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 Inclusive Education


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 9387

Practicum in Special Education


EDUC 5010

Special Topics in Education


EDUC 5010

Professional Seminar in Special Education


Selected Publications


  • 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

  • Boyle, J.R. & Joyce, R.L. (2019). Smartpen Technology for Note Taking in Inclusive English/Language Art Classes. Reading and Writing Quarterly. 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. doi: 10.1177/1053451219837716

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

  • Tafti, M.A., Boyle, J.R., & Crawford, C.M. (2014). Meta-analysis of visual-spatial deficits in dyslexia. International Journal of Brain and Cognitive Sciences, 3(1), pp. 25-34. Scientific & Academic Publishing.

  • Boyle, J.R. & Forchelli, G.A. (2014). Differences in the note-taking skills of students with high achievement, average achievement, and learning disabilities. Learning and Individual Differences, 35, pp. 9-14. doi: 10.1016/j.lindif.2014.06.002

  • Boyle, J.R. (2014). Specialized innovations for students with disabilities. In M. Murphy, S. Redding, J. Twyman, & M. Murphy (Eds.), Handbook on innovations in learning (pp. 93-111). Charlotte, NC, US: IAP Information Age Publishing. Retrieved from