Dr. Timothy Morse

• Position: Assistant Professor
• Department: School of Education
• Office Location: Building 85, Room 183
• tmorse@uwf.edu
• Campus: 850.474.2893
• Curriculum Vitae (CV)

Biography

Dr. Morse holds bachelor's, master's, and doctoral degrees in special education, specifically in the areas of students with mild disabilities, moderate-significant disabilities, special education administration, assistive technology applications in special education, and instructional design.

He holds licensure in four states, including certification in Elementary Education (K-8), Mild/Moderate/Severe Disabilities (K-12), and as a Director of Special Education.

Recently he served for 7 years as the Director of Training/Positive Behavior Support Specialist for The University of Southern Mississippi's Autism Project, where he founded and oversaw the creation and operation of an Autism Demonstration School on behalf of the university and the Mississippi Department of Education. The school's focus was the design and implementation of appropriate public school programs, predicated on evidence-based practices, for student with autism and developmental disabilities. The classrooms served as training venues for preservice and practicing teachers throughout the state, as well as parents and others who were interested in public school programs for these students.

Dr. Morse recently published a book, Response to Intervention: Refining Instruction to Meet Student Needs (Rowman & Littlefield). He has another book accepted for publication titled Small Group Instruction: A Forum for Presenting Effective Instruction to Students with Learning Challenges.

Degrees & Institutions

Dr. Morse earned a Bachelor of Science in Special Education from Vanderbilt University; a Master of Education in Special Education from the University of New Orleans, and a Doctorate of Education in Special Education from the University of Kentucky.

Publications

Morse, T. E., & Russo, C. J. (2017). Commemorating the 10th anniversary of World Autism Awareness Day: An opportunity to reflect about educating students with autism. International Journal of Educational Reform, 26(4),260-272.

Morse, T. E. (2012). Should there be alternative special education curricula, or should students with special needs be part of mainstream classroom instruction? (pp. 177-194). In J. Eakle (Ed.) Curriculum and Instruction: Debating Issues in American Education (Volume 2). CA: Sage.

Morse, T. E. (2012). Are school boards adequately meeting the IDEA’s requirement of providing a free appropriate public education for all students with disabilities? (pp. 108- 126). In C. J. Russo (Ed.) School Law: Debating Issues in American Education (Volume 8). Los Angeles, CA: Sage.

Morse, T. E. (2012). Is assistive technology or universal design a more effective method of technology integration for students with disabilities? (pp. 1-15). In K. Brady (Ed.) Technology in Schools: Debating Issues in American Education (Volume 10). Los Angeles, CA: Sage.

Morse, T. E. (2010). Comprehensive special education programming for students with autism spectrum disorder in the United States. International Journal of Educational Reform, 19(1), 2-13.

Morse, T. E. (2010). New Orleans’s unique school reform effort and its potential implications for special education. Education and Urban Society, 42, 168-181.

Morse, T. E. (2009). “Assistive Technology.” Encyclopedia of Law and Higher Education. 2009. SAGE Publications. 14 Jan. 2010. <http://sage- ereference.com/highereducation/Article_n11.html>..

Morse, T. E., Osborne, A. G., Jr., & Russo, C. J. (2008). Ten commandments of special education. Education Law Reporter, 237, 571-578.

Morse, T. E. (2008). Perspectives on addressing the literacy needs of low functioning individuals with autism. International Journal of Educational Reform, 17, 330-340.

Berrong, A. K., Schuster, J. W., Morse, T. E., & Collins, B. C. (2007). The effects of response cards on active participation and social behavior of students with moderate and severe disabilities. Journal of Developmental & Physical Disabilities, 19, 187-199.

Cwikla, J., & Morse, T. E. (2005). A middle school teacher research team: Learning about PDAs and developing a lesson. Meridian Middle School Computer Technologies Journal, 8 (1). Available: http://www.ncsu.edu/meridian/win2005/middleschoolteacher/

Morse, T. E. (2004). Ensuring equality of educational opportunity in the digital age. Education and Urban Society, 36, 266-278.

Morse, T. E., & Schuster, J. W. (2004). Simultaneous prompting: A review of the literature. Education and Training in Developmental Disabilities, 39, 153-168.

Morse, T. E. (2003). Enhancing special education students' multiple literacies through multimedia activities. Journal of Reading Education, 28 (2), 39-40.

Morse, T. E., & Hartsell, T. (2003). Creation and implementation of a CD-ROM based preservice teacher education course. Proceedings from the 14th International Conference of the Society for Information Technology & Teacher Education, Albuquerque, NM.

Morse, T. E., Callahan, T., & Hartsell, T. (2002). Creating multimedia to teach about students with developmental disabilities. Academic Exchange Quarterly, 6 (2), 25-29.

Morse, T. E., & Hartsell, T. (2002). Multimedia CD-ROM based course creation: Instructional design considerations for teacher educators. Proceedings of Selected Instruction Paper Presentations from the 2002 International Convention of the Association for Educational Communications & Technology, Dallas, TX.

Fiscus, R. S., Schuster, J. W., Morse, T. E., & Collins, B. C. (2002). Teaching elementary students with cognitive disabilities food preparation skills while embedding instructive feedback in the prompt and consequent event. Education and Training in Mental Retardation and Developmental Disabilities, 37, 55-69.

Richards, J. C., & Morse, T. E. (2002, June). One preservice teacher's experiences teaching literacy to regular and special education students. Reading Online, 5 (10). Available: http://www.readingonline.org/articles/art_index.asp?HREF=richards/index.html

Morse, T. E. (2001). Designing appropriate curriculum for special education students in urban schools. Education and Urban Society, 34, 4-17.

Morse, T. E. (2000). Ten events that shaped special education's century of dramatic change. International Journal of Educational Reform, 9, 32-38.

Morse, T. E., & Schuster, J. W. (2000). Teaching elementary students with moderate intellectual disabilities how to shop for groceries. Exceptional Children, 66, 273-288.

Singleton, D. K., Schuster, J. W., Morse, T. E., & Collins, B. C. (1999). A comparison of antecedent prompt and test and simultaneous prompting procedures in teaching grocery words to adolescents with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 34, 182-199.

Griffen, A. K., Schuster, J. W., & Morse, T. E. (1998). The acquisition of instructive feedback: A comparison of continuous versus intermittent presentation schedules. Education and Training in Mental Retardation and Developmental Disabilities, 33, 42-61.

Schuster, J. W., Morse, T. E., Ault, M. J., Doyle, P. M., Crawford, M. R., & Wolery, M. (1998). Constant time delay with chained tasks: A review of the literature. Education & Treatment of Children, 21, 74-106.

Morse, T. E., & Russo, C. J. (1997). A riddle wrapped in a mystery inside an enigma: Disciplining students with disabilities. Connecticut ASCD Annual Journal, 37-46.

Blackhurst, A. E., & Morse, T. E. (1996). Using anchored instruction to teach about assistive technology. Focus on Autism and Other Developmental Disabilities, 11, 131-141.

Morse, T. E., Schuster, J. W., & Sandknop, P. A. (1996). Grocery shopping skills for persons with moderate to profound intellectual disabilities: A review of the literature. Education & Treatment of Children, 19, 487-517.

Schuster, J. W., Morse, T. E., Griffen, A. B., & Wolery, T. (1996). Teaching peer reinforcement and grocery words: An investigation of observational learning and instructive feedback. Journal of Behavioral Education, 6, 511-533.

Morse, T. E. (1995). Full inclusion: Dream or reality? – For Full Inclusion. Journal for a Just and Caring Education, 1, 449-457.