Andrew Scheef, Ph.D.
875 Perimeter Drive MS 3080
Moscow, ID 83844-3080
- Ph.D., Washington State University, Special Education, 2016
- M.Ed., Washington State University, Special Education, 2010
- MALS, SUNY Stony Brook, Emphasis in Cultural Arts Education, 2000
- B.A, Ithaca College, Music Education
Andrew Scheef, Ph.D., is an Assistant Professor of Special Education at the University of Idaho. He has extensive experience working with students with disabilities and teaches courses designed to prepare general education teachers and special educators to lead inclusive classrooms. Dr. Scheef’s research and professional activities are focused on post-school transition for students with disabilities.
Dr. Scheef directs Vandal QUEST, an inclusive postsecondary education program at the University of Idaho. As a teacher, he received a Fulbright Distinguished Award in Teaching (2013-14) that allowed him to study special education programs in Singapore designed to increase employability of youths with disabilities. Dr. Scheef serves as the managing editor of the Journal of International Special Needs Education and is the Northwest Region Representative of the Council for Exceptional Children’s Division for Career Development and Transition (DCDT).
Scheef, A.R., Hollingshead, A., Malone, K., Sherman, W. M., Seamans, A., Sabala, T., & Carson, J. (2022). Increasing the independence of students with disabilities in the classroom through indirect paraprofessional support. TEACHING Exceptional Children. OnlineFirst. https://doi.org/10.1177/00400599221143457
McKnight-Lizotte, M., Scheef, A. R., Levine, A., Thomas, F., & Phillips, B. N. (2022). Secondary special educators’ perceptions of transition collaboration with vocational rehabilitation. Rehabilitation Counselors and Educators Journal. 11(3). https://doi.org/10.52017/001c.38444
Scheef, A. R., & McKnight-Lizotte, M. (2022). Utilizing vocational rehabilitation to support post-school transition for students with learning disabilities. Intervention in School and Clinic, 57(5), 316-321. https://doi.org/10.1177/10534512211032604.
Scheef, A. R., McKnight-Lizotte, M., & Gwartney, L. (2019). Supports and resources valued by autistic students enrolled in postsecondary education. Autism in Adulthood. https://doi.org/10.1089/aut.2019.0010
Scheef, A. R. (2019). Who and what works: Supporting work experiences for students enrolled in post-secondary education programs. Journal of Policy and Practice in Intellectual Disabilities. 1(3), 219-226. https://doi.org/10.1111/jppi.12285
Scheef, A. R., Hollingshead, A., & Voss, C. (2019). Peer support arrangements to promote positive post-school outcomes. Intervention in School and Clinic, 54(4), 219-224. https://doi.org/10.1177/1053451218782430
Scheef, A. R., Barrio, B. L., Poppen, M. I., McMahon, D., & Miller, D. (2018). Exploring barriers for facilitating work experience opportunities for students with intellectual disabilities enrolled in post-secondary education programs. The Journal of Postsecondary Education and Disability, 31, 209-224.
Scheef, A. R., & Johnson, C. (2017). The power of the cloud: Using Google Forms to aid in transition assessment. Career Development and Transition for Exceptional Individuals, 40, 250-255. doi: 2165143417700844
Scheef, A. R., Barrio, B. L., & Poppen, M. I. (2016). Developing partnerships with businesses to support job training for youth with disabilities in Singapore. Career Development and Transition for Exceptional Individuals, 40, 156-164.