Dr. Aceves is a Professor at Loyola Marymount University in the School of Education. Dr. Aceves has supported low-income, diverse families for over fifteen years in special education advocacy. Her research interests include supporting culturally and linguistically diverse students’ learning needs using evidence-based practices, the early intervention and identification of children at-risk for reading difficulties, and special education advocacy for primarily low-income Latino families.
Dr. Aceves currently provides ongoing pro-bono consultation and support as needed for the Learning Rights Law Center’s TIGER parent program (Training Individuals for Grassroots Education Reform) and Fiesta Educativa. This support includes parent trainings, program evaluation, parent in-takes, and collaborative training of educational professionals and attorneys in parent special education advocacy with low-income diverse families and communities.
University of California, Santa Barbara: Ph.D., Special Education, Disability and Risk Studies 2004
University of California, Santa Barbara: M.A, School Psychology 2003
Loyola Marymount University: M.A & Teaching Credentials, Special Education, General Education 1999
University of California, Berkeley: B.A, Psychology
Areas of Expertise (4)
Supporting Low-Income, Diverse Families in Special Education
Using Evidence-Based Practices with Culturally and Liguistically Diverse Students
Investigating Early Home Literacy Practices with Latino Families
Providing Assessment and Intervention of Early Reading Skills with English Language Learners
Industry Expertise (2)
Justice in Education Award (professional)
Learning Rights Law Center 2010
Council for Exceptional Children (professional)
Board Member 2017
Pro-Bono Special Education Parent Advocate
- Council for Exceptional Children
- American Education Research Association
Sample Course Topics
● Teaching Culturally/Linguistically Diverse Students with Exceptional Needs ● Introduction to the Culturally and Linguistically Diverse Student with Exceptional Needs ● Seminar in Instruction & Learning ● Prevention, Intervention and Consultation
Increasing the Involvement of Culturally and Linguistically Diverse Students in Special Education 2015Division For Research
The call for dissemination and use of research and evidence-based practices (EBPs) is stronger than ever, yet challenges remain including ensuring that available practices have been empirically tested with students of all disability types and backgrounds. Of particular concern to the Council for Exceptional Children’s Division for Research (CEC-DR) is the absence of research and evidence-based practices that have been validated with children and youth from diverse backgrounds. Unless we can be sure that instructional practices with demonstrated effectiveness for students from diverse backgrounds and abilities are appropriately and rigorously investigated, we cannot be certain that the field is providing the best possible education to a critical and growing segment of our school population...
Peer supported instruction for English learnersThe power of peers in the classroom: Enhancing learning and social skills
Richards-Tutor, C., Aceves, T. C., & Reutebuch, C. K.
(251-287). Guilford Press.
The role of the community in inclusive educationIn J. P. Bakken, & F. E. Obiakor (Eds.), General and Special Education Inclusion in an Age of Change
Aceves, T. C.
Emerald Group Publishing
Supporting language and literacy development for additional language learners with disabilitiesIn M. T. Hughes, & E. Talbot (Eds.), Handbook of Research on Diversity in Special Education
Haager, D., & Aceves, T. C.
John Wiley & Sons Inc.