Biography
Dr. Sehlinger received her undergraduate degree from Western Kentucky University in Exceptional Education: Learning and Behavior Disorders & Moderate to Severe Disorders. She started teaching in 2009 at Oldham County Middle School in LaGrange, Kentucky working with students with moderate to severe disabilities. While teaching, she obtained her Master's degree in Exceptional Education: Moderate to Severe Disabilities, also from Western Kentucky University. She earned her PhD from Bellarmine University in Education and Social Change with a Special Education concentration in 2017. Upon completion of her doctorate, she took an Assistant Professor of Special Education position at Murray State University. In 2021, she changed universities, and now is an Assistant Professor of Special Education and the Special Education program coordinator at Indiana University Southeast. Go Grenadiers! Dr. Sehlinger has a variety of research interests surrounding students with moderate to severe disabilities, including literacy instruction.
Academic Background
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Bachelors
- Western Kentucky University, Bowling Green, Kentucky, United States
- Exceptional Education-Learning & Behavior Disorders and Moderate to Severe Disorders
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Masters
- Western Kentucky University, Bowling Green, Kentucky, United States
- Exceptional Education-Moderate to Severe Disorders
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Doctorate
- Bellarmine University, Louisville, Kentucky, United States
- PhD in Education and Social Change with Special Education concentration
Professional Interests
Teaching
Exceptional Education
Research
Students with Moderate to Severe Disabilities
Publications
Journal Articles
- Dr. Sarah Merimee. (2017). Addressing reading fluency of students with intellectual disabilities using a multiple probe design. Kentucky Teacher Education Journal, 4 (1), 1-20.
- Dr. Sarah Merimee, Kelly Brown, & Erin Marvin. (2019). Promoting student engagement through partial symbols and story boxes. Visual Impairment and Deafblind Education Quarterly, 64 (2), 30-37.
- Dr. Cindy Clemson & Dr. Sarah Merimee. (2020). Evaluating preservice special education candidates’ comfort level implementing high leverage practices. Kentucky Teacher Education Journal, 7 (1), 1-26.
