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Key Professional Appointments

Professor Special Education, 2013 - present

Director of Research Collaboration College of Education, Center for Education in Small Urban Communities, 2009 - 2014

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

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Education

Ph.D., Special Education, Florida State University, 1989

B.S., Special Education, Florida State University, 1982

M.S., Special Education, Florida State University, 1982

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Awards, Honors, Associations

Campus Award for Excellence in Graduate and Professional Teaching University of Illinois, 2019 - 2019

Outstanding Graduate Teaching Award for Faculty College of Education, 2018 - 2018

Teacher Education Division Publication Award Teacher Education Division of the Council for Exceptional Children, 2017 - 2017

Finalist, Campus Award for Excellence in Public Engagement University of Illinois, 2013 - 2013

Outstanding Faculty Award for Service for 2011 College of Education, 2011 - 2011

Undergraduate Teaching Award for Faculty College of Education, 2007 - 2007

Publication Award (for article in Teacher Education and Special Education) Council for Exceptional Children, 1997 - 1997

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Publications

Sukhram, ., & Monda-Amaya, L. (2017). The Effects of Oral Repeated Reading with and without Corrective Feedback on the Fluency and Comprehension of Narrative and Expository Text for Struggling Readers. British Journal of Special Education,.

Rose, C., & Monda-Amaya, L. (2012). Bullying and victimization among students with disabilities: Effective strategies for classroom teacher. Intervention in School and Clinic,.

Rose, C., Monda-Amaya, L., & Espelage, D. (2011). Bullying Perpetration and Victimization in Special Education:A Review of the Literature. Remedial and Special Education, 32 114-130.

Sukhram., D., & Monda-Amaya, L. (2011). A Historical Overview of Special Education in Belize. International Journal of Special Needs Education, 14 (2), 76-87.

Rose, C., Espelage, D., & Monda-Amaya, L. (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, L. (2008). Student perceptions of collaboration: A content analysis of student journals. Teacher Education and Special Education,.

Meadan, H., & Monda-Amaya, L. (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, L. (2005). Conflict resolution: Preparing preservice special educators to work in collaborative settings. Teacher Education and Special Education, 28 (3/4), 171-184.

Fleming, J., & Monda-Amaya, L. (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, L. (2001). Social support in inclusive classrooms: The role of the teacher. Exceptional Children, 61 391-411.

Pavri, S., & Monda-Amaya, L. (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, L., 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, L., & Pearson, D. (1996). Toward a responsible pedagogy for teaching and learning literacy. Curriculum for special education in the 21st century New York: Teachers College Press.

Dieker, L., & Monda-Amaya, L. (1995). Reflective teaching: A process for analyzing journals of preservice educators. Teacher Education and Special Education, 18 240-252.

Reed, F., & Monda-Amaya, L. (1995). Preparing preservice general educators for inclusion. Teacher Education and Special Education,.

Rose, C., & Monda-Amaya, L. Preservice Special and General Educators' Perceptions of Bullying. Teacher Education and Special Education,.

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Presentations

Differences in the Collection and Use of Student Performance Data in Co-Taught and Non-Co-Taught Classrooms (2015).: San Diego, CA.

General Educators’ Understanding of Challenging Behavior (2015).: San Diego, CA.

Using a digital media writing project to engage students with EBD (2013).: Chicago, Illinois.

Using digital media writing across content areas to engage struggling learners (2013).: San Antonio, TX.

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Grants

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

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

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Service

Member HECSE Doctoral Program Quality Indicators Subcommittee, 2018 - present

Conference Co-organizer HECSE Winter Summit, 2017 - 2018

Member Illinois State Board of Education- State Leadership Team (CEEDAR), 2016 - 2018

President Elect Higher Education Consortium in Special Education (HECSE), 2017 - present

Executive Board -Membership Co-Chair Higher Education Consortium in Special Education (HECSE), 2015 - 2017

Consultant East St. Louis School District, 2013 - 2014

Planning Committee Member for National Conference National TED Conference Planning Committee, 2013 - 2014

CUC2C Member, College representative Champaign Urbana Cradle to Career Initiative, Leadership Council, 2012 - 2014

Consultant East St. Louis School District, 2013 - 2013

Book Study Co-Leader Champaign Unit 4 School District, 2012 - 2012

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Courses

Honors Symposium in Education (EPSY 200) Course affords students an opportunity to consider important topics impacting current educational practices. Students select six scholarly presentations from an approved list. The presentations are delivered by outstanding visiting and resident scholars in education and related disciplines. Three times during the term, students gather to consider the issues raised by the presentations. Course expectations include: attending six presentations, attending the three course discussion meetings, reading the course text and selected publications, and developing written reflections based on presentations attended. May be repeated to a maximum of 8 hours.

Concepts and Issues in SPED I (SPED 592) Roles and competencies for special education leadership positions; includes literature critique, and preparation and presentation of a major review paper in an area of research interest.

Monda-Amaya, Lisa

Associate Dean for Undergraduate Programs, College of Education

Contact

Office

110 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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