Department of Early Childhood, Higher Education and Special Education
The Judith Herb College of Education
Room: Gillham Hall 4000D
Dr. Patricia Devlin holds the rank of Associate Professor in the Early Childhood,
Higher Education and Special Education Department at the University of Toledo. Her
area of interest focuses on promoting positive outcomes for youth and adults with
moderate to significant disabilities. Of specific interest is the transition of students
from secondary school into competitive employment and most recently into postsecondary
education. Dr. Devlin has directed a number of programs at the University of Toledo
including Project SCOUT: Securing Career Opportunities at UT, Project SEARCH: a partnership
with Penta Career Center, and Toledo Transition (T2): a postsecondary program for
students with intellectual and developmental disabilities.
2002 – Present
The University of Toledo
Judith Herb College of Education - Toledo, Ohio
Associate Professor: Department of Early Childhood, Physical, and Special Education
1998 – 2001
LIVINGSTON EDUCATIONAL Service AGENCY - Howell, MI
Coordinator of Special Education
1992 - 1998
SALINE AREA Schools - Saline, MI.
Transition Specialist/ Teacher Consultant
1988 - 1992
Washtenaw Intermediate School District - Ann Arbor, MI.
Doctor in Educational Leadership (2002). Concentration in Special Education.
Eastern Michigan University, Ypsilanti, MI.
Master of Arts (1992) Special Education, Elementary Learning Disabilities
Eastern Michigan University, Ypsilanti, MI
Bachelor of Science (1977) Mentally Handicapped, Special Education
California State College, California, Pa.
Awards, Honors, Associations
Outstanding Community Partnership – Project SCOUT (Securing Career Opportunities at UT). Lucas County Board of Mental Retardation, 2006
Outstanding Community Service Award, Judith Herb College of Education, University
of Toledo, 2006.
In Our News
Devlin, P. (2012). Enhancing Job Performance. Special Employment Issue: Intellectual and Developmental Disabilities, AAIDD, 49 (4), 221–232.
Devlin, P, Cochrane, W., Bleyaert, B., & Welsch, R. (2010). Ohio Integrated Service Model (OISM): A self-study from a key stakeholder. The Ohio Journal of Teacher Education, 22, 15–22.
Devlin, P. (2008). Enhancing the job performance of employees with disabilities: Using the self-determined career development model. Education and Training in Developmental Disabilities.
Devlin, P. (2008). 20 ways to create effective teacher-paraprofessional teams. Intervention in School and Clinic.
Devlin, P. (2005). Effect of Continuous Improvement Training on Student Interaction
and Engagement. Research & Practice for Persons with Severe Disabilities, 30, 47–59
Fall 2010–15 - Transition Options in Postsecondary Settings for Students with Intellectual Disabilities (TOPS). USDOE Subcontract award, Ohio State University
Fall 2011 - Utilizing Advanced Technologies to Support Secondary Students Preparing for Employment, Lucas County Board of DD
Spring 2010 - Self-Determination through Student Directed Learning and Active Participation. Lucas County Board of DD
Fall 2009 - Enhancing SCOUT and SEARCH at the University of Toledo. Ohio Department of Developmental Disabilities
Spring 2009 - Continuation of Self-Determination for Successful Transition (SDST). Lucas County Board of Mental Retardation
Fall 2005–09 - Project SCOUT (Securing Career Opportunities at UT). The Ability Center of Greater Toledo.
Spring 2008 - Self-Determination for Successful Transition (SDST), Lucas County Board of Developmental Disabilities
2005–2016 - Career Exploration Program, Lucas County Board of Developmental Disabilities
In addition to teaching courses within the Intervention Specialist licensure program, Dr. Devlin coordinates the Transition to Work Endorsement program which is added to an Intervention Specialist or Vocational teaching license.
SPED 4250/5250 TEACHING CAREER AND VOCATIONAL SKILLS TO YOUTHS WITH DISABILITIES
This course is designed to teach the prospective teacher the necessary skills to enhance transition from school to adult life for students with special needs. The course will cover several issues in the area of transition, including best practices, interagency collaboration, as well as application in developing a transition plan and summary of performance for young adults with disabilities.
SPED 4120/5180: INSTRUCTIONAL METHODS FOR STUDENTS WITH INTENSIVE EDUCATIONAL NEEDS
Students will study the causes and characteristics of individuals with intensive educational needs. Instructional strategies and adaptations for this population in a variety of educational settings will also be examined.
SPED 4/5/7170: SUPPORTING YOUTH AND ADULTS WITH DISABILITIES LIVING AND WORKING IN
An in-depth study of strategies for linking youth and adults with disabilities to avenues leading to productive and fulfilling employment. Special emphasis will be on supported/ customized employment and the development of successful business partnerships to create jobs and careers for youth and adults with disabilities.
SPED 6250/8250.901 ISSUES AND RESEARCH IN TRANSITION AND POST-SECONDARY OUTCOMES FOR
STUDENTS WITH DISABILITIES
An in-depth study of current transition issues and research focusing on best practices in transitioning students with disabilities into postsecondary education.