NCATE - The Standard of Excellence in Teacher Preperation Special Education Teacher with students Mckee Hall at the University of Northern Colorado

Harvey Rude, Ed.D.

Dr. HArvey Rude

Professor of Special Education

School of Special Education
College of Education and Behavioral Sciences
University of Northern Colorado
Greeley, CO 80639

Office: 970-351-1659

Harvey.Rude@unco.edu

Research Interests and Specializations:

Teacher Quality, Special Education Leadership/Management Effectiveness, Systems of Accountability, Teacher Leadership, Policy Studies, Consensus and Negotiation Skills, Professional Development Systems, Strategic Thinking and Planning, Native American Education, Systems Change and Adoption of Innovations

Education:

  • Ed.D. University of Northern Colorado, 1982, Special Education /Educational Leadership
  • M.A. University of Northern Colorado, 1974, Special Education : Mental Retardation
  • B.S.Ed. Minnesota State University, 1973, Special Education/Physical Education

Selected Publications:

  • Rude, H. A. & Vogel, L. R. (in press). Native American Innovative Leadership: Epistemologies and Motivations. In Aguilera, D., Begaye, T., and Tippeconnic, J. (Eds.), Native Epistemologies. Albuquerque, NM: University of New Mexico Press.
  • Vogel, L. R., & Rude, H. A. (2010). Native American Educational Leader Preparation: The Design and Delivery of an Online Interdisciplinary Licensure Program Addressing Cultural Educational Needs and Challenges. Educational Considerations, 38(1),
  • Anttila, J.,  & Rude, H. A. (2010). Under-represented groups in gifted education: A logic model program evaluation case study. In J. A. Castellano (Ed.). A kaleidoscope of special populations in gifted education. Austin, TX: Prufrock Press.
  • Omdal, S. N., Rude, H. A., Betts, G. T., & Toy, R. (2010). American Indian students: Balancing western and native giftedness. In J. A. Castellano (Ed.). A kaleidoscope of special populations in gifted education. Austin, TX: Prufrock Press.
  • Rude, H. A. & Omdal, S. O. (2009). Native American perspectives on giftedness: Walking in beauty while scaling the heights. In N. L. Hafenstein (Ed.), Perspectives in gifted education: Diverse gifted learners. (pp. 83-109). Denver, CO: Ricks Institute for the Development of Gifted Education.
  • Rude, H. A., & Whetstone, P. J. (2008). Ethical practices in special education. Rural Special Education Quarterly,27(1/2), 10-18.
  • Rude, H. A. & Vogel, L. R. (2007). Native American innovative leadership project. In H. A. Rude (Ed.), Proceedings of the Second Annual Colorado Consortium of Special Education Teacher Educators Institute (pp. 24-32). Denver, CO: Colorado Department of Education.
  • Rude, H. A., Ramakka, V., Benally, E., Young, V., Webb, T., and Gorman-Keith, T. (2007). Educating minds and moving mountains: Guiding American Indian students to become teachers. Native American Review. 12(4), 22-28.
  • Bowen, S. K., & Rude, H. A. (2006). Assessment and students with disabilities: Issues and challenges with educational reform. Rural Special Education Quarterly, 25(3), 24-30.
  • Conroy, P. W., Rude, H. A. & Phillips, J. S. (2006). Rural challenges to educating English Language Learners with visual impairments. Rural Special Education Quarterly, 25(4), 16-24.
  • Rude, H.A. & Ferrell, K. A. (2006). Online delivery of programs in low-incidence disabilities and special education administration to meet statewide and national needs. In B. Collins, B. Ludlow, and R. Menlove (Eds.), Online instruction for distance education delivery: Preparing special educators in and for rural areas. Morgantown, WV: American Council on Rural Special Education.
  • Rude, H. A., Paolucci-Whitcomb, P. E., & Comerford, S. (2005). Ethical leadership: Supporting human rights and diversity. Rural Special Education Quarterly, 24(4), 26-31.
  • Scheffel, D. L., Rude, H. A., & Bole, P. T. (2005). Avoiding special education litigation in rural school districts. Rural Special Education Quarterly, 24(4), 3-8.
  • Rude, H., Jackson, L., Correa, S., Luckner, J., Ferrell, K., & Muir, S. (2005). Perceived needs of students with low-incidence disabilities. Rural Special Education Quarterly, 24(2), 3-14.
  • Purcell, L. J., East, B., & Rude, H. A. (2005). Administrative perspectives on the No Child Left Behind Act (NCLBA) for students with disabilities in rural settings. Rural Special Education Quarterly, 24(1), 27-31.

Projects:

    • Professional Development Leadership Academy, Montana Office of Public Instruction, Helena, Montana.
    • Special Education Directors’ Academy, Colorado Department of Education, Denver, Colorado.
    • Disability Support Services for University Systems, Thailand Commission on Higher Education, Bangkok, Thailand.
    • Graduate Preparation of Special Education Intervention Specialists, U. S. Office of Special Education Programs, Washington, DC.
    • Disability Support Services Project, King Saud University, Riyadh, Saudi Arabia.
    • Four Corners Para-professional Special Education Project, U.S. Office of Indian Education, Washington, DC.
    • Native American Innovative Leadership Project, U.S. Office of Indian Education, Washington, DC.
    • Navajo Nation Teacher Education Consortium, Department of Diné Education, The Navajo Nation, Window Rock, Arizona.