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Stacy Dymond

Biography

Stacy K. Dymond, Ph.D., is 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 has directed numerous grant funded projects related to service learning, access to the general curriculum, personnel preparation, and the development of leadership personnel. Dr. Dymond is editor of Research and Practice for Persons with Severe Disabilities and serves on the editorial board of several additional journals. She also coordinates the initial special education teacher licensure program as well as the advanced teacher licensure program in severe disabilities.

Key Professional Appointments

  • Professor, Special Education, University of Illinois, Urbana-Champaign

Research & Service

Dr. Dymond's research focuses on curriculum issues related to educating secondary and transition-age students with severe intellectual disabilities in inclusive school and community settings. She is particularly interested in exploring how students' curricular goals can be addressed within hands-on activities such as service learning, extracurricular activities, community-based instruction, and job sampling.

Publications

Ballard, S. L., & Dymond, S. K. (2023). Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School. Research and Practice for Persons with Severe Disabilities, 48(2), 92-107.  link >

Brenner, H. R., & Dymond, S. K. (Accepted/In press). Navigating Challenges to Work-Based Learning Experiences: Responses From Special Educators. Career Development and Transition for Exceptional Individuals.  link >

Brenner, H. R., & Dymond, S. K. (2023). Teachers’ Perspectives on Challenges to Providing Work-Based Learning Experiences for Students with Extensive Support Needs. Research and Practice for Persons with Severe Disabilities, 48(4), 186-202.  link >

Malouf, E. T., & Dymond, S. K. (2023). Factors Influencing Parents’ Decisions to Create a Business for Their Adult Child With Intellectual Disability. Intellectual and developmental disabilities, 61(3), 224-237.  link >

Rooney-Kron, M., & Dymond, S. K. (Accepted/In press). Teachers’ Beliefs About the Benefits of and Barriers to School and Community WBLEs. Career Development and Transition for Exceptional Individuals.  link >

Snider, J. E., & Dymond, S. K. (2023). Curricular Areas in Which Students with Intellectual Disability Receive Instruction. Journal of Developmental and Physical Disabilities, 35(2), 295-315.  link >

Birri, N. L., Dymond, S. K., & Rooney-Kron, M. (2022). Systematic Review of Interventions for Teaching Individuals with Severe Disabilities Workplace Social Skills. Education and Training in Autism and Developmental Disabilities, 57(4), 371-391.

Dymond, S. K. (2022). Reflections From an Outgoing Editor. Research and Practice for Persons with Severe Disabilities, 47(1), 3-5.  link >

Pickens, J. L., & Dymond, S. K. (2022). Keys to the employment services castle: Needed skills and experiences. Journal of Vocational Rehabilitation, 56(2), 165-175.  link >

Rooney-Kron, M., & Dymond, S. K. (2022). Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review. Research and Practice for Persons with Severe Disabilities, 47(2), 90-110.  link >

Pence, A. R., & Dymond, S. K. (2021). The participation of secondary students with severe disabilities in school clubs. Intellectual and developmental disabilities, 59(4), 335-351.  link >

Rooney-Kron, M., & Dymond, S. K. (2021). Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences. Career Development and Transition for Exceptional Individuals, 44(4), 229-240.  link >

Agran, M., Dymond, S., Rooney-Kron, M., & Martin, J. (2020). Examining whether student participation in school-sponsored extracurricular activities is represented in IEPs. Intellectual and developmental disabilities, 58(6), 472-485.  link >

Dymond, S. K., Rooney-Kron, M., Burke, M. M., & Agran, M. (2020). Characteristics of Secondary Age Students With Intellectual Disability Who Participate in School-Sponsored Extracurricular Activities. Journal of Special Education, 54(1), 51-62.  link >

Dymond, S. K., & Carter, E. W. (2020). Why Aren’t Students With Severe Disabilities Being Placed in General Education Classrooms: Introduction to the Special Issue. Research and Practice for Persons with Severe Disabilities, 45(1), 3.  link >

Hopkins, S. L., & Dymond, S. K. (2020). Factors influencing teachers' decisions about their use of community-based instruction. Intellectual and developmental disabilities, 58(5), 432-446.  link >

Kim, R. K., & Dymond, S. K. (2020). What Skills are Critical for Living in Supported Apartments and Small Group Homes? Journal of Developmental and Physical Disabilities, 32(4), 665-681.  link >

Neeper, L. S., & Dymond, S. K. (2020). Incorporating Service-Learning in Special Education Coursework: Experiences of University Faculty. Teacher Education and Special Education, 43(4), 343-357.  link >

Ballard, S. L., & Dymond, S. K. (2019). Involvement of Students With Severe Disabilities in Specialized Health Care Procedures. Exceptional Children, 86(1), 58-76.  link >

Bonati, M. L., & Dymond, S. K. (2019). Service-learning and students with severe disabilities: Examining participation and curricular goals. Intellectual and developmental disabilities, 57(1), 42-55.  link >

Ballard, S. L., & Dymond, S. K. (2018). Inclusive education for secondary age students with severe disabilities and complex health care needs. Intellectual and developmental disabilities, 56(6), 427-441.  link >

Dymond, S. K., Butler, A. M., Hopkins, S. L., & Patton, K. A. (2018). Curriculum and Context: Trends in Interventions With Transition-Age Students With Severe Disabilities. Journal of Special Education, 52(3), 152-162.  link >

Ballard, S. L., & Dymond, S. K. (2017). Addressing the General Education Curriculum in General Education Settings with Students with Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 42(3), 155-170.  link >

Dymond, S. K. (2017). Functional curriculum for students with significant cognitive disabilities. In J. M. Kauffman, D. P. Hallahan, & P. Cullen Pullen (Eds.), Handbook of Special Education (2 ed., pp. 675-686). Taylor and Francis Inc..  link >

Dymond, S. K., Meadan, H., & Pickens, J. L. (2017). Postsecondary Education and Students with Autism Spectrum Disorders: Experiences of Parents and University Personnel. Journal of Developmental and Physical Disabilities, 29(5), 809-825.  link >

Plotner, A. J., & Dymond, S. K. (2017). How Vocational Rehabilitation Transition Specialists Influence Curricula for Students With Severe Disabilities. Rehabilitation Counseling Bulletin, 60(2), 88-97.  link >

Ballard, S. L., & Dymond, S. K. (2016). Acquired severe disabilities and complex health care needs: Access to inclusive education. Research and Practice for Persons with Severe Disabilities, 41(3), 191-208.  link >

Pence, A. R., & Dymond, S. K. (2016). Teachers' beliefs about the participation of students with severe disabilities in school clubs. Research and Practice for Persons with Severe Disabilities, 41(1), 52-68.  link >

Dymond, S. K. (2015). Editorial Welcome. Research and Practice for Persons with Severe Disabilities, 40(3), 171-172.  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 >

Mann, J. A., Dymond, S. K., Bonati, M. L., & Neeper, L. S. (2015). Restrictive Citizenship: Civic-Oriented Service-Learning Opportunities for All Students. Journal of Experiential Education, 38(1), 56-72.  link >

Pence, A. R., & Dymond, S. K. (2015). Extracurricular School Clubs: A Time for Fun and Learning. Teaching Exceptional Children, 47(5), 281-288.  link >

Ruppar, A. L., Gaffney, J. S., & Dymond, S. K. (2015). Influences on Teachers’ Decisions About Literacy for Secondary Students With Severe Disabilities. Exceptional Children, 81(2), 209-226.  link >

Pickens, J. L., & Dymond, S. K. (2014). Special education directors' views of community-based vocational instruction. Research and Practice for Persons with Severe Disabilities, 39(4), 290-304.  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 >

Chun, E. J., Hertzog, N. B., Gaffney, J. S., & Dymond, S. K. (2012). When Service Learning meets the Project Approach: Incorporating Service Learning in an early childhood program. Journal of Early Childhood Research, 10(3), 232-245.  link >

Kim, R. K., & Dymond, S. K. (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(2), 116-129.  link >

Neeper, L. S., & Dymond, S. K. (2012). Green Team to the Rescue. Science and Children, 49(7), 41-45.

Neeper, L. S., & Dymond, S. K. (2012). The Use of Service-Learning Among Special Education Faculty. Teacher Education and Special Education, 35(3), 185-201.  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 >

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 >

Ruppar, A. L., Dymond, S. K., & Gaffney, J. S. (2011). Teachers' perspectives on literacy instruction for students with severe disabilities who use augmentative and alternative communication. Research and Practice for Persons with Severe Disabilities, 36(3-4), 100-111.  link >

Dymond, S. K., Neeper, L. S., & Fones, D. (2010). Typing With Purpose: Linking the Word Processing Curriculum to Real World Applications Through Service Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 33-38.  link >

Kim, R. K., & Dymond, S. K. (2010). Special education teachers' perceptions of benefits, barriers, and components of community-based vocational instruction. Intellectual and developmental disabilities, 48(5), 313-329.  link >

Dymond, S. K. (2008). Adaptive behavior and skills important to community use. In T. Oakland, & P. L. Harrison (Eds.), Adaptive Behavior Assessment System-II: Clinical Use and Interpretation (pp. 71-92). (Practical Resources for the Mental Health Professional). Academic Press.  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.

Halle, J. W., & Dymond, S. K. (2008). Inclusive Education: A Necessary Prerequisite to Accessing the General Curriculum? Research and Practice for Persons with Severe Disabilities, 34(1), 196-198.  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., Gilson, C. L., & Myran, S. P. (2007). Services for children with autism spectrum disorders: What needs to change? Journal of Disability Policy Studies, 18(3), 133-147.  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 >

Dymond, S. K., & Bentz, J. L. (2006). Using Digital Videos to Enhance Teacher Preparation. Teacher Education and Special Education, 29(2), 98-112.  link >

Spooner, F., Dymond, S. K., Smith, A., & Kennedy, C. H. (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(4), 277-283.  link >

Dymond, S. K., & Russell, D. L. (2004). Impact of grade and disability on the instructional context of inclusive classrooms. Education and Training in Developmental Disabilities, 39(2), 127-140.

Dymond, S. K. (2001). A Participatory Action Research Approach to Evaluating Inclusive School Programs. Focus on Autism and Other Developmental Disabilities, 16(1), 54-63.  link >

Dymond, S. K., & Orelove, F. P. (2001). What Constitutes Effective Curricula for Students With Severe Disabilities? Exceptionality, 9(3), 109-122.  link >

Orelove, F. P., & Dymond, S. K. (2001). Educating Individuals With Severe Disabilities. Exceptionality, 9(3), 107-108.  link >

Inge, K. J., & Dymond, S. (1994). Challenging behaviors in the workplace: Increasing a student’s access to community-based vocational instruction. Journal of Vocational Rehabilitation, 4(4), 272-284.  link >

Courses

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 432: Multiple Disabilities (SPED 432) 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.

SPED 448: Curriculum Development III (SPED 448) 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.

SPED 590: Seminar for Advanced Students (SPED 590) Seminar in the education of individuals with disabilities; open only to persons who have been admitted for graduate study.

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