Abu-Alghayth, K. M., Catania, N., Semon, S., Lane, D., & Cranston-Gingras, A. (2022). A brief history of special education policy on the inclusion of students with intellectual disabilities in Saudi Arabia. British Journal of Learning Disabilities, 50(2), 178–187.

Abu-Alghayth, K. M., Lane, D., & Semon, S. (2024). Comparative exploration of inclusive practices taught in special education preparation programs in Saudi universities. International Journal of Disability, Development and Education, 71(5), 774–798.

Catania, N., Lane, D., Semon, S., Smith, S., & Jones, P. (2021). What's in the budget?: A look at funding for inclusive initiatives in ESSA and IDEA. Journal of Special Education Apprenticeship, 10(2).

Lane, D., Catania, N., & Semon, S. (2023). A midpoint review of the progress towards Agenda 2030: Inclusion for all. In D. Lane, N. Catania, S. Semon, & C. Forlin (Eds.), Progress Toward Agenda 2030: A Mid Term Review of the Status of Inclusive Education in Global Contexts (International Perspectives on Inclusive Education, Vol. 21). Emerald Publishing.

Lane, D., Semon, S., Catania, N., & Abu-Alghayth, K. (2023). Flexible facilitation: Coaching and modelling to support inclusive education. The Qualitative Report, 28(1), 75–96.

Lane, D., Semon, S., Catania, N., & Jones, P. (2022). Inclusion in a multi-academy trust: Possibilities and perils. British Journal of Special Education, 49(1), 64–83.

Morningstar, M. E., Knollman, G., Semon, S., & Kleinhammer-Tramill, J. (2012). Accountability for what matters: Using postschool outcomes to build school and community renewal. In Unifying Educational Systems (pp. 156–170). Routledge.

Seok, S., Meyen, E., Poggio, J. C., Semon, S., & Tillberg-Webb, H. (2008). Evaluation criteria for the educational web-information system. Quarterly Review of Distance Education, 9(2), 189–200.

Seok, S., Semon, S., & Voytecki, K. (2008). Maximizing web accessibility through students centered user interface design. In Proceedings of E-Learn 2008: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (p. 3573). AACE.

Semon, S. (2008). Using the portraiture methodology to understand e-learning. In Proceedings of E-Learn 2008: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 3189–3191). AACE.

Semon, S. R. (2009). Portraits of online teaching and learning: The experiences of an instructor and six graduate students in a course entitled Educating Students with Autism. Doctoral dissertation, University of South Florida.

Semon, S., Abu-Alghayth, K. M., Karanxha, Z., & Catania, N. (2022). Delivering instruction during the pandemic: Insights for special education administrators and teacher preparation programs. International Journal for Research in Education, 46(5), 416–443.

Semon, S., Catania, N., Lane, D., & Hinton, J. (2024). Collaborative writing groups for academic publishing: The 3C and 4P way. In Advances in Special Education (Vol. 23). Emerald Publishing.

Semon, S., Lane, D., & Jones, P. (2021). Mapping collaboration across international inclusive educational contexts. In C. Forlin (Ed.), Instructional Collaboration in International Inclusive Education Contexts (International Perspectives on Inclusive Education, Vol. 17). Emerald Publishing.

Semon, S., Lane, D., Jones, P., & Smith, S. M. (2020). Job-embedded professional development: Implementing co-teaching practices in general education classrooms. International Journal of Inclusive Education, 26(14), 1373–1388.

Thomas, L. D., Curran, C., Watson, S., & Semon, S. (2008). Preparing special educators to teach reading: A review of state certification standards and program requirements. LD Forum.

Voytecki, K., Anderson, P., Semon, S., & Seok, S. (2009). Assistive technology supports for postsecondary students with disabilities. In Society for Information Technology & Teacher Education International Conference (pp. 1374–1378). AACE.

West, E., Jones, P., & Semon, S. (2012). Promoting community for online learners in special education.Journal of Digital Learning in Teacher Education, 28(3), 108–116.