Center on Assets, Education, and Inclusion

Greg Cheatham holds an MSW from the University of Illinois and was a school social worker in Illinois public schools where he served students with disabilities and their families. Greg’s scholarship focuses on the provision of effective, appropriate, and equitable services for children and families from culturally and linguistically diverse backgrounds including children with disabilities and those considered at risk. He has a particular interest in language diversity including bilingualism for families and children considered at risk and those who have disabilities. He has been an associate editor for the journal Young Exceptional Children, and recently co-edited Young Exceptional Children Monograph #14, Supporting young children who are dual language learners with or at-risk for disabilities, published by the Council for Exceptional Children (CEC), Division for Early Childhood (DEC). Dr. Cheatham serves on the editorial boards for Journal of Early Intervention and Topics in Early Childhood Special Education. Dr. Cheatham primarily teaches courses in the Unified Early Childhood (Bachelors degree level) and Early Childhood Unified (Masters degree level) programs within the Department of Special Education.

Selected Work Together:

• Cheatham, G. and Elliott, W. (2013). The effects of college savings on postsecondary school enrollment rates of students with disabilities. Economics of Education Review, 33(1), pp. 95-111.
• Cheatham, G., Smith, S. J., Elliott, W., & Friedline, T. (2013). Family assets, postsecondary education, and students with disabilities: Building on progress and overcoming challenges. Children and Youth Services Review 35(7), pp. 1078-1086.