Education:
   B.S. Elementary Education: Iowa State University.
   M.S. Special Education (Autism & Emotional Disorders): Syracuse University.
   Ph.D. Teaching & Leadership: Syracuse University.

• Inclusive education for all children including students with significant disabilities.
• Literacy development for children historically segregated from thoughtful reading programs.
• Sociological perspectives on disability. Disability Rights & Social Justice

• Meeting the Needs of Diverse Learners in Classrooms.
• Literacy, Disability, & Inclusion: Public School Challenges (Syracuse University).
• Qualitative Research in Special Education
• Seminar in Disability Studies

• Schooling children with Down syndrome: Toward an understanding of possibility (Teachers College Press).
• Citizenship for all in the literate community: An ethnography of young children with significant disabilities in inclusive early childhood settings (in review, Harvard Educational Review).
• Literacy as Cultural practice (Reading & Writing Quarterly).
• Beyond the metaphor of merger: Confronting the moral quagmire of segregation in early childhood special education (Disability, Culture, & Education).
• Disability, schooling, and the artifacts of colonialism (Teachers College Record).
• "School's not really a place for reading": A research synthesis of the literate lives of students with significant disabilities (Journal of the Association for Persons with Severe Disabilities).
• Democratizing disability inquiry (Journal of Disability Policy Studies).
• Kliewer, C. (2008). Seeing all kids as readers: A new vision for literacy in the inclusive early childhood classroom. Baltimore: Brookes.
• Kliewer, C. (1998). Schooling children with Down syndrome: Toward an understanding of possibility. New York: Teachers College Press.
• Kliewer, C., & Biklen, D. (under review). At the end of mental retardation: Out of the rubble of IQ toward a local understanding of mindedness. The American Psychologist.
• Kliewer, C. (under review). Joining the flow: Fostering written language learning in young children with significant developmental disabilities through the four currents of literacy. Exceptional Children. [Submitted 25 September 2008].
• Kliewer, C. (under review). Creating literacy: Young children with and without disabilities constructing meaning together. Harvard Educational Review. [Submitted 15 September 2008].
• Kliewer, C., & Biklen, D. (2007). Enacting literacy: Local understanding, significant disability, & a new frame for educational opportunity. Teachers College Record, 109, 2579-2600.
• Kliewer, C., Biklen, D., Kasa-Hendrickson, C. (2006). Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal, 43, 163-192.
• Biklen, D. P. & Kliewer, C. (2006). Constructing competence: Autism, voice and the disordered body. International Journal of Inclusive Education, 10, 169-188.
• Kliewer, C., Fitzgerald, L. M., Meyer-Mork, J., Hartman, P., English-Sand, P., & Raschke, D. (2004). Citizenship for all in the literate community: An ethnography of young children with significant disabilities in inclusive early childhood settings. Harvard Educational Review, 74, 373-403.
• Kliewer, C. (2003). Literacy as cultural practice. Reading & Writing Quarterly, 19, 309-316.
• Kliewer, C. & Raschke, D. (2002). Beyond the metaphor of merger: Confronting the moral quagmire of segregation in early childhood special education. Disability, Culture, & Education, 1, 41-62.
• Kliewer, C. & Fitzgerald, L. M. (2001). Disability, schooling, and the artifacts of colonialism. Teachers College Record, 103, 450-470.
• Kliewer, C. & Biklen, D. (2001). “School’s not really a place for reading”: A research synthesis of the literate lives of students with significant disabilities. Journal of the Association for Persons with Severe Disabilities [JASH], 26, 1-12.
• Kliewer, C. & Biklen, D. (2000). Democratizing disability inquiry. Journal of Disability Policy Studies, 10, 186-206.

• Whole Schooling Consortium TASH Facilitated Communication Institute, Syracuse University.

• National Down Syndrome Congress Educator of the Year (2002).