Main Menu Summer 2013

Lisa Monda-Amaya

Educational Background

  • Ph.D., Special Education, Florida State University, 1989
  • M.S., Special Education, Florida State University, 1982
  • B.S., Special Education, Florida State University, 1982

Key Professional Appointments

  • Professor, Special Education, , 2013-present
  • Director of Research Collaboration, College of Education, Center for Education in Small Urban Communities, 2009-present
  • 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

Grants

  • Principal Investigator, Preparing Teachers for Inclusive Education in Positive Education (Project TIES), U.S. Department of Education, 2006-2010
  • Co-Principal Investigator, Preparing Leaders in Access by Design (PLAD), U.S. Department of Education, 2006-2010

Publications

  • Rose, C, Monda-Amaya, Lisa, Espelage, D (2011). Bullying Perpetration and Victimization in Special Education:A Review of the Literature. Remedial and Special Education, 32, 114-130.
  • Rose, C, Monda-Amaya, Lisa, Espelage, D (2011). Bullying Perpetration and Victimization in Special Education:A Review of the Literature. Remedial and Special Education, 32, 114-130.
  • Rose, C, Espelage, D, Monda-Amaya, Lisa (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, Lisa (2008). Student perceptions of collaboration: A content analysis of student journals. Teacher Education and Special Education.
  • Meadan, H, Monda-Amaya, Lisa (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, Lisa (2005). Conflict resolution: Preparing preservice special educators to work in collaborative settings. Teacher Education and Special Education, 28(3/4), 171-184.
  • Pavri, S, Monda-Amaya, Lisa (2001). Social support in inclusive classrooms: The role of the teacher. Exceptional Children, 61, 391-411.
  • Fleming, J, Monda-Amaya, Lisa (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, Lisa (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, Lisa, 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, Lisa, 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, Lisa (1995). Reflective teaching: A process for analyzing journals of preservice educators. Teacher Education and Special Education, 18, 240-252.
  • Reed, F, Monda-Amaya, Lisa (1995). Preparing preservice general educators for inclusion. Teacher Education and Special Education.