Dr. Sharde Theodore
Dr. Sharde Theodore is an Assistant Professor at Morgan State University and research faculty for the National Center for the Elimination of Educational Disparities (NCEED). She brings nearly a decade of experience across the educational spectrum, from classroom instruction to federal education policy, driven by a deep commitment to equity and inclusion in special education. A proud alumna of a HBCU, Dr. Theodore earned her Bachelor’s degree in Elementary Education, with a concentration in Special Education, from North Carolina A&T State University. She went on to teach kindergarten through third grade in Miami, Florida, while simultaneously earning a Master’s degree in Special Education from Florida International University. Her commitment to driving change in education led her to deepen her research expertise by earning an Education Specialist degree in Teaching and Learning, followed by a Ph.D. in Teaching and Learning with a concentration in Special Education, both from Florida International University. Prior to her current role, Dr. Theodore served as an Education Program Specialist at the U.S. Department of Education’s Office of Special Education Programs. In this position, she applied her expertise as an educator, scholar, and researcher to support national initiatives aimed at improving outcomes for students with disabilities.
Dr. Theodore’s research agenda centers on eliminating educational disparities for marginalized students with disabilities and strengthening the recruitment, preparation, and retention of diverse special education personnel. She is especially committed to bridging research, policy, and practice to cultivate inclusive, culturally affirming learning environments for marginalized students with disabilities.
Selected Publications:
Theodore, S. (2024). It’s just not a safe space overall for us: Exploring the experiences of Black women in special education doctoral programs [Unpublished doctoral dissertation]. Florida International University.
Wilder, T. L., Grays, A. Y., Young, F., Moise, D., & Theodore, S. (2024). The LEARN framework: Supporting self-regulation in diverse early childhood settings. Young Children, 79(2), 46-55.
Cumming, M. M., Qiu, Y., Oblath, R., Frazier, S. L., Criado, C., Theodore, S., & Placido, G. (2024). Perceived stress, executive function, and stress regulation: Implications for middle schoolers’ emotional and behavioral wellbeing. Remedial and Special Education. https://doi.org/10.1177/07419325241265973
Wildman, S., Stansberry Brusnahan, L. L., Theodore, S., McCollow, M., Williams, J., Fitzgerald Farrell, E., Harkins Monaco, E. A., & Fuller, M. (2024). Intersectionality in the context of disability. In E. A. Harkins Monaco, L. L. Stansberry Brusnahan, M. C. Fuller & M. O. Odima (Eds.), Disability, intersectionality, and belonging in special education: Socioculturally sustaining practices (pp. 32-62). Rowman & Littlefield.
Cramer, E. D., Theodore, S., Lumpkins, A., Cummings, C. S., & Flores, H. (2023). Enhancing social justice via equity-based multi-tiered systems of supports. In J. Chitiyo & Z. Pietrantoni (Eds.), Social justice and culturally-affirming education in K-12 settings (pp. 111-132). IGI Global.
Theodore, S., Cummings, C., Silva, M. S., Flores, H., Urquiza, N., & Cramer, E. (2022). The healer: A model for culturally responsive trauma-informed practices in urban schools. In W. Hunter, J. Taylor, & L. Scott (Eds.), The mixtape volume 1: Culturally sustaining practices within MTSS featuring the everlasting mission of student engagement (pp 51-59). Council for Exceptional Children.
Cumming, M. M., Bettini, E., Brunsting, N., & Theodore, S. (2022). Leveraging working conditions to improve the quality and effectiveness of the special education teacher workforce. In C. J. Lemons, S. Powell, & K. L. Lane (Eds.), Handbook of special education research, Volume II: Research-based practices and intervention innovations, (pp. 56-70). Routledge.
Theodore, S., Cummings, C. & Cumming, M. M. (2021, November). Embedding culturally responsive trauma-informed approaches. Behavior Today. https://debh.exceptionalchildren.org/blog/behavior-today-newsletter-0 Theodore, S. (2020). Urban school discipline: Comparing the impact of punitive and restorative discipline for minority students. National Association of Special Education Teachers. https://www.naset.org/index.php?id=5391#c41400
Theodore, S. (2020). Action research report: Effects of classwide peer tutoring on phonics and decoding skills among mixed-age students with disabilities. National Association of Special Education Teachers. https://www.naset.org/index.php?id=5391#c41400
