Dr. Trisha Sugita
Associate Professor, Director of Teacher Education; Instructional Faculty
Attallah College of Educational Studies
Expertise:
Inclusive Education; Disability Studies; Family-School Partnerships; Autism
Office Location: Reeves Hall
Email: sugita@chapman.edu
- Education:
- Chapman University, Master of Arts
Chapman University, Ph.D.
Biography
Dr. Trisha Sugita is the Director of the Teacher Education program and Instructional
Associate Professor of Special Education in the Attallah College of Educational Studies
at Chapman University. Dr. Sugita's extensive K-12 experience includes developing
programs and curriculum to support special education programs, handling parent concerns
regarding special education policies and procedures, professional development in the
areas of co-teaching, universal design for learning, and strategies to support culturally
diverse students. She holds and Education Specialist credential in both Mild/Moderate
and Moderate/Severe Disabilities. Dr. Sugita's research interests include inclusive
schooling, intervention, minorities and special education, and family/school partnerships.
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Recent Creative, Scholarly Work and Publications
- Kong, J. E., & Sugita, T. (2022). Word problem solving interventions for students with mathematical disability. EBSCO Pathways to Research in Education. EDU015, 1-12.
- Yeh, C., Sugita, T., & Tan, P. (2020). Reimagining inclusive spaces for mathematics learning. Mathematics Teacher: Learning and Teaching Pk-12, 113(9), 708-714. doi:10.5951/MTLT.2019.0101
- Lambert, R., Sugita, T., Yeh, C., Hunt, J. & Brophy, S. (2020). Documenting increased participation of a student with autism in the Standards for Mathematical Practice. Journal of Educational Psychology, 11(3), 494-513.
- Van Boxtel, J., & Sugita, T. (2019). Exploring the implementation of lesson-level UDL principles through an observation protocol. International Journal for Inclusive Education. doi: 10.1080/13603116.2019.1655596
- Hunt, J., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). “Think, Pair, Share”: UDLizing talk moves to increase classroom discourse. Teaching Children Mathematics, 25(2), 78-84.
- Lambert, R., & Sugita, T. (2016) Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning, 31(4), 348-366.
- Sugita, T. (2016). Current trends in psychological and educational approaches for training and teaching children with Autism. International Electronic Journal of Elementary Education. 9(2), 307-316.
- Nishimura, T., & Busse, R.T. (2016). Content validation of the Scale of Teacher Attitudes towards Inclusive Classrooms. International Journal of Special Education, 31(2), 186-190.
- Nishimura, T., & Busse, R.T. (2015). A factor analytic validation study of the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). International Journal of Special Education, 30(3), 1-7.
- Nishimura, T. (2014). Effective professional development of teachers: A guide to actualizing inclusive schooling. International Journal of Whole Schooling 10(1), 19-42.