Specialized Education Services (SES) Department
Office: 251 SOE Building
severe disabilities, significant cognitive impairment, inclusive education, collaborative teaming, teacher preparation, doctoral preparation, school reform, international rights of persons with disabilities, disability studies
- Ph.D. in Special Education, University of Illinois at Urbana-Champaign
- M.Ed. in Special Education, University of Vermont
- B.S. in Education and Special Education, Illinois State University
Dr. Ryndak’s work focuses on teacher and doctoral level preparation, with a focus on collaborative teams meeting the complex needs of students with significant intellectual and other disabilities through the use of evidence-based practices that result in access to general education curriculum and contexts. Additionally she works with school districts to facilitate sustainable systemic reform and multi-tiered systems of support to improve outcomes for all students. She has served multiple terms on the Executive Board for TASH; is on editorial boards for professional journals; and has completed Fulbright Research related to inclusive education in Poland, where she continues to work with colleagues at universities and in the schools.
Ryndak, D. L., Taub, D., Jorgensen, C., Gonsier-Gerdin, J., Ruppar, A. L., Arndt, K., Sauer, J., Morningstar, M., & Allcock, H. (2014). Policy and the impact on placement, involvement, and progress in the general curriculum: Critical issues that require rectification. Research and Practice for Persons with Severe Disabilities.
Agran, M., Brown, F., Hughes, C., Quirk, C., & Ryndak, D. L. (Eds.) (2014). Equity and full participation for individuals with severe disabilities: A vision for the future, 2nd edition. Baltimore, MD: Paul H. Brookes.
Ryndak, D. L., Reed, D., Szumski, G., Orlando, A., & Gao, W. (2014). Societal inclusion internationally: International initiatives, illustrations, challenges, and recommendations. In M. Agran, F. Brown, C. Hughes, C. Quirk, & D. Ryndak (Eds.), Equity and full participation for individuals with severe disabilities: A vision for the future, 2nd edition (pp. 371-394). Baltimore, MD: Paul H. Brookes.
Ryndak, D. L., Jackson, L. B., & White, J. M. (2013). Involvement and progress in the general curriculum for students with extensive support needs: K-12 inclusive-education research and implications for the future. Inclusion, 1(1), 28-49.
Ryndak, D. L., Alper, S., Hughes, C., & McDonnell, J. (2012). Documenting impact of education contexts on long-term outcomes for students with significant disabilities. Education and Training in Autism and Developmental Disabilities, 47(2), 127-138.
Jackson, L. B., Ryndak, D. L., & Wehmeyer, M. L. (2009). The dynamic relationship between context, curriculum, and student learning: A case for inclusive education as a research-based practice. Research and Practice for Persons with Severe Disabilities, 33(4)/34(1), 175-195.
Ryndak, D. L., Reardon, R., Benner, S., & Ward, T. (2007). Transitioning to district-wide inclusive services: The ongoing journey and its accompanying complexities. Research and Practices for Persons with Severe Disabilities 32(4), 228-246.
Ryndak, D. L., Morrison, A. P., & Sommerstein, L. (1999). Literacy prior to and after inclusion in general education settings. Journal of the Association for Persons with Severe Handicaps, 24(1), 5-22.