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Melinda Eichhorn

Assistant Professor of Education

B.S., University of Tennessee, Knoxville
M.S., University of Tennessee, Knoxville
Ed.D., University of Massachusetts, Amherst


Mindy has spent more than six years in India as a special education consultant and inclusion specialist. Prior to working in India, Mindy was a special education teacher in the Hartford Public Schools. Her research interests include math learning disabilities, transition, early intervention in mathematics, teachers' perceptions of mathematics, and the use of professional development to improve math instruction.

Mindy is a partner with Goalbook Toolkit, a job-embedded professional learning tool that empowers educators to meet the challenge of developing measurable learning goals (e.g. IEP goals, lesson plan goals) and planning instruction that provides access to Common Core State Standards while also accommodating a wide range of student learning needs and abilities using Universal Design for Learning. Students in her special education courses have access to a free Goalbook Toolkit membership.

Recent publications:

Students’ early grade understanding of the equal sign and non-standard equations in Jordan and India. International Journal of Research in Education and Science (IJRES), 4(2), 655-669. DOI:10.21890/ijres.432520. Eichhorn, M. S., Perry, L. E., & Brombacher, A. (2018).

Interdependence: Being reformed by students with disabilities. International Christian Community for Teacher Education (ICCTE) Journal; 12(2)(2017)

When the fractional cookie begins to crumble: Conceptual understanding of fractions in the fifth grade.  International Journal of Research in Education and Science (IJRES), 4(1), 39-54. doi:10.21890/ijres.382933 (2018)

Haunted by Math: The impact of policy and practice on students with math learning disabilities in the transition to post-secondary education in Mumbai, India. Global Education Review; Dobbs Ferry, NY; Volume 3, No. 3, In press (2016)

How can 5 + 6 = 7? Exploring the use of a screening tool to investigate students’ mathematical thinking in class two in Kolkata, India. Asia Pacific Journal of Developmental Differences; Jurong Point, Singapore; Volume 3, No.2. In press (2016)

Policy and practice in postsecondary education: The transitional experience for students with learning disabilities in India. Working Paper: Higher Education and Students with Learning Disabilities; Mahatma Gandhi Institute for Education for Peace/UNESCO. (2015)