Mia Chudzik
Biographic Data
| ID | 4609055 |
|---|---|
| NAME | Mia Chudzik |
| GIVEN NAMES | Mia |
| FAMILY NAME | Chudzik |
| SIGNATURE | CHUDZIK M |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0003-3640-2231 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Trauma-Informed Attitudes and Practices of Early Childhood Special Education Teachers: A Mixed Methods Exploration
Young children with disabilities experience trauma at high rates. Early childhood special education teachers play a critical role in supporting these children through the use of trauma-informed care. This study explored early childhood special education teachers' trauma-informed attitudes and practices. Twelve early childhood special education teachers in one Midwestern state participated in this study. A mixed methods study was conducted, with p…
Trauma‐informed care in early intervention: Providers’ barriers, boundaries, and needs
Young children who receive early intervention (EI) services are at increased likelihood of having experienced trauma, as trauma is most common in the birth‐to‐three age range, especially for children with disabilities. Little is known about EI services for trauma‐impacted children and families. Previous research suggested that EI providers are unprepared to support trauma. Thus, we conducted qualitative interviews with 14 EI providers in one US s…
Challenging Paradigmatic Homogeneity in Special Education Research: A Systematic Review
The field of special education has privileged positivistic paradigms and, consequently, has underutilized qualitative methods. For those skeptical of this claim or curious about its accuracy, the purpose of this literature review was to: (a) understand the prevalence of qualitative methods within the broader context of the research methods published in top special education journals and (b) compare quantitative and qualitative features of the qua…
No prominent works on this page.
Challenging Paradigmatic Homogeneity in Special Education Research: A Systematic Review
The field of special education has privileged positivistic paradigms and, consequently, has underutilized qualitative methods. For those skeptical of this claim or curious about its accuracy, the purpose of this literature review was to: (a) understand the prevalence of qualitative methods within the broader context of the research methods published in top special education journals and (b) compare quantitative and qualitative features of the qua…
The Trauma-Informed Attitudes and Practices of Early Childhood Special Education Teachers: A Mixed Methods Exploration
Young children with disabilities experience trauma at high rates. Early childhood special education teachers play a critical role in supporting these children through the use of trauma-informed care. This study explored early childhood special education teachers' trauma-informed attitudes and practices. Twelve early childhood special education teachers in one Midwestern state participated in this study. A mixed methods study was conducted, with p…
Trauma‐informed care in early intervention: Providers’ barriers, boundaries, and needs
Young children who receive early intervention (EI) services are at increased likelihood of having experienced trauma, as trauma is most common in the birth‐to‐three age range, especially for children with disabilities. Little is known about EI services for trauma‐impacted children and families. Previous research suggested that EI providers are unprepared to support trauma. Thus, we conducted qualitative interviews with 14 EI providers in one US s…
Child Abuse and Trauma (2 works) · Education Discipline and Inequality (2 works) · Qualitative research (2 works) · Special education (2 works) · Adverse Childhood Experiences (1 works) · Behavioral and Psychological Studies (1 works) · Class (philosophy (1 works) · Counseling, Therapy, and Family Dynamics (1 works) · Early childhood (1 works) · Early childhood education (1 works)