Assistant Professor, Early Childhood Education
Special and Early Education (SEED)
- Ed.D. Illinois State University, Special Education
- M.S.Ed Illinois State University, Special Education
- B.S.Ed. Western Illinois University, Special Education
Stephanie’s research focuses on the assessment and use of supports to expand access to and success in inclusive settings across the lifespan for students with intellectual and developmental disabilities. She is interested in the use of supports to improve the quality of life of students during transitional periods and the impact they have on access to typical life activities. Stephanie’s research efforts have also focused on understanding practicing and pre-service educators’ understanding of different types of supports and how they relate to meeting the needs of students with disabilities in the general education setting.
Stephanie DeSpain is an assistant professor in early childhood education in the department of Special and Early Education. She received her doctorate in special education in 2016, specializing in assessment and supporting individuals with intellectual and development disabilities. Stephanie teaches undergraduate and graduate courses in assessment in early childhood special education, working with families of young children with disabilities, and methods for educating young children with disabilities.
SESE 423/523 Observation and Assessment in Early Childhood Special Education
SESE 424/524 Methods and Strategies for Promoting Development and Teaching Infants, Toddlers, and Young Children with Disabilities and Special Needs
SESE 426/526 Working with and Supporting Families of Young Children with Disabilities and Special Needs
DeSpain, S. N., & Liberty, L. (2019). Self-regulated learners: Strategies that promote engagement and persistence in online courses. In A. Markelz, (Ed.), TED 2019 Conference Proceedings: Unmask Your Potential (pp. 116-120). Teacher Education Division of the Council for Exceptional Children, New Orleans, LA.
Walker, V. L., DeSpain, S. N., & Thompson, J. R. (2019). Supporting educators to implement mand training for a student with multiple disabilities. Exceptionality, 27, 262-277. doi: 10.1080/09362835.2018.1480947
DeSpain, S. N., Conderman, G., & Gerzel-Short, L. (2018). Fostering family engagement in middle and secondary schools. The Clearing House, 91, 236-242. doi: 10.1080/00098655.2018.1524743
Gerzel-Short, L., Conderman, G., & DeSpain, S. (2018). Supporting paraprofessionals: Tips for enhanced collaboration. Kappa Delta Pi Record, 54, 152-157. DOI: 10.1080/00228958.2018.1515542
Hedin, L., & DeSpain, S. N. (2018). SMART or not? Writing specific, measurable IEP goals and short-term objectives. TEACHING Exceptional Children, 51, 100-110. doi: 10.1177/0040059918802587
Conderman, G., Liberty, L., & DeSpain, S. (2017). Understanding accommodations, modifications, and interventions. Kappa Delta Pi Record, 53(2), 70-75. doi: 10.1080/00228958.2017.1299545
Liberty, L. M., & DeSpain, S. N. (2020). Self-regulated learners: Strategies that promote self-regulated learning in online environments. In Thornburg, A., Abernathy, D. F., & Ceglie, R. J. (Eds.), Handbook of research on developing engaging online courses (pp.1-400). Hershey, PA: IGI Global. doi: 10/4018/978-1-7998-2132-8.
Walker, V. L., & DeSpain, S. N. (2017). Measuring support needs and supports planning. In M. Wehmeyer & K. Shogren (Eds.), Research-based Practices for Educating Students with Intellectual Disability. New York: Routledge.
Thompson, J. R., Hughes, C., Walker, V. L., & DeSpain, S. N. (2017). Measuring support needs and supports planning. In Wehmeyer & Shogren (Eds.), Research-based Practices for Educating Students with Intellectual Disability.