Profile for Mariah Pfundheller
Contact me
Mariah Pfundheller
Pronouns: She/Her/Hers
Assistant Professor
Educational Studies
University of Wisconsin-La Crosse
Mariah Pfundheller Pronouns: She/Her/Hers
Assistant Professor
Educational Studies
Specialty area(s)
- Special Education
- Early Childhood Special Education
- Deaf and Hard of Hearing
- Educational Sustainability
- Equity and Inclusion in Education
Current courses at UWL
- SPE 300 - Designing Sustainable Inclusive Classrooms
- SPE 340 - Collaborative Partnerships and Transitions for Students with Disabilities
Education
University of Wisconsin - Stevens Point
Ed.D. in Education Sustainability: Focus on Inclusive Literature
FEBRUARY 2021 - AUGUST 2024, STEVENS POINT, WI
University of Wisconsin - Milwaukee
Master’s in Exceptional Education, Licensure in Deaf and Hard of Hearing
MAY 2016 - MAY 2020, MILWAUKEE, WI
Gallaudet University & University of Wisconsin - Eau Claire
American Sign Language Classes
JANUARY 2018 - JUNE 2019, WASHINGTON, D.C. and EAU CLAIRE, WI
University of Wisconsin - Stevens Point
Bachelor of Science
Licensures in Special Education: Cognitive Disabilities, Learning Disabilities, Emotional Behavioral Disabilities, Cross Categorical Special Education, and Early Childhood Special Education
SEPTEMBER 2012 - MAY 2016, STEVENS POINT, WI
Career
Teaching history
University of Wisconsin - Stevens Point (UWSP) / Special Education Lecturer
AUGUST 2020 - May 2024, STEVENS POINT, WI
Undergraduate and Master's Students
Green Bay Area School District / Deaf and Hard of Hearing Teacher
SEPTEMBER 2019 - JUNE 2020, GREEN BAY, WI
3K-12th Grade
Cooperative Educational Service Agency 12 / Deaf and Hard of Hearing Teacher
SEPTEMBER 2018 - JUNE 2019, ASHLAND, WI
3K-12th
Eau Claire School District - North High School/ Special Education Teacher
SEPTEMBER 2016 - JUNE 2018, EAU CLAIRE, WI
Intellectual Disabilities: ages 14-21
Research and publishing
Pfundheller, M., & Liesch, J. (2023). Framework for inclusive literature in teacher education. Journal of Higher Education Theory and Practice. 23(15), 55-67. https://doi.org/10.33423/jhetp.v23i15.6406