Assistant Professor-in-Residence in Developmental Disabilities and Applied Behavior Analysis; and Assistant Professor-in-Residence in High Incidence Disabilities

University of Nevada Las Vegas•Las Vegas, MD

About The Position

The University of Nevada, Las Vegas invites applications for two teaching faculty positions : (1) Assistant Professor-in-Residence in Developmental Disabilities and Applied Behavior Analysis (2) Assistant Professor-in-Residence in High Incidence Disabilities. ROLE of the POSITIONS The Department of Early Childhood, Multilingual, and Special Education seeks applicants for two non-tenure-track Assistant Professors in Residence of Special Education to begin on July 1, 2026. The selected candidate will engage in teacher and professional preparation, research, and service. Specifically, the selected candidate for this position will support students enrolled in undergraduate and graduate degree programs that lead to licensure in special education and/or graduate degree programs that lead to applied behavior analysis certification. The selected candidate will be expected to maintain an active program of teaching (e.g., advising, recruiting, and mentoring undergraduate and graduate students, program and curriculum development, developing and teaching courses), involvement with field experience and clinical practice of pre-service and in-service teacher and professional education, and interdisciplinary collaboration with department and college. Additionally, the selected candidate will engage in scholarship, including applications for external funding, research on effective practices, and practitioner-oriented scholarship. PROFILE of the DEPARTMENT/COLLEGE The Department of Early Childhood, Multilingual, and Special Education consists of a diverse faculty committed to developing innovative ideas through research, teaching, and service that improve the quality of life and educational experience for young children, multilingual learners, and individuals with disabilities from diverse backgrounds. We offer vibrant undergraduate and graduate programs in the areas of early childhood education, multilingual education, and special education. Additionally, our department houses several research centers (e.g., the Lynn Bennett Early Childhood Education Center, the Disability Center for Collaborative Research, Inclusive Education, and Well-being, Office of General Curriculum Access). The department has several large projects focused on the integration of inclusive, evidence-based instruction to support diverse individuals in public school settings. Programs in the department partner closely with teachers and leaders in public school and community settings, including partnerships with large urban and rural school districts. Finally, we are actively engaged in our respective fields as journal editors, members of review boards, leaders of professional organizations, and thought partners to the educational community in southern Nevada. The Department of Early Childhood, Multilingual, and Special Education is committed to diversity on its faculty and encourages individuals from culturally and linguistically diverse groups, including individuals with disabilities, to apply. As an HSI and AANAPISI-designated College of Education, we prepare learners to address contemporary challenges by: (a) advancing equity and access through innovative scholarship, practice and advocacy; (b) enhancing our communities through collaborative outreach and engagement; and (c) delivering high-quality services, educational and mental health programs, and initiatives that promote well-being. Thus, the successful candidate will demonstrate support for educational access and community engagement, as well as participate in maintaining a respectful, positive work environment. UNLV seeks to recruit and retain a racially, ethnically, and linguistically diverse workforce as a reflection of our commitment to serving the community.

Requirements

doctoral degree in Special Education or a closely related field from an accredited college or university as recognized by the United States Department of Education and/or the Council on Higher Education Accreditation (CHEA)
experience teaching and/or working with people with disabilities
at least two to three years of verified experience working with people with disabilities in educational or community settings

Nice To Haves

Obtained BCBA or BCBA-D; meets qualifications to apply for licensure in Nevada
Obtained teacher licensure or certification in special education
Expertise in developmental disabilities, such as autism and intellectual disability
Expertise in culturally responsive practices and working with diverse learners
Experience teaching in higher education, in applied behavior analysis and/or special education programs
Experience mentoring undergraduate and/or graduate students
A current, or emerging, record of scholarship focused on students with autism and/or intellectual disabilities (e.g., publications, conference presentations, external funding proposals).
Obtained teacher licensure or certification in special education with verified teaching experience in a special education classroom (e.g., working with students with learning disabilities, emotional and/or behavioral disorders, ADHD, or other students with other disabilities with mild/moderate educational needs).
Expertise in high incidence disabilities with particular emphasis in learning disabilities with an emphasis in one or more of the following areas: transition, literacy instruction and intervention, and special education law and policy
Expertise in culturally responsive practices and working with diverse learners
Experience teaching in higher education, in special education programs
Experience mentoring undergraduate and/or graduate students
A current, or emerging, record of scholarship focused on students with high incidence disabilities and/or special education teacher education (e.g., publications, conference presentations, external funding proposals).

Responsibilities

teaching (e.g., advising, recruiting, and mentoring undergraduate and graduate students, program and curriculum development, developing and teaching courses)
involvement with field experience and clinical practice of pre-service and in-service teacher and professional education
interdisciplinary collaboration with department and college
engage in scholarship, including applications for external funding, research on effective practices, and practitioner-oriented scholarship.