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Robin Drogan, Ph.D., is an associate professor and graduate program coordinator in the Department of Early Childhood and Exceptionality Programs. She has been involved in the education of individuals with disabilities for more than 20 years. During this time, her roles have included teacher, teacher collaborator, educational and behavioral interventionist, researcher, and author.

Her research and practical interests focus on tiered behavioral and academic supports for students, preventive intervention strategies for young children, team collaboration emphasizing teacher involvement, family engagement, and peer support systems within the context of addressing the needs of all students and staff in inclusive settings. Dr. Drogan spends much of her time supporting preservice students in extensive field experiences focusing on the implementation of evidence-based practice and prevention-based strategies.

Vicki and John Mihalik Faculty Fellow - Robin Drogan

Drogan, the special education graduate coordinator, received her bachelor’s degree in special education from the University of Maryland, College Park. After practicing as a special education teacher for fifteen years in Maryland and Pennsylvania, Robin continued on and received her master’s degree in special education from Bloomsburg University.  She earned her doctorate in special education from Lehigh University. She specializes in supporting students with challenging behavior and complex instructional needs. Her research interests include providing targeted intervention for students with social, emotional, and behavioral challenges and inclusive evidence-based practices for students with significant disabilities. She has published multiple peer-reviewed articles, co-authored a book and chapters 

Classes Taught: 

• SPEC 330/530: Methods of Instruction
• SPEC 445/545: Supporting Students with Complex Instructional Needs
• SPEC 488: Special Education Practicum
• SPEC 565: Research in Special Education
• SPEC 572: Special Education Law

Publications

• Drogan, R. & Gardner S., Dean, M. & Schlotter, K. (2023). Fostering Intentionality and Reflection in Pre-Service Teachers’ Use of Behavior Specific Praise. Pennsylvania Teacher Educator.
• Shurr, J., Perner, D. E., & Drogan, R. (2023) Embedded instruction. In R. Pennington & D. Perner (Eds.), A guide to teaching students with autism spectrum disorders (2nd ed.). Arlington, VA: The Council for Exceptional Children, Division on Autism and Developmental Disabilities.
• Drogan, R. & Walsh, M. (2023). Teaming. In R. Pennington & D. Perner (Eds.), A guide to teaching students with autism spectrum disorders (2nd ed.). Arlington, VA: The Council for Exceptional Children, Division on Autism and Developmental Disabilities.
• Drogan, R., Gardner. S. J., Lylo, B. J. & Reid-Brown, C. (2021). Lessons learned: Using technology to teach an international audience. PAECT: Technology Education Research Journal. 5(1) 7-34.
• Drogan, R. & Gardner. S.J. (2021, April). Video self-reflection to improve effective classroom instruction. McDowell Institute: Fostering Wellness Through Education Quarterly Newsletter, 6-7.
• Gardner, S. J., Drogan, R., & Knoster, T. (2020) Integrating comprehensive trauma informed supports in teacher preparation. Pennsylvania Teacher Educator, 19, 53-63.
• Lylo, B. J., Drogan, R., & Gardner. S. J. (2020) Intentional selection of technology tools: Instruction and Application for Pre-Service Teachers. PAECT: Technology Education Research Journal.