Krystle Merry

Howorth, S., & Merry, K.E. (2026). Use of digital assistants as assistive technology for students with extensive support needs or intellectual disabilities. TEACHING Exceptional Children. https://doi.org/10.1177/00400599261464902 

Merry, K. E., McKoy, S. L., & Uloko, C. (2026). Hashtags to help: An exploratory netnographic study of how educators navigate AI on TikTok to support students with disabilities. Journal of Special Education Technology. https://doi.org/10.1177/01626434261456278 

Randolph, K. M., Quinn, S. E., Sears, J. A., Howorth, S. K., Howerter, C. S., & Merry, K. E. (2026). Replicating and expanding the use of artificial intelligence to support special education practice: A mixed-methods investigation. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1916444 

Welsh-Young, N., Merry, K. E., & Kucharczyk, S. (2024). Creating dynamic community resource maps for transition planning. Inclusive Practices, 0(0). https://doi.org/10.1177/27324745241251806

Merry, K.E. (2023). An introductory guide and resources for creating accessible documents and presentation materials. U.S. Department of Education, Office of Special Education Programs (OSEP). Section 508 Accessibility. Guidelines and Resources for Developing 508 Compliant PDFs, Websites, and Other Media. Retrieved from https://osepideasthatwork.org/sites/default/files/2023-08/Intro%20GuidetoCreating508Materials_Final.pdf. 

McKoy, S., & Merry, K. E. (2023). Engaging advanced learners with differentiated online Learning. Gifted Child Today, 46(1), 48–56. https://doi.org/10.1177/10762175221131068

Merry, K. & McKoy, S. (2023) Supporting twice exceptional (2E) students through transition programming: Preparing for life after high school. Strategies and Considerations for Educating the Academically Gifted. Chapter 15. https://www.igi-global.com/chapter/supporting-twice-exceptional-2e-students-through-transition-programming/320108 

Merry, K. E., Webster, F., & Kucharczyk, S. (2022). Investing in students with extensive support needs: Steps to integrate personal financial literacy in inclusive settings for educators, students, and families. Inclusive Practices, 1(4), 156–170. https://doi.org/10.1177/27324745221128931

Merry, K. E. (2022). Twice-exceptional, twice-excluded. Gifted Association of Missouri GAMbit May 2022 Newsletter. https://nebula.wsimg.com/c066edfb40c042a310d38fac30f691b4?AccessKeyId=26085D3D6B0761E711B5&disposition=0&alloworigin=1

Brady, K. P., Kucharczyk, S., Schaefer Whitby, P., Terrell, E. & Merry, K. (2021). A review of critical issues in transition team’s decision-making and the importance of ethical leadership. Journal of Leadership and Instruction, 20(2), 14-19. https://eric.ed.gov/?id=EJ1327898