Vincent Connelly

Phone: (603) 862-0595
Office: Education, Morrill Hall Rm 111B, Durham, NH 03824
headshot of Vincent Connelly

Vincent is an Associate Professor of Education at the University of New Hampshire. His area of expertise is in the field of special education.

His work focuses broadly on the preparation of special educators, specifically the examination of the efficacy of a variety of avenues to providing clinical practice for beginning special educators. He has examined issues of state and federal policy in university/school partnerships, teacher evaluation, the efficacy of alternative routes to educator preparation, student teaching, teacher attrition in special education, and the use of restraint and seclusion in schools.

In a time of deepening of inequality and a resurgence of a discourse of deficits in the United States, Vincent's teaching is focused on empowering beginning educators to make a case for their students as learners, by giving voice to their current abilities and how different ability-focused pedagogical methods to address barriers to learning can be effective.

Vincent's emergent areas of interest and research focus on the dual nature of disability as an object of both protection and stratification. In a time where disability identification disparities according to race, social class, gender and/or language are increasing, Vincent's work examines the dilemmas of equity in special education, the essentializing power of deficit views, and the consequences of a disability diagnosis. These extant disability and service delivery disparities in the field test our current assumptions about justice in American schools, and they must be systematically examined in a situated, historical context.


  • Ed.D., Special Education, Johns Hopkins University
  • M.S.Ed., Johns Hopkins University
  • B.A., Psychology, Loyola University - Maryland

Research Interests

  • Issues and policy regarding the preparation, recruitment, and retention of special education personnel

Courses Taught

  • EDUC 751B: Educ Exceptional Learners:Sec
  • EDUC 751B/851B: Educ Exceptional Learners:Sec
  • EDUC 752: Iss in Learning Disabilities
  • EDUC 851B: Educ Exceptional Learners:Sec
  • EDUC 852: Iss in Learning Disabilities
  • EDUC 900C: Intrnshp & Sem/General Spec Ed
  • EDUC 901C: Intrnshp & Sem/Special Educ
  • EDUC 939: Assmnt&Tchng Chldrn Lrng Diffs
  • EDUC 940: Assmnt&Tchng Chldrn Lrng Diffs

Selected Publications

Connelly, V., Wasielewski, L., Birch, M., & Bigaj, S. (2020). From Placements to Partnerships: The State of Clinical Practice and Preparation. Peabody Journal of Education.. Peabody Journal of Education..

Connelly, V., Wasielewski, L., Birch, M., & Bigaj, S. (2020). From placements to partnerships: Case studies in developing and sustaining partnerships for clinical experiences in teaching.. In P. Jenlink (Ed.), Clinical Practice in Teacher Preparation. Lanham, MD: Rowman & Littlefield..

Gagnon, D. J., Mattingly, M. J., & Connelly, V. J. (2017). The Restraint and Seclusion of Students With a Disability: Examining Trends in U.S. School Districts and Their Policy Implications. Journal of Disability Policy Studies, 28(2), 66-76. doi:10.1177/1044207317710697

Connelly, V., DeMitchell, T., & Gagnon, D. (2014). Teacher evaluation. Principal perceptions of the barriers to dismissal: Research, policy, and practice. Education Law and POlicy Review, 1, 172-192.

Connelly, V. J., Rosenberg, M. S., & Larson, K. E. (2014). Alternative Routes to Special Education Teacher Preparation Context, Outcomes, and Implications. In HANDBOOK OF RESEARCH ON SPECIAL EDUCATION TEACHER PREPARATION (pp. 215-230). Retrieved from

Fries, K., Connelly, V., & DeMitchell, T. (2008). Academic freedom in the public K-12 classroom: Professional responsibility or constitutional right. A conversation with teachers. 227 Education Law Reporter 505 (2008).. Education Law Reporter, 227.

Boyle, E. A., Rosenberg, M. S., Connelly, V. J., Washburn, S. G., Brinckerhoff, L. C., & Banerjee, M. (2003). Effects of Audio Texts on the Acquisition of Secondary-Level Content by Students with Mild Disabilities. Learning Disability Quarterly, 26(3), 203-214. doi:10.2307/1593652

Most Cited Publications