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Assistant Professor in Special EducationDr. Jayne Leh

Ph.D., Special Education, Lehigh University

M.Ed., Special Education, Lehigh University

B.S. Psychology, DeSales University

e-mail: jml53@psu.edu
Phone: 610-396-6413
Office: 237 Gaige Building


Dr. Leh’s research primarily focuses on cultural sensitivity in pre-service teachers and tolerance for diversity when supporting exceptional learners in general education settings.  This involves considering how teachers interact with and perceive students with exceptionalities, from diverse cultures, and students with disabilities.  She investigates how field experiences in culturally diverse environments helps pre-service teachers examine their own culture and pedagogical beliefs, which may help them become more aware of their teaching when considering diverse learners.  To examine this, her research projects have included international field experiences in German schools, connecting undergraduate classrooms across cultures through telecollaboration, cross-disciplinary projects, and domestic field environments for undergraduates supporting children suffering from trauma and loss from community disasters with Camp Noah.  Closely associated research interests includ
 e school violence and methods to identify and support students in need of emotional and social support and tolerance for diversity as a way to reduce school shootings.  She is a member of APA, AERA, EERA, ASCD, IBPA.

Most Recent Publications:

Leh, J. M., Grau, M., & Guiseppe, J. A. (2015).  Navigating the development of pre-service teachers' intercultural competence and understanding of diversity: The benefits of facilitating online intercultural exchange.  Journal for Multicultural Education,9(2), 98-110.

Leh, J.M., Guiseppe, J.A., Bender, D.S. (2014). An international field experience for pre-service teachers: A model of a reflective process to understand cultural diversity.  In E. G. Pultorak (Ed.), Reflectivity and cultivating student learning: Critical elements for enhancing a global community of learners and educators (pp. 223-242). Maryland: Rowman and Littlefield.