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My research focuses on improving academic and post-secondary outcomes for students with and at-risk for mild to moderate disabilities, such as learning disabilities, dyslexia, ADHD, etc.

Kelly J. Williams


My philosophy of teaching has developed from my personal and professional experiences in the community, public schools, and university settings. Most importantly, I aim to provide high-quality, engaging instruction and foster positive relationships with students. I aspire to be a model teacher for my students, and I have dedicated considerable time and effort to create high-quality, engaging courses, lessons, and assignments. I implement a variety of methods and modalities of teaching (e.g., video clips, interactive practice sessions, collaborative learning, case-studies, projects) to support students’ construction of knowledge and to enhance their educational outcomes. Moreover, I set high expectations for students and hold them accountable in classroom discussions and activities. Students have multiple opportunities to respond and interact during class through in-class discussions with partners and small groups, in addition to opportunities to respond via written, action, and technology.

My courses also include many types of learning activities that are designed to enhance content acquisition. I incorporate interactive lectures for new or unfamiliar material, but I also ensure that students have opportunities to observe model lessons and practice teach in class with feedback. Once my students have foundational knowledge on a topic, I provide opportunities for them to work collaboratively on case studies or scenarios that they may encounter in their field placements.

I love teaching because I want to ensure that all teachers have the most effective tools to successfully meet the needs of students with high-incidence disabilities. I enjoy training current and future teachers about evidence-based practices and aim to

I am really interested in developing and testing reading and spelling interventions for middle and high school students with reading difficulties and disabilities (e.g., learnging disabilities, dyslexia). My ultimate goal is to provide teachers with effective programs and/or practices to support their older students with reading difficulties and disabilities. I want teachers to have access to high-quality programs that are feasible to implement in their current settings and lead to improved outcomes for thier students.

First and foremost, I hope that my students know that I care about their physical and mental health and well-being. Teaching is a tough profession, and it is important that my students learn self-care early. Additionally, my goal is to provide my students with the knowledge and skills they will need to meet their future professional and personal goals. I make sure students know why they’re learning about different topics and how the content might be useful to them in the future.

My research focuses on improving academic and post-secondary outcomes for students with and at-risk for mild to moderate disabilities, such as learning disabilities, dyslexia, ADHD, etc. My main areas of interest are: (1) reading interventions for adolescents with reading difficulties and disabilities, and (2) preventing dropout with at-risk populations. Prior to obtaining my Ph.D., I was a high school special education teacher and reading specialist in Statesboro, Georgia. I primarily taught reading and English/Language Arts to students with mild/moderate disabilities in grades 9-12 in resource and inclusion settings. I also have extensive experience tutoring elementary and middle school students with reading disabilities and ADHD.

I recently adopted two golden retrievers, and I really enjoy spending time with them and taking them on hikes.

Learn more about Kelly J. Williams.