Dr. Joseph R. Boyle received his doctoral degree from the University of Kansas in special education. His current research interests include examining the effectiveness of teaching techniques and interventions for students with high-incidence disabilities in general education and inclusive classrooms. As a result, he has developed a number of classroom interventions for students with mild disabilities in the areas of reading, writing, and note-taking. Dr. Boyle has over 40 publications that include books, research articles, and research-to-practice articles. Many of his research publications have been included in other research meta-analyses and syntheses of special education research and his journal articles have been cited over 250 times. In addition, many of the classroom interventions that Dr. Boyle developed have appeared in special education methods textbooks and research-to-practice journal articles.

Research Interests

  • Disability Studies in Education
  • Reading & Literacy

Courses Taught




SPED 2231

Introduction to Special Education


SPED 2231

Introduction to Inclusive Education


SPED 5106

Literacy Instruction for Students with Disabilities


SPED 5106

Literacy Instruction for Young Children with Disabilities


SPED 5211

Effective Instructional Strategies for Young Children with Disabilities


SPED 5401

Students with Mild Disabilities: Effective Teaching Strategies


SPED 5587

Special Education Practicum


SPED 5666

Inclusive School Practices


SPED 8701

Proseminar in Individual Differences


SPED 9387

Practicum in Special Education


EDUC 8505

Assessment and Evaluation of Students


Selected Publications


  • Boyle, J.R. & Joyce, R.L. (2019). Smartpen Technology for Note Taking in Inclusive English/Language Art Classes. Reading and Writing Quarterly, 35(6), pp. 525-538. doi: 10.1080/10573569.2019.1579130

  • Boyle, J.R. & Kennedy, M.J. (2019). Innovations in Classroom Technology for Students with Disabilities. Intervention in School and Clinic, 55(2), pp. 67-70. doi: 10.1177/1053451219837716

  • Joyce, R.L. & Boyle, J.R. (2019). Improving Note-Taking Skills for Students With Disabilities Through a Smartpen Intervention. Journal of Special Education Technology. doi: 10.1177/0162643419856275

  • Kennedy, M.J. & Boyle, J.R. (2017). The promise and problem with technology in special education: Implications for academic learning. In Handbook of Special Education: Second Edition (pp. 606-616). doi: 10.4324/9781315517698

  • Boyle, J. & Kennedy, M. (2016). From the Editors. Journal of Special Education Technology, 31(2), p. 63. doi: 10.1177/0162643416657902

  • Boyle, J.R. & Kennedy, M.J. (2016). Coeditor’s Introduction. Journal of Special Education Technology, 31(1), p. 3. doi: 10.1177/0162643416637164

  • Boyle, J.R., Rosen, S.M., & Forchelli, G. (2016). Exploring metacognitive strategy use during note-taking for students with learning disabilities. Education 3-13, 44(2), pp. 161-180. Education 3-13. Retrieved from

  • Boyle, J.R., Forchelli, G.A., & Cariss, K. (2015). Note-taking interventions to assist students with disabilities in content area classes. Preventing School Failure, 59(3), pp. 186-195. doi: 10.1080/1045988X.2014.903463

  • Boyle, J.R. & Hindman, A.H. (2015). Scaffolding the persuasive writing of middle school students. Middle Grades Research Journal, 10(3), pp. 43-59. Retrieved from