Dr. Angelique Aitken

Dr. Angelique Aitken, an Assistant Professor at Penn State University's College of Education, is a highly respected researcher, educator, and advocate with over 25 years of special education experience. She focuses on advancing literacy instruction for students with high-incidence disabilities. Dr. Aitken holds a Ph.D. from Arizona State University, an M.Ed. from Vanderbilt University, and a J.D. from the University of California Hastings College of the Law. Her diverse background includes roles as a special education teacher, behavior interventionist, associate general counsel for Washington D.C. Public Schools, and IES Postdoctoral Research Fellow, each offering a unique perspective that informs her research, teaching, and practice.

She has published numerous research studies focused on strengthening writing instruction for students with disabilities and providing educators with evidence-based strategies. Her scholarship integrates explicit instruction, cognitive strategy instruction, and motivation theory to enhance literacy engagement and confidence. Dr. Aitken continues to actively expand her reach and impact through multiple ongoing research projects—including the application of Self-Regulated Strategy Development (SRSD) in science and social studies—supporting inclusive, high-impact instruction across subjects. Her work is recognized for its practical value for teachers and its contribution to equitable learning environments.

She is also the founder and president of CONECT-Ed (Community of New Early Career Transformers in Education), a national network for early-career scholars and graduate students dedicated to transformative educational research. Through this initiative, she has created a collaborative space for like-minded researchers to connect, co-innovate, and grow professionally—advancing meaningful solutions that support students, teachers, and families. She brings her extensive expertise, warmth, and vision to a broader audience through her research and thought leadership. Her work continues to influence educator preparation, classroom practice, and education policy, aiming to create a future where all students, especially those in special education, have the tools and opportunities to thrive.