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.

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Key Professional Appointments

Editor, Research and Practice for Persons with Severe Disabilities, 2015 - present

Professor, Special Education, University of Illinois, 2014 - present

Coordinator, LBS1 Teacher Preparation Program, Special Education, University of Illinois, 2009 - present

Associate Editor, Research and Practice for Persons with Severe Disabilities, 2014 - 2015

Associate Professor, Special Education, University of Illinois, 2007 - 2014

Assistant Professor, Special Education, University of Illinois, 2001 - 2007

Director, HJR 228 Study on Services Available for Children with Autism Spectrum Disorders, Virginia Commonwealth University, 2000 - 2001

Statewide Coordinator, Virginia's Inter-University Cooperative Licensure Program in Severe Disabilities, 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

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Education

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

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Awards, Honors, Associations

Larine Y. Cowan Make a Difference Award, University of Illinois, Office of the Chancellor, 2017 - 2017

Excellence in Teaching Award, Illinois Teacher Education Division of the Council for Exceptional Children, 2014 - 2014

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 & 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.

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Publications

Ballard, S., & Dymond, S. (2017). Addressing the general education curriculum in general education settings with students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 42 155-170.  link >

Dymond, S. (2017). Functional curriculum for students with significant cognitive disabilities. Handbook of Special Education ( 2 ed pp. 675-686). Routledge.

Dymond, S. (2017). Instructional issues for students with low incidence disabilities. Handbook of Special Education ( 2 ed pp. 615-616). Routledge.

Dymond, S., Meadan-Kaplansky, H., & Pickens, J. (2017). Postsecondary education and students with autism spectrum disorders: Experiences of parents and university personnel. Journal of Developmental and Physical Disabilities, 29 809-825.  link >

Plotner, A., & Dymond, S. (2017). Perceptions of transition coordinators towards curriculum development for students with severe disabilities. Rehabilitation Counseling Bulletin, 60 88-97.  link >

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

Giangreco, M., Dymond, S., & Shogren, K. (2016). Educating students with severe disabilities: Foundational concepts and practices. Instruction of Students with Severe Disabilities ( 8th ed pp. 1-26). Upper Saddle River, NJ: Pearson Education/Prentice-Hall.

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

Dymond, S., Rosenstein, A., Renzaglia, A., Zanton, J., & Slagor, M. (2015). The high school curriculum: Perceptions of special education and secondary education preservice teachers. Action in Teacher Education, 37 284-298.

Gent, P., & Dymond, S. (2015). Developing inclusive service-learning to prepare students with intellectual and developmental disabilities for employment. In way leads on to way: Paths to employment for people with intellectual disability ( pp. 245-265). Washington, DC: American Association on Intellectual Disabilities.

Mann, J., Dymond, S., Bonati, M., & Neeper, L. (2015). Restrictive citizenship: Civic-oriented service-learning opportunities for students with disabilities. Journal of Experiential Education, 38 56-72.

Pence, A., & Dymond, S. (2015). Extracurricular school clubs: A time for fun and learning. Teaching Exceptional Children, 47 281-288.

Ruppar, A., Gaffney, J., & Dymond, S. (2015). Influences on teachers’ decisions about literacy for secondary students with severe disabilities. Exceptional Children, 81 209-226.

Dymond, S., Renzaglia, A., & Hutchins, M. (2014). Career development: Developing basic work skills and employment preferences. The road ahead: Transition to adult life for persons with disabilities ( 3 ed pp. 107-136). Amsterdam, The Netherlands: IOS.

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

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.

Chun, E., Hertzog, N., Gaffney, J., & Dymond, S. (2012). When service learning meets the project approach: Incorporating service learning in an early childhood program. Journal of Early Childhood Research, 10 232-245.

Dymond, S. (2012). Community participation. Functional curriculum for elementary, middle, and secondary age students with special needs ( 3 ed pp. 351-387). Austin, TX: Pro-ed.

Gilson, C., & Dymond, S. (2012). Barriers impacting students with disabilities at a Hong Kong University. Journal of Postsecondary Education and Disability, 25 103-118.

Kim, R., & Dymond, S. (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, 37 116-129.

Neeper, L., & Dymond, S. (2012). Green team to the rescue: How service-learning projects enhanced our environmental education program. Science and Children, 49 (7), 41-45.

Neeper, L., & Dymond, S. (2012). The use of service-learning among special education faculty. Teacher Education and Special Education, 35 185-201.

Dymond, S. (2011). Preparing students with significant cognitive disabilities for life skills. Handbook of Special Education ( pp. 557-567). New York: Routledge.

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.

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 >

Kim, R., & Dymond, S. (2011). Recreation and leisure activities for individuals with severe disabilities: Comparison of supported apartments and group homes. Journal of Special Education: Theory and Practice, 12 (2), 29-47.

Ruppar, A., Dymond, S., & Gaffney, J. (2011). Teachers’ perspectives on literacy instruction for students who use augmentative and alternative communication. Research and Practice for Persons with Severe Disabilities, 36 100-111.

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.

Kim, R., & Dymond, S. (2010). Special education teachers’ perceptions of benefits, barriers, and components of community-based vocational instruction. Intellectual and Developmental Disabilities, 48 313-329.

Halle, J., & Dymond, S. (2009). Inclusive education: A necessary pre-requisite to accessing the general curriculum? Research and Practice for Persons with Severe Disabilities, 33 (4).

Dymond, S. (2008). Skills important to community use. Adaptive behavior assessment system-II: Clinical use and interpretation ( pp. 71-92). Boston: Elsevier.

Dymond, S., Renzaglia, A., & Chun, E. (2008). Elements of high school service learning programs. Career Development for Exceptional Individuals, 31 37-47.

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., Halle, J., Chadsey, J., & Bentz, J. (2008). An evaluation of videoconferencing as a supportive technology for practicum supervision. Teacher Education and Special Education, 31 243-256.

Dymond, S., Gilson, C., & Myran, S. (2007). Services for children with autism spectrum disorders: What needs to change? Journal of Disability Policy Studies, 18 133-147.

Dymond, S., Renzaglia, A., & Chun, E. (2007). Elements of effective high school service learning programs that include students with and without disabilities. Remedial and Special Education, 28 227-243.

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.

Gilson, C., Dymond, S., Chadsey, J., & Fang Hsu, S. (2007). Gaining access to textbooks for postsecondary students with visual impairments. Journal of Postsecondary Education and Disability, 20 28-38.

Dymond, S., & Bentz, J. (2006). Using digital videos to enhance teacher preparation. Teacher Education and Special Education, 29 (2), 98-112.

Dymond, S., Renzaglia, A., Rosenstein, A., Chun, E., Banks, R., Niswander, V., & Gilson, C. (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, 31 293-308.

Spooner, F., Dymond, S., Smith, A., & Kennedy, C. (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, 31 277-283.

Inge, K., Wehman, P., & Dymond, S. (2005). Community-based vocational training. Intellectual and developmental disabilities: Toward full community inclusion ( 3 ed pp. 365-390). Austin: Pro-ed.

Dymond, S. (2004). Community living. Functional curriculum for elementary, middle, and secondary age students with special needs ( 2 ed pp. 259-291). Austin, TX: Pro-ed.

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

Dymond, S. (2001). A participatory research approach to evaluating an inclusive school program. Unpublished doctoral dissertation, Virginia Commonwealth University.

Dymond, S., & Orelove, F. (2001). What constitutes effective curriculum for students with severe disabilities? Exceptionality, 9 109-122.

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Grants

Principal Investigator, Innovative ACCESS to Curriculum for Students with Severe Disabilities (ACCESS), U.S. Department of Education, 2014 - 2020

Principal Investigator, Leadership in Secondary Curriculum, Outcomes, and Research (SCORE) for Youth with Severe Disabilities, U.S. Department of Education, 2014 - 2019

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 - 2017

Principal Investigator, Preparing Leaders in Secondary Curriculum, Outcomes, and Research (SCORE) for Youth with Severe Disabilities, U.S. Department of Education, 2009 - 2016

Principal Investigator, Project Access: Accessing Curriculum in Educational Settings for our Students, 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

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Courses

High School Service Learning (SPED 199)

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. Center for Innovation in Teaching & Learning (CITL) restrictions and assessments apply, see https://online.illinois.edu. This course is part of a self-supporting program and DOES NOT accept the following tuition and fee waivers (TFWs): Cooperating Teacher waivers, Non-Academic waivers (including UIUC employees and employees of other state institutions), Academic waivers from UIUC, UIC and UIS employees, Related Agency waivers, Field Supervisor waivers, waivers granted through fellowships/assistantships as governed by the Graduate College at UIUC, or Retiree waivers. This program DOES accept statutory waivers (veterans grants, etc.).

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.

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

SCORE Seminar for Adv Students (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Topic: Social Emotional Seminar

High School Service Learning (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study.

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

Profile Picture for Stacy Dymond

Professor, Special Education

Contact

Office

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

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