Wehman, P., Renzaglia, A., Storey, K., & Davis, P. (2019). Paul Bates: A Tribute to His Legacy. Research and Practice for Persons with Severe Disabilities, 44(2), 122-127.  link >

Dymond, S. K., Rosenstein, A., Renzaglia, A., Zanton, J. J., Slagor, M. T., & Kim, R. K. (2015). The High School Curriculum: Perceptions of Special Education and Secondary Education Preservice Teachers. Action in Teacher Education, 37(3), 284-298.  link >

McMillan, J. M., & Renzaglia, A. (2014). Supporting Speech Generating Device Use in the Classroom. Part 1: Teacher Professional Development. Journal of Special Education Technology, 29(3), 31-47.  link >

McMillan, J. M., & Renzaglia, A. (2014). Supporting Speech Generating Device Use in the Classroom. Part Two: Student Communication Outcomes. Journal of Special Education Technology, 29(3), 49-61.  link >

Dymond, S. K., Chun, E. J., Kim, R. K., & Renzaglia, A. (2013). A Validation of Elements, Methods, and Barriers to Inclusive High School Service-Learning Programs. Remedial and Special Education, 34(5), 293-304.  link >

Dymond, S. K., Renzaglia, A., & Hutchins, M. P. (2013). Career Development: An Experimental Model for Developing Basic Work Skills and Employment Preferences. In K. Storey, & D. Hunter (Eds.), The Road Ahead: Transition to Adult Life for Persons with Disabilities (pp. 107-136). (Assistive Technology Research Series; Vol. 34). IOS Press.  link >

Dymond, S. K., Renzaglia, A., & Slagor, M. T. (2011). Trends in the Use of Service Learning With Students With Disabilities. Remedial and Special Education, 32(3), 219-229.  link >

Dymond, S. K., Renzaglia, A., Halle, J. W., Chadsey, J., & Bentz, J. L. (2008). An Evaluation of Videoconferencing as a Supportive Technology for Practicum Supervision. Teacher Education and Special Education, 31(4), 243-256.  link >

Dymond, S. K., Renzaglia, A., & Chun, E. J. (2008). Elements of High School Service Learning Programs. Career Development for Exceptional Individuals, 31(1), 37-47.  link >

Dymond, S. K., Renzaglia, A., & Chun, E. J. (2008). Inclusive high school service learning programs: Methods for and barriers to including students with disabilities. Education and Training in Developmental Disabilities, 43(1), 20-36.

Alisa 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.  link >

Dymond, S. K., Renzaglia, A., Gilson, C. L., & Slagor, M. T. (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), 1-15.  link >

Dymond, S. K., 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(4), 227-243.  link >

Dymond, S. K., Renzaglia, A., Rosenstein, A., Eul, J. C., Banks, R. A., Niswander, V., & Gilson, C. L. (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(4), 293-308.  link >

Renzaglia, A., Karvonen, M., Drasgow, E., & Stoxen, C. C. (2003). Promoting a Lifetime of Inclusion. Focus on Autism and Other Developmental Disabilities, 18(3), 140-149.  link >

Millar, D. S., & Renzaglia, A. (2002). Factors affecting guardianship practices for young adults with disabilities. Exceptional Children, 68(4), 465-484.  link >

Hutchins, M. P., & Renzaglia, A. (1998). Interviewing Families for Effective Transition to Employment. Teaching Exceptional Children, 30(4), 72-78.  link >

Renzaglia, A., Hutchins, M., & Lee, S. (1997). The Impact of Teacher Education on the Beliefs, Attitudes, and Dispositions of Preservice Special Educators. Teacher Education and Special Education, 20(4), 360-377.  link >

O'Reilly, M. F., Renzaglia, A., & Lee, S. (1994). An Analysis of Acquisition, Generalization and Maintenance of Systematic Instruction Competencies by Preservice Teachers Using Behavioral Supervision Techniques. Education and Training in Mental Retardation and Developmental Disabilities, 29(1), 22-33.

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.  link >

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

Renzaglia, A. (1993). Introduction to the issue. Journal of Vocational Rehabilitation, 3(3), 4.  link >

O'reilly, M. F., Renzaglia, A., Hutchins, M., Koterba-Buss, L., Clayton, M., Halle, J. W., & Izen, C. (1992). Teaching Systematic Instruction Competencies to Special Education Student Teachers: An Applied Behavioral Supervision Model. Research and Practice for Persons with Severe Disabilities, 17(2), 104-111.  link >

Renzaglia, A., & Hutchins, M. (1987). Project CO-OP: A Model for Assessing Job Requinements, Trainee Skills, and Job-Trainee Matches for People with Moderate to Profound Handicaps. Diagnostique, 12(3-4), 142-155.  link >

Hanley-Maxwell, C., Rusch, F. R., Chadsey-Rusch, J., & Renzaglia, A. (1986). Reported Factors Contributing to Job Terminations of Individuals with Severe Disabilities. Journal of the Association for Persons with Severe Handicaps, 11(1), 45-52.  link >

Alberto, P., Ashcroft, S., Dubose, R. F., Filler, J., Gast, D., Holder, L., Jens, K., Renzaglia, A., Sears, J., Snell, M., & Tawney, J. (1982). Developing Personnel Preparation Programs to Train Personnel to Teach Severely Handicapped Individuals: The Southeastern Regional Coalition for Personnel Preparation to Work with the Severely/Profoundly Handicapped. Teacher Education and Special Education, 5(1), 46-51.  link >

Moon, M. S., & Renzaglia, A. (1982). Physical fitness and the mentally retarded: A critical review of the literature. Journal of Special Education, 16(3), 269-287.  link >

Renzaglia, A., Bates, P., & Hutchins, M. (1981). Vocational skills instruction for handicapped adolescents and adults. Exceptional Education Quarterly, 2(1), 61-73.  link >

Bates, P., Renzaglia, A., & Clees, T. (1980). Improving the work performance of severely/profoundly retarded young adults: The use of a changing criterion procedural design. Education and the Training of the Mentally Retarded, 15(2), 95-104.

Karan, O. C., Bernstein, G. S., Harvey, J., Bates, P., Renzaglia, A., & Rosenthal, D. (1979). An Extended Evaluation Model for Severely Handicapped Persons. Research and Practice for Persons with Severe Disabilities, 4(4), 374-398.  link >

Renzaglia, A., Wehman, P., Schutz, R., & Karan, O. (1978). Use of cue redundancy and positive reinforcement to accelerate production in two profoundly retarded workers. British Journal of Social and Clinical Psychology, 17(2), 183-187.  link >

Schutz, R., Wehman, P., Renzaglia, A., & Karan, O. (1978). Efficacy of contingent social disapproval on inappropriate verbalizations of two severely retarded males. Behavior Therapy, 9(4), 657-662.  link >

Wehman, P., Renzaglia, A., Berry, G., Schutz, R., & Karan, O. (1978). Developing a Leisure Skill Repertoire in Severely and Profoundly Handicapped Persons. Research and Practice for Persons with Severe Disabilities, 3(3), 162-172.  link >

Wehman, P., Schutz, R., Bates, P., Renzaglia, A., & Karan, O. (1978). Self-management programmes with mentally retarded workers: implications for developing independent vocational behaviour. British Journal of Social and Clinical Psychology, 17(1), 57-64.  link >

Wehman, P., Renzaglia, A., & Schutz, R. (1977). Behavioral Training Strategies in Sheltered Workshops for the Severely Developmentally Disabled. Research and Practice for Persons with Severe Disabilities, 2(1), 24-36.  link >

SPED 199: Undergraduate Open Seminar (SPED 199) Topics will vary. See course schedule.

SPED 391: Thesis (SPED 391) Prerequisite: Senior standing.

SPED 395: Independent Study (SPED 395) Study of problems not considered in other courses; designed for students who excel in self-direction and intellectual curiosity.

SPED 599: Thesis Research (SPED 599) Individual direction of research and thesis writing.