Early Intervention, Family-Professional Partnerships, Cultural and Linguistic Diversity, and Professional Development

Dr. Amilivia earned her Ph.D. from the University of Kansas in 2020. Prior to earning her doctoral degree, Dr. Amilivia was an early childhood educator at the University of Michigan's North Campus Childcare Care Center. She worked in a mixed-aged classroom with young children with and without disabilities. Dr. Amilivia teaches courses in the Early Childhood/Early Childhood Special Education program in the College of Education. Dr. Amilivia is a member of the following national organizations: the Council for Exceptional Children (CEC), the Division for Early Childhood (DEC), and the National Association for the Education of Young Children (NAEYC). She serves on the Policy and Advocacy Committee within DEC and is a member of the Maryland & D.C. Division for Early Childhood subdivision. In addition, Dr. Amilivia is a consultant for the Early Childhood Intervention Personnel Development Equity Center. Dr. Amilivia's scholarship focuses on teacher preparation and professional development. Her research interests include investigating coaching and family-professional partnerships in collaborative decision-making with culturally and linguistically diverse populations.

Morgan, C. W., Cheatham, G. A., Lim, S., Amilivia, J. M., & Martinez, J. R. (2023). Enhancing the social-relations approach: A relational framework for inclusive early childhood education. Exceptionality. https:// doi/full/10.1080/09362835.2023.2196425

Smith, S. J., Cheatham, G. A., & Amilivia, J. M. (2020). Defining inclusionary practices in Catholic schools. Journal of Catholic Education.

Amilivia, J. M. (2020). From article to action: Responding to young children’s social-emotional needs through video modeling. Young Exceptional Children.

Beneke, M. R., Skrtic, T. M., Guan, C., Hyland, S., Alzahrani, T., Uyanik, H., Amilivia, J. M., & Love, H. (2018). Inclusive education as democratic negotiation: Contradictions and communion in (re)constructing practice. International Journal of Inclusive Education. DOI: 0.1080/13603116.2018.1530309

Current Projects

  • Conversations with Early Intervention Professionals: Impacts of COVD-19 on Family-Professional Partnerships (Principle Investigator)
  • Early Childhood Intervention Personnel Development Equity Center (Consultant)


  • EDSP 210: Introduction to Special Education
  • EDSP 211: Introduction to Special Education
  • EDSP 321: Young Children as Scientists
  • EDSP 420: Child Development Birth to Three
  • EDSP 423: Assessment in Early Intervention/Early Childhood Special Education
  • EDSP 430: Early Intervention: Early Childhood Special Education
  • EDSP 433: Families and Culture in Early Intervention (Birth to 5)
  • EDSP 624: Assessment in Early Intervention/Early Childhood Special Education
  • EDSP 626: Characteristics of Infants and Young Children in Early Childhood Special Education