Dr. Dennis Campbell
Office Hours

UCOM 3138
MT 10-12, 2-3 and
by appointment
Ph: (251) 380-2877
Fax: (251) 380-2758
307 University Blvd., S.
Mobile, AL 36688-0002
Dr. Dennis Campbell
Associate Professor, Department of Leadership and Teacher Education
Academic Area: Early Childhood Special Education and Assistive Technology

B.A., Sociology, Auburn University, 1991
M.S., Sociology, Auburn University, 1994
Class A Alabama Teaching Certificate Early Childhood SPE Birth to Age 8, 2001
Ph.D., Rehabilitation and Special Education, Auburn University, 2002
Teaching Philosophy
In preparing educators it is critical for them to understand the ecological network that the child traverses daily. Not being cognizant of a child’s family culture and not understanding that family’s uniqueness in their culture may prove problematic. Schools are the major structure in which society influences it’s citizen’s values. Yet it is important that teachers look at students being aware of their (the teachers) own values. If not they may misperceive the intent of parents in their relationships with schools. They may also be overly judgemental. At the same time teachers cannot blame the family for what happens at school.

We must prepare students to be as independent and productive as adults as possible. To do this we prepare teachers to look at the child both now but also as an adult. We must also look at education of students with disabilities in a compensatory rather than remediation model. Originally best practice was to somehow cure or “fix” the disability. If we could not fix it, then it provided for a watered down emphasis on the general education curriculum. The belief was that if we worked hard enough we could get children with disabilities functioning at a level where they could compete with peers.

Instead of trying to remediate children of their disabilities we should focus on their strengths and provide a program that allows them to compensate for the limitations created by the disability. The compensatory approach acknowledged that disabilities are part of life and that a handicap exists only if the nature of the disability prevents participation in some functional aspect of the individual's life. We should compensate by using strategies that allow the student to function in the school or situation to the greatest extent possible. Finally, it is important to teach our students that they must advocate for their students.
The focus of my research is on assessment of development, language and behavior in Individuals with intellectual disabilities, primarily deletions of the 5th chromosome. I also work in Secondary transition of students with disabilities to adult life.
I am on the board of directors of the Mobile ARC, chair the Professional Advisory Board for the 5 P Minus Society, the parent support group for children with Cri-du-chat Syndrome and have worked with many other parent support groups. I chair the Human Rights committee which reviews and approves rights restrictions for several of the local agencies that serve individuals with cognitive and intellectual disabilities as well as mental illness.
Dennis J. Campbell, Ph.D. is an Associate Professor of Special Education at the University of South Alabama. Prior to taking his current position he was the Program Director of the Early Childhood Special Education program at Arkansas State University.

Dr. Campbell is the parent of a young adult with a disability. His prior work experience includes serving as the Community Resource Coordinator and Individual and Family Supports Coordinator for the Alabama Developmental Disabilities Planning Council. He served for several years as a parent representative to the Alabama Governor’s Interagency Coordinating Council for Early Intervention. He is on the board of directors of the Mobile ARC. He chairs the Professional Advisory Board for the 5 P Minus Society, the parent support group for children with Cri-du-chat Syndrome and has worked with many other parent support groups. He chairs the Human rights committee which reviews, and approves rights restrictions for several of the local agencies that serve individuals with cognitive and intellectual disabilities and well as mental illness.

He was Principal Investigator of the Choices Project, funded by the National Center for Special Education Research. The Choices Project has created a transition planning tool for students with special needs, their families and teachers. He has researched, published, and presented extensively regarding Cri-du-chat Syndrome, disability advocacy, and transition.



EDU 313 - Learning and Behavior Disorders
EDU 321 - Practicum
SPE 373 - Teaching Reading to Students with Disabilities
EDU 400 - Education for Exceptional Children and Youth
EDU 410 - Formal and Informal Assessment
SPE 433 - Issues in the Education of the Young Child with Disabilities
SPE 443 - Vocational Education and Career Development
SPE 454 - Curriculum Methods for the Developmentally Young
EDU 496 - Internship
EDU 497 - Internship
SPE 500 - Nature and Needs of the Exceptional Child and Youth
SPE 512 - Ecological Curriculum and Methods
SPE 514 - Teaming and Collaboration
SPE 517 - Communication Language and Reading
SPE 518 - Assessment
SPE 588 - Practicum
SPE 589 - Practicum
SPE 591-  Multicategorical Practicum Seminar
SPE 595 - Internship
SPE 596 - Internship
SP{E 597 - Internship
SPE 642 - Clinical Teaching I
SPE 643 - Clinical Teaching II
SPE 699 - Research Project