*indicates student author
Kulkarni, S., Stacy, J., & Kertyzia, H. (2019). Collaborative self-study: Advocating for democratic principles and culturally responsive pedagogy in teacher education. Education Forum.
Esposito, M.C., Tang, K., & Kulkarni, S. (2018). Fostering inclusive environments: The linchpin role of school leaders in ensuring equity and access. Journal of Educational Administration and History.
*Hernandez, C., & Kulkarni, S. (Spring/Summer 2018). Social skills for students with moderate to severe disabilities: Can community-based instruction help? JAASEP.
Kulkarni, S. (2017). Disproportionate representation of Asian students in special education: A systematic review of the literature. Multiple Voices for Ethnically Diverse Exceptional Learners: Fall 2017, Vol. 17, No. 2, pp. 19-33.
Kulkarni, S. & *Parmar, J. (2017). Culturally and linguistically diverse student and family perspectives on AAC devices. Augmentative and Alternative Communication International. DOI:10.1080/07434618.2017.1346706
Kim, S., Yan, M., & Kulkarni, S. (2017). Social-skill interventions for culturally and linguistically diverse students with disabilities: A comprehensive review. Exceptionality Education International, 27, 85-98.
Kim,S., Lyons,G., Lequia,J., & Kulkarni, S. (2017). A preliminary study of social skills generalization with pivotal response treatment. International Journal of Special Education 32(1), 55-87.
Kulkarni, S., *Parmar, J., Selmi, A., & Mendelson, A. (2018). Assistive technology for students with disabilities: An international and intersectional approach. In Crossing the Bridge of the Digital Divide: A Walk with Global Leaders(eds. A.H. Normore & A. I. Lahera).
Kulkarni, S. (in press, 2018). A model for critical disability studies in teacher education. Interdisciplinary Approaches to Disability Studies.