About Nina Yssel
Nina Yssel is currently assistant chair of the Department of Special Educations. She is program manager of the graduate and undergraduate Mild Interventions programs, the Dual Elementary/Mild Interventions program, and teaches methods courses at the graduate and undergraduate level. Her research and professional interests include preservice teacher self-efficacy, twice-exceptional students, and teacher education, at the preservice and inservice level.
Dr. Yssel highly values international collaboration. In addition to presenting at international and national conferences, she has conducted teacher training workshops in England, Portugal, and India. While at Ball State, she has received awards for excellent teaching from Teachers College (2006), the Department of Special Education (2012), and the Indiana Council for Exceptional Children (2017).
Nina Yssel was a high school English teacher in South Africa for 13 years. She taught special education in the United States for 3 years with Indiana teaching licenses in English education, learning disabilities, and gifted education. In 1995 she joined the Department of Special Education at Ball State University.
Ph.D. Southern Illinois University Learning Disabilities
M.A. West Virginia University Gifted Education
B.A. North-West University, South Africa English & Political Science
Yssel, N., Pak, N., & Beilke, J. (2016). A door must be opened: Perceptions of students with disabilities. International Journal of Disability, Development and Education, 63(3), 384-394. DOI: 10.1080/1034912X.2015.1123232
Harvey, M. W., Yssel, N., & Jones, R. (2015). Preparation of preservice teachers for Response to Intervention: A survey of institutions of higher education. Teacher Education and Special Education, 38(2), 105-120.
Dixon, F., Yssel, N., McConnell, J., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111-127.
Yssel, N., Adams, C., Clarke, L. & Jones, R. (2014). Applying an RtI model for students who are gifted with learning disabilities. Teaching Exceptional Children, 46(3), 42-52.
Speirs-Neumeister, K., Yssel, N., Burney, G. (2013). The influence of primary caregivers in fostering success in twice-exceptional children. Gifted Child Quarterly, 57(4), 263-274.