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Key Professional Appointments

Professor Special Education, 2013 - present

Director of Research Collaboration College of Education, Center for Education in Small Urban Communities, 2009 - 2014

Associate Professor Special Education, University of Illinois, 1997 - 2013

Assistant Professor Special Education, University of Illinois, 1990 - 1997

Center Associate Center for the Study of Reading, University of Illinois, 1989 - 1991

Visiting Professor Special Education, University of Illinois, 1988 - 1990

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Education

Ph.D., Special Education, Florida State University, 1989

M.S., Special Education, Florida State University, 1982

B.S., Special Education, Florida State University, 1982

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Publications

Rose, C., & Monda-Amaya, L. (2012) Bullying and victimization among students with disabilities: Effective strategies for classroom teacher Intervention in School and Clinic

Rose, C., Monda-Amaya, L., & Espelage, D. (2011) Bullying Perpetration and Victimization in Special Education:A Review of the Literature Remedial and Special Education 32, 114-130

Sukhram., D., & Monda-Amaya, L. (2011) A Historical Overview of Special Education in Belize International Journal of Special Needs Education 14 (2), 76-87

Rose, C., Espelage, D., & Monda-Amaya, L. (2009) Bullying and victimization rates among students in general and special education: A comparative analysis Educational Psychology 29 (7), 761-776

Gallagher, P., Vail, C., & Monda-Amaya, L. (2008) Student perceptions of collaboration: A content analysis of student journals Teacher Education and Special Education

Meadan, H., & Monda-Amaya, L. (2008) Collaboration to promote social competence for students with mild disabilities in the general classroom: A structure for providing social support Intervention in School and Clinic 43, 158-167

Bradley, J., & Monda-Amaya, L. (2005) Conflict resolution: Preparing preservice special educators to work in collaborative settings Teacher Education and Special Education 28 (3/4), 171-184

Fleming, J., & Monda-Amaya, L. (2001) Process variables critical for team effectiveness: A Delphi study of wraparound team members Remedial and Special Education 22, 158-171

Pavri, S., & Monda-Amaya, L. (2001) Social support in inclusive classrooms: The role of the teacher Exceptional Children 61, 391-411

Pavri, S., & Monda-Amaya, L. (2000) Loneliness and students with disabilities in inclusive classrooms: Self-perceptions, coping strategies and preferred interventions Learning Disabilities Research and Practice 15 (l), 22-33

Monda-Amaya, L., Dieker, L., & Reed, F. (1998) Preparing students with learning disabilities to participate in inclusive classrooms Learning Disabilities Research and Practice 13, 171-182

Monda-Amaya, L., & Pearson, D. (1996) Toward a responsible pedagogy for teaching and learning literacy. Curriculum for special education in the 21st century Teachers College Press: New York

Dieker, L., & Monda-Amaya, L. (1995) Reflective teaching: A process for analyzing journals of preservice educators Teacher Education and Special Education 18, 240-252

Reed, F., & Monda-Amaya, L. (1995) Preparing preservice general educators for inclusion Teacher Education and Special Education

Rose, C., & Monda-Amaya, L.. Preservice Special and General Educators' Perceptions of Bullying Teacher Education and Special Education

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Grants

Co-Principal Investigator Preparing Leaders in Access by Design (PLAD), U.S. Department of Education, 2006 - 2010

Principal Investigator Preparing Teachers for Inclusive Education in Positive Education (Project TIES), U.S. Department of Education, 2006 - 2010

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Service

Executive Board -Membership Co-Chair Higher Education Consortium in Special Education (HECSE), 2015 - present

Leadership Team Member Illinois State Board of Education, State Leadership Team (CEEDAR), 2014 - present

Consultant East St. Louis School District, 2013 - 2014

Planning Committee Member for National Conference National TED Conference Planning Committee, 2013 - 2014

CUC2C Member, College representative Champaign Urbana Cradle to Career Initiative, Leadership Council, 2012 - 2014

Consultant East St. Louis School District, 2013 - 2013

Book Study Co-Leader Champaign Unit 4 School District, 2012 - 2012

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Courses

The Culture of Disability The purpose of this course is to provide an introduction to the culture of disability across the lifespan. The impact of disabilities on an individual across the lifespan will be explored, and the unique culture that is created by having a disability will be addressed. The historical basis for the disability movement and special education will be addressed, including legislation and litigation that has had a significant impact on the field. Students also will learn about the characteristics of individuals with diverse abilities as well as current trends in educational services.

Characteristics & Eligibility The purpose of this course is to provide an introduction to issues associated with the identification and characteristics of students with disabilities, eligibility for special education, and placement to meet students' educational needs. Course Information: Prerequisite: SPED 117 and admission into the teacher education program in special education.

LEAD Seminar for Adv Students Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Course Information: Additional fees may apply. See Class Schedule. Approved for letter and S/U grading. Class Schedule Information: Some sections may require additional course fees.

Seminar for Advanced Students Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Course Information: Additional fees may apply. See Class Schedule. Approved for letter and S/U grading. Class Schedule Information: Some sections may require additional course fees.

Field Study and Thesis Seminar Planning field studies and thesis problems by graduate students; students present their studies at each of four stages: (1) the inception, delimitation, tentative design stage; (2) the proposed design stage; (3) the revised design stage; and (4) the final design stage. Students are expected to analyze all presentations critically. Course Information: May be repeated up to 8 hours. Prerequisite: Admission to graduate studies in Special Education or consent of instructor.: (1) the inception, delimitation, tentative design stage; (2) the proposed design stage; (3) the revised design stage; and (4) the final design stage. Students are expected to analyze all presentations critically.

Concepts and Issues in SPED I Roles and competencies for special education leadership positions; includes literature critique, and preparation and presentation of a major review paper in an area of research interest. Course Information: Prerequisite: Admission to doctoral studies in Special Education or consent of instructor.

Lisa Monda-Amaya

Professor, Special Education

Contact

Office

284B Education Building
1310 S. Sixth St.
Champaign, IL 61820

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