Faculty & Staff

Administration, Research & Staff Employees

Laura 搁辞诲谤铆驳耻别锄 L贸pez, MEd

Laura 搁辞诲谤铆驳耻别锄 L贸pez, Ed.D.

Assistant Professor of Instruction

Phone: 813.974.3126
Fax: 813.974.6115
Office: 2117

Send an email

Dr. Laura 搁辞诲谤铆驳耻别锄 L贸pez is an Assistant Professor of Instruction in the Department of Child & Family Studies within the College of Behavioral & Community Sciences at the University of South 91社区. She also serves as the Training Director for the , the university's Center for Excellence in Developmental Disabilities, and as the Program Director for the Graduate Certificate in Positive Behavior Support. In her role at FCIC, Dr. 搁辞诲谤铆驳耻别锄 leads the and oversees the project as PI.

With a B.A. in Psychology & Political Sciences from the University of Puerto Rico, an M.A. in Educational Leadership & Administration from Argosy University, and an Ed.D. in Program Development & Educational Innovation from the University of South 91社区, Dr. 搁辞诲谤铆驳耻别锄 has over fifteen years of experience in the education field. Her expertise lies in teaching, student advising, training, and enrollment management. Dr. 搁辞诲谤铆驳耻别锄's research interests include the advancement of knowledge and practice in education through behavioral equity, educational inclusion, program evaluation, improvement science, and applied inquiry. Her teaching and research primarily focus on disability studies, with a particular interest in promoting equity and inclusion for individuals with developmental disabilities.

In addition to her academic work, Dr. 搁辞诲谤铆驳耻别锄 is actively involved in service and professional affiliations, including serving as the Secretary for the National Training Director鈥檚 Council and Spanish Caucus Steering Committee Member for the Association of University Centers on Disability (AUCD), and as a member of various other professional organizations.

Recent Publications

搁辞诲谤铆驳耻别锄 L贸pez, L.M. (2024). The impact of bias on the scholar-practitioner鈥檚 doctoral journey: Strategies to legitimize it. Impacting Education: Journal on Transforming Professional Practice. 9(2), 34-41.