Janelle Rodl

Assistant Professor
Janelle Rodl Biography
Office Information: 
Burk Hall
Room Number: 

Janelle Rodl (née Lawson), Ph.D., is an assistant professor of special education in the Department of Special Education.  She currently serves as one of the California Council for Exceptional Children (CA-CEC) officers and is a California Technical Assistant Facilitator in the area of significant disproportionality.  Her primary teaching responsibilities include courses related to understanding, assessing, and instructing individuals with mild/moderate disabilities.  Dr. Rodl’s primary research interests include developing equitable measures of special education teacher efficacy, examining disproportionality in special education and discipline, and increasing individuals’ positive attitudes toward individuals with disabilities.

Educational Background

  • Ph.D., Special Education, University of California, Los Angeles, and California State University, Los Angeles, Joint Doctoral Program, 2015
  • M.A., Special Education, California State University, Los Angeles, 2011
  • B.A., Sociology, University of California, Los Angeles, 2006 


Rodl, J. E., Bonifay, W., Cruz, R. A., & Manchanda, S. (in press). A survey of school administrators’ training and support related to evaluating special education teachers. Journal of School Administration Research and Development.

 Cruz, R. A., & Rodl, J. E. (2018). An integrative synthesis of literature on disproportionality in special education. Journal of Special Education, 52(1), 50-63.

 Lawson, J. E., & Cruz, R. A. (2017). Evaluating special educators’ classroom performance: Does rater ‘type’ matter? Assessment for Effective Intervention. Advance online publication. doi: 10.1177/1534508417736260

 Lawson, J. E., & Firestone, A. R. (2017). Building the field: The case for community service learning. Teacher Education and Special Education. Advance online publication. doi: 10.1177/0888406417727042

 Lawson, J. E., Cruz, R. A., & Knollman, G. A. (2017). Increasing positive attitudes toward individuals with disabilities through community service learning. Research in Developmental Disabilities, 69, 1-7. doi: 10.1016/j.ridd.2017.07.013

 Lawson, J. E., & Cruz, R. A. (2017). Evaluating special education teachers’ classroom performance: Rater reliability at the rubric item level. Teacher Education and Special Education. Advance online publication. doi: 0888406417718250.

 Lawson, J. E., & Knollman, G. A. (2017).  Evaluating special education teachers: School administrators’ perceptions of the process. The Journal of Special Education Leadership, 30(1), 6-18.

 Lawson, J. E., & Cmar, J. L. (2016). Implications of state policy changes on mental health service models for students with disabilities. The Journal of Special Education Apprenticeship, 5(1), 1-15.

 Lawson, J. E. (2014). Value-added modeling: Challenges for measuring special education teacher quality. InterActions: UCLA Journal of Education and Information Studies, 10(1), gseis_interactions_20131. Retrieved from http://escholarship.org/uc/item/9r67085n