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Stacy Dymond

Stacy K. Dymond, Ph.D., is an associate 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.

Educational Background

  • 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

Key Professional Appointments

  • Coordinator, LBS1 Teacher Preparation Program, Special Education, University of Illinois, 2009-present
  • Associate Professor, Special Education, University of Illinois, 2007-present
  • 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
  • Collateral Assistant Professor, Special Education, 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

Activities & Honors

  • 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 Statement

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.



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, 2011-2014
  • Principal Investigator, Project Access: Accessing Curriculum in Educational Settings for our Students, U.S. Department of Education, 2009-2014
  • Principal Investigator, Preparing Leaders in Secondary Curriculum, Outcomes, and Research (SCORE) for Youth with Severe Disabilities, 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

Select Publications

  • 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.
  • 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.
  • Dymond, S. (2011). Preparing students with significant cognitive disabilities for life skills. Handbook of Special Education. Routledge: New York.
  • 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.
  • 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., 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., Orelove, F. (2001). What constitutes effective curriculum for students with severe disabilities? Exceptionality, 9, 109-122.

In The News

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Dec. 31, 1969