Biography

Stacy K. Dymond, Ph.D., is a professor of special education at the University of Illinois at Urbana-Champaign. Her research interests focus on curriculum and instruction for students with severe intellectual disabilities in inclusive school and community settings. She is particularly interested in the use of service learning as a form of pedagogy for promoting access to instruction on academic and life skills. She has directed grant funded projects related to service learning, access to the general curriculum, and personnel preparation. Dr. Dymond serves on the editorial board of several journals and currently teaches courses on curriculum development at the University of Illinois.

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Key Professional Appointments

Editor Research and Practice for Persons with Severe Disabilities, 2015 - present

Professor Special Education, University of Illinois, 2014 - present

Coordinator, LBS1 Teacher Preparation Program Special Education, University of Illinois, 2009 - present

Associate Editor, Research and Practice for Persons with Severe Disabilities 2014 - 2015

Associate Professor Special Education, University of Illinois, 2007 - 2014

Assistant Professor Special Education, University of Illinois, 2001 - 2007

Statewide Coordinator Virginia's Inter-University Cooperative Licensure Program in Severe Disabilities, Virginia Commonwealth University, 2000 - 2001

Director HJR 228 Study on Services Available for Children with Autism Spectrum Disorders, Virginia Commonwealth University, 2000 - 2001

Director Alternate Assessment Project, Virginia Commonwealth University, 1998 - 2000

Director Transdisciplinary Program in Severe Disabilities, Virginia Commonwealth University, 1997 - 2000

Program Specialist Training and Technical Assistance Center, Virginia Commonwealth University, 1996 - 1997

Coordinator Severe Disabilities Technical Assistance Center, Virginia Commonwealth University, 1992 - 1996

Collateral Instructor Special Education, Virginia Commonwealth University, 1990 - 1992

Coordinator Vocational Options Project, Virginia Commonwealth University, 1990 - 1992

Teacher Special Education, Riverside Junior High School, Vermont, 1986 - 1989

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Education

Ph.D., Education, Virginia Commonwealth University, 2000

M.Ed., Special Education, Virginia Commonwealth University, 1990

B.S., Special Education, State University of New York, College at Geneseo, 1986

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Awards, Honors, Associations

Excellence in Teaching Award Illinois Teacher Education Division of the Council for Exceptional Children, 2014 - 2014

Campus Award for Excellence in Graduate Student Mentoring University of Illinois at Urbana-Chamapaign, 2013 - 2013

Graduate Teaching Award College of Education, 2012 - 2012

TASH Distinguished Reviewer Award TASH, 2009 - 2009

Research & Service

My research interests focus on curriculum and instruction for students with severe intellectual disabilities in inclusive school and community settings. I am particularly interested in the use of service learning as a form of pedagogy for promoting access to academics and life skills curriculum.



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Publications

Dymond, S., Rosenstein, A., Renzaglia, A., Zanton, J., & Slagor, M. (2015) The high school curriculum: Perceptions of special education and secondary education preservice teachers Action in Teacher Education 37, 284-298

Gent, P., & Dymond, S. (2015) Developing inclusive service-learning to prepare students with intellectual and developmental disabilities for employment. In way leads on to way: Paths to employment for people with intellectual disability American Association on Intellectual Disabilities: Washington, DC

Giangreco, M., Dymond, S., & Shogren, K. (2015) Educating students with severe disabilities: Foundational concepts and practices. Instruction of Students with Severe Disabilities Pearson Education/Prentice-Hall: Upper Saddle River, NJ

Mann, J., Dymond, S., Bonati, M., & Neeper, L. (2015) Restrictive citizenship: Civic-oriented service-learning opportunities for students with disabilities Journal of Experiential Education 38, 56-72

Pence, A., & Dymond, S. (2015) Extracurricular school clubs: A time for fun and learning Teaching Exceptional Children 47, 281-288

Ruppar, A., Gaffney, J., & Dymond, S. (2015) Influences on teachers’ decisions about literacy for secondary students with severe disabilities Exceptional Children 81, 209-226

Dymond, S., Renzaglia, A., & Hutchins, M. (2014) Career development: Developing basic work skills and employment preferences. The road ahead: Transition to adult life for persons with disabilities IOS: Amsterdam, The Netherlands

Pickens, J., & Dymond, S. (2014) Special education directors’ views of community-based vocational instruction Research and Practice for Persons with Severe Disabilities 39, 290-304

Dymond, S., Renzaglia, A., Chun, E., & Kim, R. (2013) A validation of elements, methods, and barriers to inclusive high school service learning programs Remedial and Special Education 34, 293-304

Chun, E., Hertzog, N., Gaffney, J., & Dymond, S. (2012) When service learning meets the project approach: Incorporating service learning in an early childhood program Journal of Early Childhood Research 10, 232-245

Dymond, S. (2012) Community participation. Functional curriculum for elementary, middle, and secondary age students with special needs Pro-ed: Austin, TX

Gilson, C., & Dymond, S. (2012) Barriers impacting students with disabilities at a Hong Kong University Journal of Postsecondary Education and Disability 25, 103-118

Kim, R., & Dymond, S. (2012) A national study of community living: Impact of type of residence and hours of in-home support Research and Practice for Persons with Severe Disabilities 37, 116-129

Neeper, L., & Dymond, S. (2012) Green team to the rescue: How service-learning projects enhanced our environmental education program Science and Children 49 (7), 41-45

Neeper, L., & Dymond, S. (2012) The use of service-learning among special education faculty Teacher Education and Special Education 35, 185-201

Dymond, S. (2011) Preparing students with significant cognitive disabilities for life skills. Handbook of Special Education Routledge: New York

Dymond, S., Renzaglia, A., & Slagor, M. (2011) Trends in the use of service learning with students with disabilities Remedial and Special Education 32, 219-229

Gilson, C., & Dymond, S. (2011) Constructions of disability at a university in Hong Kong: Perspectives of disabled students, staff members, and instructors Disability Studies Quarterly 31 (2)  link >

Kim, R., & Dymond, S. (2011) Recreation and leisure activities for individuals with severe disabilities: Comparison of supported apartments and group homes Journal of Special Education: Theory and Practice 12 (2), 29-47

Ruppar, A., Dymond, S., & Gaffney, J. (2011) Teachers’ perspectives on literacy instruction for students who use augmentative and alternative communication Research and Practice for Persons with Severe Disabilities 36, 100-111

Dymond, S., Neeper, L., & Fones, D. (2010) Typing with purpose: Linking the word processing curriculum to real world applications through service learning The Clearing House 83, 33-38

Kim, R., & Dymond, S. (2010) Special education teachers’ perceptions of benefits, barriers, and components of community-based vocational instruction Intellectual and Developmental Disabilities 48, 313-329

Halle, J., & Dymond, S. (2009) Inclusive education: A necessary pre-requisite to accessing the general curriculum? Research and Practice for Persons with Severe Disabilities 33 (4)

Dymond, S. (2008) Skills important to community use. Adaptive behavior assessment system-II: Clinical use and interpretation Elsevier: Boston

Dymond, S., Renzaglia, A., & Chun, E. (2008) Elements of high school service learning programs Career Development for Exceptional Individuals 31, 37-47

Dymond, S., Renzaglia, A., & Chun, E. (2008) Inclusive high school service learning programs: Methods for and barriers to including students with disabilities Education and Training in Developmental Disabilities 43, 20-36

Dymond, S., Renzaglia, A., Halle, J., Chadsey, J., & Bentz, J. (2008) An evaluation of videoconferencing as a supportive technology for practicum supervision Teacher Education and Special Education 31, 243-256

Dymond, S., Gilson, C., & Myran, S. (2007) Services for children with autism spectrum disorders: What needs to change? Journal of Disability Policy Studies 18, 133-147

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

Gilson, C., Dymond, S., Chadsey, J., & Fang Hsu, S. (2007) Gaining access to textbooks for postsecondary students with visual impairments Journal of Postsecondary Education and Disability 20, 28-38

Dymond, S., & Bentz, J. (2006) Using digital videos to enhance teacher preparation Teacher Education and Special Education 29 (2), 98-112

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

Spooner, F., Dymond, S., Smith, A., & Kennedy, C. (2006) What we know and need to know about accessing the general curriculum for students with significant cognitive disabilities Research and Practice for Persons with Severe Disabilities 31, 277-283

Inge, K., Wehman, P., & Dymond, S. (2005) Community-based vocational training. Intellectual and developmental disabilities: Toward full community inclusion Pro-ed: Austin

Dymond, S. (2004) Community living. Functional curriculum for elementary, middle, and secondary age students with special needs Pro-ed: Austin, TX

Dymond, S., & Russell, D. (2004) The impact of grade and disability on the instructional context of inclusive classrooms Education and Training in Developmental Disabilities 39, 127-140

Dymond, S. (2001) A participatory research approach to evaluating an inclusive school program. Unpublished doctoral dissertation, Virginia Commonwealth University

Dymond, S., & Orelove, F. (2001) What constitutes effective curriculum for students with severe disabilities? Exceptionality 9, 109-122

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Grants

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

Principal Investigator Innovative ACCESS to Curriculum for Students with Severe Disabilities (ACCESS), U.S. Department of Education, 2014 - 2018

Co-Principal Investigator Preparing Leaders in Education, Access, and Data-based Decision Making in High-Need Schools - Project LEAD, U.S. Department of Education, 2011 - 2017

Principal Investigator Preparing Leaders in Secondary Curriculum, Outcomes, and Research (SCORE) for Youth with Severe Disabilities, U.S. Department of Education, 2009 - 2016

Principal Investigator Project Access: Accessing Curriculum in Educational Settings for our Students, U.S. Department of Education, 2009 - 2015

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

Principal Investigator Accessing the General Curriculum in Inclusive School and Community Settings, U.S. Department of Education, 2002 - 2007

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Courses

High School Service Learning Course Information: Additional fees may apply. See Class Schedule. May be repeated.

Multiple Disabilities Focuses upon the physical and educational characteristics of individuals with multiple disabilities, particularly those with physical disabilities and other health and sensory impairments; covers educational curricula, teaching methods, and other educational considerations such as working with parents, medical personnel, and support staff, and educational adaptations. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to the Department of Special Education or consent of instructor.

Curriculum Development III Review and application of curriculum development and adaptation principles and strategies to life skill domain areas. Curriculum areas addressed include domestic/home-living, leisure and recreation, community living, and vocational programs and job preparation. Emphasis on designing instruction to address life skill curriculum needs in inclusive educational programs and on critically evaluating curriculum and program effectiveness. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: SPED 446 and admission to the Department of Special Education, or consent of instructor.

Supervised Prac in SPED Supervised practice in one or more settings in which students with mild to severe disabilities are served; practicum settings may include day, residential, special, and regular schools which serve students with disabilities. Course Information: Additional fees may apply. See Class Schedule. Approved for S/U grading only. May be repeated in same or subsequent terms to a maximum of 8 hours. Prerequisite: Admission to the graduate program in special education; consent of supervising faculty member. Class Schedule Information: Student teaching fee required. A per hour fee will be charged. The fee is determined by the yearly total rate approved by the Board of Trustees.

High School Service Learning 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.

SCORE 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.

Stacy Dymond

Professor, Special Education

Contact

Office

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

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