Lisa S. Fleisher

Associate Professor of Educational Psychology

Phone: 998 5390

Dr.  Lisa Fleisher research and teaching interests address literacy acquisition for children with learning and behavior challenges,  with a focus on models of effective instruction and environmental support that facilitate the inclusion of all students in schools and communities.  She has a particular interest in functional behavior analysis and positive behavior supports as tools for supporting children and adults within academic and social domains.

During her tenure as director of programs in Special Education for almost 30 years, and a specialist in teacher education in Special Education with a commitment to the integration of general and special education, she designed and directed the implementation of numerous teacher education programs at NYU.  These include the graduate and undergraduate programs leading to dual teacher certification in general and special education in Childhood Education, in Early Childhood Education; bilingual special education and Literacy/special education, as well as design of coursework and programs in special education for secondary teachers. 

Professor Fleisher’s recent research and community-based work has also focused on issues related to self-determination, and individualized services for adults and young adults in transition with significant disabilities, employing models of person-centered planning, circles of support,  and individualized management of supports and services.

Degrees Held

  • Ph.D. University of Illinois@Urbana-Champaign 1979

Selected Presentations

  • The Challenges of Organizations to Support Families with Children with Challenging Behaviors
    Paper presented at the Annual International Conference on Positive Behavior Supports, St Louis, March 2010.
  • PBS: Supporting Students with the most challenging behaviors to achieve a quality of life.
    Second New York Citywide Special Education conference, February 2009
  • Prospects and Challenges: Moving forward with RTI in New York: How will RTI help public schools serve all students more effectively? Moderator and panelist at Conference on Response to Intervention: What, Why, and How Valid Is It? New York University, NY
  • Self-determination and self-management of funds: Creating lives for adults with Developmental Disabilities.
    Testimony provided at hearings to the New York York State Commissioner of OMRDD, Smithtown, NY January 2005.
  • Individualized Self-directed supports: creative solutions to housing.
    AHA-AS-PDD Annual Conference - Issues in Independent Living for Adolescents and Adults on the Autism Spectrum April 2005
  • Language and Literacy: Phonological processing in children with Special Needs.
    Annual Training Workshop for Headstart Personnel .. Disability Quality Improvement Center, NY. May 2002.
  • Literacy and Special Education.
    Testimony provided at hearings of the New York City Council , Subcommittee on Education. October 2, 2002.
  • Using Controlled Texts for at-risk and disabled readers. Paper presented at Annual Conference on Dyslexia and Related Learning Disabilities (International Dyslexia Association) , NY, March 23, 2002.
  • Effective Literacy Instruction for high-risk urban students: Direct Instruction using controlled text. District 6, New York City Board of Education New York, NY, July 2001.
  • Inclusion of children with disabilities : Higher Education Leadership Seminar, Sinaia, Romania. July 1-8, 2000
  • Subtleties of Person-Centered Transition Planning: Mastery through process and accomplishment. Annual National Conference of TASH (The Association for Individuals with Severe Handicaps). Chicago, IL, December 1999,.(with Craig Michaels and Denise Ferrara)
  • Person-centered planning and positive behavior supports: Partnerships for developing an enviable lifestyle. National Center for Disability Services, Albertson, NY, May 1998.
  • Living a Self-determined Life: One person's experiences,, lessons learned, and broader policy and program implications. Paper presented at the Annual Conference of TASH (The Association for Individuals with Severe Handicaps). Baltimore, MD , November

Selected Publications

  • Fleisher, L., Jones, C, & Keller, M. (2000) The Metro Early Reading Program, New York: Metropolitan Teaching and Learning Company.
  • Gold, J. G. & Fleisher, L.S. (1986) Comprehension breakdown with inductively organized text: Differences between average and disabled readers. Remedial and Special Education, 7(4), 26-32.
  • Fleisher, L.S., Soodak, L.C. & Jelin, M.A. (1984). Selective attention deficits in Learning Disabled children: Analysis of an accepted phenomenon. Exceptional Children, 15, 11-16
  • Fleisher, L.S., & Jenkins, J.R. (1983). The effects of word-emphasis and comprehension-emphasis instruction on reading performance of disabled readers. Learning Disability Quarterly, 6, 146-154.
  • Jenkins, J.R., Larson, K., & Fleisher, L.S. (1983). Effects of oral reading error corrections on word recognition and reading comprehension. Learning Disability Quarterly, 6, 139-145.
  • Fleisher, L.S., Jenkins, J.R. & Pany, D. (1979). Effects on poor readers' comprehension of training in rapid decoding. Reading Research Quarterly, 15, 30-48.
  • Fleisher, L.S., & Jenkins, J.R. (1978). Effects on contextualized and decontextualized practice conditions on word recognition. Learning Disability Quarterly, 1, 39-47.


  • SPCED-UE 0083 - Foundations of Special Education
  • SPCED-UE 1010 - Principles and Practices for Teaching Students with Severe and Multiple Disabilities
  • SPCED-GE 2133 - Assessment and Instructional Design for Students with Mild/Moderate Disabilities
  • SPCED-GE 2508 - Integration Seminar in Special Education
  • SPCED-GE 2124 - Individuals with Disabilities in Schools and Society
  • SPCED-GE 2055 - LIteracy for the Special Learner
  • SPCED-GE 2051 - Foundations of Curriculum for Diverse Learners

Research Interests

  • literacy acquisition for students at risk for school failure because of disability or environmental factors
  • models of effective instruction
  • models promoting self-determination for adults with developmental disabilities
  • positive behavior supports; functional behavior analysis
  • transition from school to life after school for young adults with developmental disabilities