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You are here: Home School of Education Departments Special Education Faculty Kristen L. Hodnett

Kristen L. Hodnett

Clinical Professor of Special Education
212 772-4745
949B West 


Professor Hodnett began her career in New York City as a Teaching Fellow, where she earned her Masters Degree in Special Education with a specialization in Learning Disabilities from Hunter College. Professor Hodnett has been a teacher in the special education and general education setting in all content areas. In addition to being a literacy coach, she has worked in both elementary and secondary education in New York City and suburban districts in New Jersey. Before becoming a teacher, Professor Hodnett worked for the National Institute of Early Education Research at Rutgers University, conducting research of early childhood classrooms in Abbott districts throughout New Jersey, using the Peabody Picture Vocabulary Test and the Early Childhood Environmental Rating Scale-Revised. She earned her B.A. in History at Rutgers College.


Professor Hodnett teaches courses in the following areas: The Study of Learning Disabilities, On-the-Job Practicum, Inclusive Education, Methods of Reading for Adolescent Students with Learning Disabilities, and Supervised Clinical Teaching. As an educator with years of classroom experience, she strives to incorporate practical strategies and skills into her weekly sessions, allowing her students to use these approaches the very next day in their own classrooms. Kristen Hodnett is the Faculty-Point-Person for our alternative certification programs, Teaching Fellows and Teach for America. She oversees their program maps, course selection, and classroom placements. Additionally, she provides supports to these students on an ongoing basis throughout their academic year.


Professor Hodnett has been actively working to transform some of our traditional courses into Hybrid and/or Online courses, offering students more options for continuing their education with Hunter College. Infusing courses with technology is one of the goals that motivates her when planning instruction for her graduate students.

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