Danielle Holbrook

Dr. Danielle M. Holbrook (formerly Danielle M. Feeney) is an Assistant Professor of Teacher Education, where she prepares future educators and conducts research focused on creating more accessible, inclusive, and human-centered learning environments. She teaches undergraduate, master's, and doctoral courses in special education and teacher education, with an emphasis on Universal Design for Learning (UDL), assessment, behavior supports, and inclusive instructional practices.

Dr. Holbrook's research explores how educators and institutions can proactively design learning experiences that recognize learner variability, remove barriers, and foster belonging. Her scholarship focuses on Universal Design for Learning, humanizing pedagogy, educator preparation, and supporting students with disabilities across K–12 and higher education settings. She is particularly interested in bridging research and practice by developing approaches that are both evidence-based and immediately applicable in classrooms and educational programs.

At Ohio University, Dr. Holbrook also serves as Undergraduate Intervention Specialist Program Coordinator, where she works closely with students and faculty to strengthen teacher preparation programs and support future educators throughout their academic journey. She has led curriculum redesign initiatives, developed new academic programs, secured funding for innovative faculty development projects, and mentors students pursuing careers in special education.

Before joining higher education, Dr. Holbrook worked as a middle school special educator, instructional facilitator, and teacher mentor. Those experiences continue to shape her teaching philosophy and commitment to preparing educators who design learning environments where every student can thrive. Her teaching and mentorship have been recognized with multiple awards, including Ohio University's MAC Outstanding Faculty Award for Student Success and the Patton College of Education Distinguished Faculty Undergraduate Teaching Award.

Publications

• Holbrook, D. M. (2026). Reimagining classroom spaces: Humanizing pedagogy for students with emotional and behavioral disorders. Intervention in School and Clinic, Advance online publication. https://doi.org/10.1177/10534512261458701
• Feeney, D. M., Holbrook, A. M., & Bonfield, A. (2025). Social and Emotional Swiss Cheese: A model for supporting student mental health and wellbeing in higher education. Social and Emotional Learning: Research, Practice, and Policy, 5 (2025), 100106. https://doi.org/10.1016/j.sel.2025.100106
• Feeney, D. M., Lavin, C. E., Matute-Chavarria, M., Park, H., & Hsiao, Y. (2023).
  Engaging families from CLD backgrounds in virtual IEPs. The Journal of Special Education Technology, 39(2), 277-286. https://doi.org/10.1177/01626434231184883
• Feeney, D. M., Morgan, J. J., Rodgers, W. J., Brown, M., R. & Relles, S. R. (2023). Self
  talk monitoring and goal-oriented thinking: Effects on middle schoolers’ behavior and academics. Learning Disability Quarterly, 46(4), 261-275. https://doi.org/10.1177/07319487221145189
• Feeney, D. M., & Gut-Zippert, D. M. (2023). Honoring each other’s experiences:
  Reciprocal mentoring in higher education. In N. Dominguez, J. Haddock-Millar, & P. Stokes (Eds.), Reciprocal Mentoring. Routledge.
• Feeney, D. M. (2022). Self-talk monitoring: A how-to guide for special educators.
  Intervention in School and Clinic, 57(5), 298-305. https://doi.org/10.1177/10534512211032575
• Feeney, D. M. (2022). Positive self-talk: An emerging learning strategy for students with learning disabilities. Intervention in School and Clinic, 57(3), 189-193. https://doi.org/10.1177/10534512211014881
• Feeney, D. M. (2022). Considerations for white educators shifting to student- and equity- centered education systems. EBSCO’s Inaugural Pathways to Research in Education, EDU040, 1-16.
• Feeney, D. M. (2022). On misconceptions of student behavior. EBSCO’s Inaugural Pathways to Research in Education, EDU024, 1-12.
• Feeney, D. M. (2022). Understanding the four-term contingency to support student behavior. EBSCO’s Inaugural Pathways to Research in Education, EDU009, 1-12.
• Feeney, D. M. & Gut-Zippert, D. M. (2022). Reciprocal mentoring in higher education:
  Honoring each other’s experiences. The Chronicle of Mentoring and Coaching, 6(15),
  259-263.
• Newton, J. R., Williams, M. C., & Feeney, D. M. (2020). Implementing non-traditional
  assessment strategies in teacher preparation: Opportunities and challenges. The Journal of Culture and Values in Education, 3, 39-51. https://doi.org/10.46303/jcve.03.01.3
• Feeney, D. M. (2018). Developing peer-mediated interventions for high school students with emotional and behavioral disorders. The Journal of the American Academy of Special Education Professionals. pp. 102-112.

Presentations and Awards

• 2023: MAC Outstanding Faculty Award for Student Success, Institutional Winner
  Ohio University
• 2022: Distinguished Faculty Undergraduate Teaching Award
  Patton College of Education/Ohio University
• 2022: Outstanding Elementary Teacher
  Coalition of Rural and Appalachian Schools (CORAS)
• 2020: Accessibility Ally Award
  Student Accessibility Services/Ohio University