024.

Higher Education and Disability: An interview with Joseph Madaus & Lyman Dukes III, Glean, April 5th, 2024

10 Questions with Joseph Madaus About Higher Education and Disability, UConn Today, March 5th, 2024.

Academically Talented Students with Autism can Prepare for Success in College, UConn Today, January 6th, 2022.

For College Students with Disabilities, Communication is Key in Online Learning, Researchers Find, UConn Today, March 18, 2021.

Madaus, J. (2017, July). Helping students with disabilities prepare for the future. The Conversation. https://theconversation.com/helping-your-students-with-disabilities-prepare-for-the-future-79625?utm_medium=email&utm_campaign=Latest%20from%20The%20Conversation%20for%20July%2025%202017%20-%2079276332&utm_content=Latest%20from%20The%20Conversation%20for%20July%2025%202017%20-%2079276332+Version+B+CID_d239e8501d04d097b43261d7ea00303b&utm_source=campaign_monitor_us&utm_term=Helping%20your%20students%20with%20disabilities%20prepare%20for%20the%20future(note, article subsequently published in multiple media outlets, including the International Business Times, TheHouston Chronicle, The Idaho Press, The Arizona Daily Sun, The Scranton Sun Times, WSVM TV [Nashville], Seattle Post-Intelligencer, and San Francisco Gate, with over 6,700 readers in 5 countries)

The road to higher education with an ‘invisible disability’. The Atlantic, September 22, 2016. Available at: http://www.theatlantic.com/education/archive/2016/09/there-is-no-right-way-to-learn/501044/

Madaus, J. W. (2016). In CCJEF v. Rell, a troubling outlook on funding for students with disabilities. Connecticut Mirror. http://ctviewpoints.org/2016/10/10/in-ccjef-v-rell-troubling-outlook-on-disabilities/

Education Professor Advocates for Help for ‘Hidden’ War Wounds. UConn Today, July 20, 2010.

Teaching fellow prepares students to work in special education. UConn Advance, November 17, 2008.

For Adults with Learning Disabilities, The Hardest Part of a Job is Keeping It. Wall Street Journal, November 16, 2006.