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Dr. Margaret Weiss
PhD, University of Virginia
Associate Professor
Principal Investigator, TTAC School Age, Region 4 Training and Technical Assistance Center
Academic Program Coordinator (undergraduate), Special Education: General Curriculum
Academic Program Coordinator, Special Education: Undergraduate Core
Helen A. Kellar Institute for Human disAbilities
Interdisciplinary Center for Research and Development in Teacher Education
Special Education

Contact Information

Send email to Dr. Weiss

Phone: (703) 993-5732
Fax: (703) 993-3681
Email: mweiss9 (

George Mason University
Fairfax Campus
Finley Building 213
4400 University Dr.
MS 1F2
Fairfax, VA 22030


Margaret Weiss is an associate professor of special education at George Mason University. Before completing her PhD at the University of Virginia, Weiss was a special education teacher at the elementary, middle and high school levels for six years. She taught as a self-contained classroom teacher, a co-teacher, and department chair in North Carolina, New Hampshire, and Virginia. Weiss’s main areas of research are in co-teaching and pre-service teacher preparation. With a colleague, she has developed a model of co-teaching that incorporates three elements, including specially designed instruction, and that clearly identifies the active role of the special education teacher. Weiss has published over 30 articles in peer-reviewed journals and is currently the President-Elect of the Teacher Education Division of the Council for Exceptional Children.

In 2022, she was interviewed by Nicholas Hoekstra for the Center of Innovation, Design, and Digital Learning (CIDDL).

Research Interests
  • Using technology to support teacher education (e.g., eCoaching with bug in ear technology)
  • Co-teaching and collaboration between general educators and special educators at the secondary level
  • Co-teaching and collaboration between faculty members in teacher education
  • Interventions to help secondary students with disabilities access the general education curriculum
  • Qualitative methods, particularly Grounded Theory
Recent Publications

Williams, K., Weiss, M. P., & Baker, P. (2021). Using a culturally responsive lens in the revision of a core preparation course. Journal of Special Education Preparation, 1(2), 36-47.

Rodgers, W., Weiss, M. P., Ismail, H. (2021). What is specially designed instruction? A systematic literature review. Accepted Learning Disabilities Research and Practice. Online first

Weiss, M. P., & Rodgers, W. (2020) Instruction in co-taught secondary classrooms: Three elements, two teachers, one unique idea. Psychology in the Schools, 57, 959-972.

Weiss, M. P., Regan, K. S., & Baker, P. H. (2020). Supporting provisionally-licensed teachers using eCoaching in a distributed internship. The Teacher Educator’s Journal, 13, 52-75.

Weiss, M. P., Glaser, H. D., & Lloyd, J. W. (2020). An exploratory study of an instructional model for co-teaching. Exceptionality. Advanced online publication.

Weiss, M. P., & Rodgers, W. (2020). Instruction in co-taught secondary classrooms: An exploratory case study in Algebra 1. Journal of American Academy of Special Education Professionals, Winter 2020.

Weiss, M. P., Regan, K. S., & Glaser, H. D. (2020). A case study of the development of an eCoach. Journal of Special Education Apprenticeship, 9(1), 1-17.,%20No%201%20(Jan,%202020)/vol9no1-3-FT.pdf

Most cited publication:

Weiss, M. P., & Lloyd, J. W. (2002). Congruence between roles and actions of secondary special educators in co-taught and special education settings. Journal of Special Education, 36, 58-68.


Courses Taught This Semester
Other Courses Taught