Andrew Scheef, Ph.D., is an associate professor of special education at University of Idaho. He has extensive experience working with students with disabilities and teaches courses designed to prepare general education teachers and special educators to lead inclusive classrooms. Scheef’s research and professional activities are focused on post-school transition for students with disabilities.

Scheef directs Vandal QUEST, an inclusive postsecondary education program at University of Idaho. He is the PI for IMPACT, a federally-funded (OSEP 325k) program to provide paraeducators with a pathway to becoming a certified special educator. As a teacher, he received a Fulbright Distinguished Award in Teaching (2013-14) that allowed him to study special education programs in Singapore designed to increase employability of youths with disabilities. Scheef serves as the managing editor of the Journal of International Special Needs Education.

• Scheef, A.R., Hollingshead, A., Malone, K., Sherman, W. M., Seamans, A., Sabala, T., & Carson, J. (2022). Increasing the independence of students with disabilities in the classroom through indirect paraprofessional support. TEACHING Exceptional Children. OnlineFirst. https://doi.org/10.1177/00400599221143457
• McKnight-Lizotte, M., Scheef, A. R., Levine, A., Thomas, F., & Phillips, B. N. (2022). Secondary special educators’ perceptions of transition collaboration with vocational rehabilitation. Rehabilitation Counselors and Educators Journal. 11(3). https://doi.org/10.52017/001c.38444
• Scheef, A. R., & McKnight-Lizotte, M. (2022). Utilizing vocational rehabilitation to support post-school transition for students with learning disabilities. Intervention in School and Clinic, 57(5), 316-321. https://doi.org/10.1177/10534512211032604.
• Scheef, A. R., McKnight-Lizotte, M., & Gwartney, L. (2019). Supports and resources valued by autistic students enrolled in postsecondary education. Autism in Adulthood. https://doi.org/10.1089/aut.2019.0010
• Scheef, A. R. (2019). Who and what works: Supporting work experiences for students enrolled in post-secondary education programs. Journal of Policy and Practice in Intellectual Disabilities. 1(3), 219-226. https://doi.org/10.1111/jppi.12285
• Scheef, A. R., Hollingshead, A., & Voss, C. (2019). Peer support arrangements to promote positive post-school outcomes. Intervention in School and Clinic, 54(4), 219-224. https://doi.org/10.1177/1053451218782430
• Scheef, A. R., Walker, Z. M., & Barrio, B. L. (2019). Salient employability skills for youth with intellectual and developmental disabilities in Singapore: The perspectives of job developers. International Journal of Developmental Disabilities, 65(1), 1-9. doi: 10.1080/20473869.2017.1335479
• Scheef, A. R., Barrio, B. L., Poppen, M. I., McMahon, D., & Miller, D. (2018). Exploring barriers for facilitating work experience opportunities for students with intellectual disabilities enrolled in post-secondary education programs. The Journal of Postsecondary Education and Disability, 31, 209-224.
• Scheef, A. R., & Johnson, C. (2017). The power of the cloud: Using Google Forms to aid in transition assessment. Career Development and Transition for Exceptional Individuals, 40, 250-255. doi: 2165143417700844
• Scheef, A. R., Barrio, B. L., & Poppen, M. I. (2016). Developing partnerships with businesses to support job training for youth with disabilities in Singapore. Career Development and Transition for Exceptional Individuals, 40, 156-164.