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Key Professional Appointments

Professor Special Education, University of Illinois at Urbana-Champaign, 1987 - present

Department Head Special Education, University of Illinois at Urbana-Champaign, 1996 - 2009

Associate Professor Special Education, University of Illinois at Urbana-Champaign, 1986 - 1997

Assistant Professor Special Education, University of Illinois at Urbana-Champaign, 1984 - 1986

Assistant Professor Special Education, University of Virginia, Charlottesville, 1978 - 1984

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Education

Ph.D., Studies in Behavioral Disabilities, University of Wisconsin, Madison, Wisconsin, 1978

M.A., Studies in Behavioral Disabilities, University of Wisconsin, Madison, Wisconsin, 1976

B.S., Special Education, Southern Illinois University, Carbondale, Illinois, 1971

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Awards, Honors, Associations

Runner-up, Distinguished Teaching Career Award College of Education, 1992 - 1992

Distinguished Teaching Career Award College of Education, 1993 - 1993

Harriet and Charles Luckman Undergraduate Distinguished Teaching Award University of Illinois at Urbana-Champaign, 1995 - 1995

Research & Service

I have recently been involved in developing a teacher preparation program that is collaborative with elementary and secondary education and expanding to art, music and physical education. The program, funded in part by the U.S. Department of Education, provides students in general and special education with collaborative coursework and practicum experiences to facilitate successful inclusion. My program of research related to the preparation of teachers has included investigating the impact of different supervision strategies on the teaching skills of practicum students in teacher preparation programs. More recently, I have conducted research on reflective teaching.

My current research interests have taken me in two directions: a) developing and evaluating educational models and instructional strategies for students with moderate, severe and multiple disabilities; and b) evaluating components of teacher preparation for students with moderate and severe disabilities. Most recently, I have received funding to investigate longitudinal models for vocational programming to promote successful transition for persons with moderate and severe disabilities into post school employment. Additionally, my work load has focused on adolescents and adults with severe multiple disabilities, identifying successful strategies for identifying and securing community employment. I am also continuously involved with schools in developing inclusive educational programs for all students regardless of their disabilities.

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Publications

Dymond, S., Renzaglia, A., Gilson, C., & Slagor, M. (2007) Defining access to the general curriculum for high school students with significant cognitive disabilities Research and Practice for Persons with Severe Disabilities 32, 1-15

Lowrey, K., Drasgow, E., Renzaglia, A., & Chezan, L. (2007) Impact of alternate assessment on curricula for students with severe disabilities: Purpose driven or process driven? Assessment for Effective Intervention 32 (4), 244-253

Dymond, S., Renzaglia, A., & Chun, E. (2007) Elements of effective high school service learning programs that include students with and without disabilities Remedial and Special Education 28, 227-243

Dymond, S., Renzaglia, A., Gilson, C., & Slagor, M. (2007) Defining access to the general curriculum for high school students with significant cognitive disabilities Research and Practice for Persons with Severe Disabilities 32, 1-15

Dymond, S., Renzaglia, A., Rosenstein, A., Chun, E., Banks, R., Niswander, V., & Gilson, C. (2006) Using a participatory action research approach to create a universally designed inclusive high school science course: A case study Research and Practice for Persons with Severe Disabilities 31, 293-308

Halle, J., Chadsey, J., Lee, S., & Renzaglia, A. (2004) Systematic instruction. Including students with severe disabilities Allyn and Bacon: Boston

Hutchins, M., & Renzaglia, A. (2002) Career development: An experiential model for developing basic work skills and employment preferences. The road ahead: Transition to adult life for persons with disabilities Training Resource Network Publishers: St. Augustine, FL

Millar, D., & Renzaglia, A. (2002) Factors affecting guardianship practices for young adults with disabilities Exceptional Children 69, 465-484

Renzaglia, A., Hutchins, M., & Lee, S. (1997) The impact of teacher education on the beliefs, attitudes, and dispositions of preservice special educators Teacher Education & Special Education 20 (4), 360-377

O'Reilly, M., & Renzaglia, A. (1994) A systematic approach to curriculum selection and supervision strategies: A preservice practicum supervision model Teacher Education and Special Education 17 (3), 170-180

O'Reilly, M., Renzaglia, A., & Lee, S. (1994) An analysis of the generalized effect of behavioral supervision procedures on the use of systematic instruction strategies of preservice teachers in practicum settings Education and Training in Mental Retardation 29, 22-33

Banks, R., & Renzaglia, A. (1993) Longitudinal vocational programs: A review of current recommended practices for individuals with moderate and severe disabilities Journal of Vocational Rehabilitation 3, 5-16

Dymond, S., Renzaglia, A., & Chun, E.. Elements of effective service learning programs Career Development for Exceptional Individuals

Dymond, S., Renzaglia, A., & Chun, E.. Inclusive high school service learning programs: Methods for and barriers to including students with disabilities Education and Training in Developmental Disabilities

Dymond, S., Renzaglia, A., Halle, J., Chadsey, J., & Bentz, J.. An evaluation of videoconferencing as a supportive technology for practicum supervision Teacher Education and Special Education

Renzaglia, A., Hutchins, M., Dymond, S., & Sheldon, D.. Career development: An experiential model for developing basic work skills and employment preferences. The road ahead: Transition to adult life for persons with disabilities

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Grants

Co-Principal Investigator Leadership in Secondary Curriculum, Outcomes, and Research (SCORE) for Youth with Severe Disabilities, U.S. Department of Education, 2014 - 2018

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

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

Principal Investigator Building Relationships in Diverse General Education Settings (BRIDGES): The University of Illinois Severe Disabilities Program, U.S. Department of Education, 2001 - 2008

Adelle Renzaglia

Professor Emerita, Special Education

Contact

Office

288E Education Building
1310 S. Sixth St.
Champaign, IL 61820

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