Education
2015, Ph.D. in Exceptional Student Education
University of Central Florida, Orlando, FL
2012, Graduate Certificate, Autism Spectrum Disorders
University of Central Florida, Orlando, FL
2005, Master of Science in Teaching; Elementary Education concentration
Pace University, New York, NY
2000, Bachelor of Arts, Communications
Rider University, Lawrenceville, NJ
Teaching Experience
University level
2022-Present
Promoted to Associate Professor of Special Education (with tenure)
Department of Teacher Education
Rider University, Lawrenceville, NJ
2015-2022
Assistant Professor of Special Education
Department of Teacher Education
Rider University, Lawrenceville, NJ
Courses Taught at Rider University
Graduate Level Courses:
SPED 504: Assistive and Augmentative Technology for Autism Spectrum Disorders and Other Disabilities (Online Course; Cross-listed)
SPED 536: Instruction and Transition for Autism and Severe Disabilities (Online Course)
Undergraduate Level Courses:
BHP 305: Inclusive Education and Representations of Disability in Literature and Media
SPE 201: Foundations in Special Education and Inclusive Practice
SPE 300: Inclusive Practices for General Education Teachers (Online Course)
SPE 303: Assessment and Instruction for Students with Special Needs
SPE 304: Assessment and Instruction for Inclusive Classrooms
SPE 305: Assessment and Instruction for Students with Autism Spectrum Disorder
TEC 404: Assistive and Augmentative Technology for Autism Spectrum Disorders and Other Disabilities (Cross-listed with SPED 504)
EDU 465: Student Teaching and Seminar
Related Experience
2012-2015
Graduate Research Associate & Doctoral Student
Department of Children, Family, and Community Sciences,
University of Central Florida, Orlando, FL
Program Coordinator for the Leadership in Exceptional Education Accenting Diversity Project (Project LEAD) Grants from the Department of Education Office of Special Education Programs (OSEP), under the leadership of Drs. Lisa Dieker and Wilfred Wienke. Assisted in recruiting and mentoring doctoral scholars. Participated in grant writing tasks, including editing narrative and preparing appendices. Revised program handbook on an annual basis. Assisted in preparation of budget, maintenance of expenses, and long-term financial projections. Supported faculty in the preparation of annual federal grant reports. Collected historical data on graduates and maintained alumni connections.
2014 Summer
Doctoral Intern
Office of Special Education Programs, U.S. Department of Education,
Washington, D.C.
Completed an 8-week summer internship in the Research to Practice division of the Office of Special Education Programs (OSEP). Attended funding review meetings and current research meetings, participated in grant review panels, reviewed research proposals for technical assistance and dissemination centers, and assisted with the 2014 OSEP Project Directors’ Conference.
2013-2014
Editorial Assistant
University of Central Florida, Orlando, FL
Assisted Dr. Lisa Dieker in editing and revising articles and proofs prior to publication for Teaching Exceptional Children.
2012-2013
Graduate Research Associate
Department of Children, Family, and Community Sciences
University of Central Florida, Orlando, FL
Supported Dr. Matthew Marino with STEM research in the use of video games and Universal Design for Learning to increase students with disabilities’ access to STEM content. Researched articles for literature reviews. Conducted research into potential partnerships with businesses and schools.
K-12 Teaching Experience
2011-2012
Special Education Teacher
Providence Academy, Orlando, FL
Taught all subjects in a K-12 private school. Collaborated with teachers, administration, families, service providers, and behavior analysts to implement behavior management plans for children with exceptionalities. Differentiated instruction based on learning styles and goals outlined in IEPs for students in grades K-8.
2010-2011
Special Education Consultant/Teacher
Independent Consultant, Orlando, FL
Worked one-to-one with a student with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). Supported student with academic, social/emotional, communication, and behavioral needs.
2010
First Grade Teacher
Oak Hammock K-8 School, Port St. Lucie, FL
Worked collaboratively with first grade team in a Professional Learning Community model, to assess students’ writing, analyze data, and modify instruction accordingly. Taught children in all subject areas, with a deep focus on small-group phonics instruction.
2009-2010
Classroom Teacher, Fourth Grade Collaborative Team Teacher (CTT), Autism Spectrum Disorders (ASD) Nest Program
Public School 4, Staten Island, NY
Instructed children in mathematics, reading, writing, social studies, and science in a Collaborative Team Teaching (CTT) classroom in the Autism Spectrum Disorder Nest Program, an inclusion program for students with Asperger syndrome and ASD. Collaborated with co-teacher, grade level staff, and service providers to develop, plan, and implement all facets of the curriculum, including social and emotional development. Developed individualized goals for each student in all the major academic areas based on formative assessments.
2007-2009
Classroom Teacher, Fourth Grade General Education
Public School 4, Staten Island, NY
Instructed students with varying abilities, including students with disabilities, in all content areas. Participated in weekly meetings of the school’s Inquiry Team in order to establish goals targeting at-risk students.
2006-2007
Classroom Teacher, Third Grade Collaborative Team Teaching (CTT) Classroom, Autism Spectrum Disorders (ASD) Nest Program
Public School 32, Brooklyn, NY
Instructed children in all subject areas in a Collaborative Team Teaching classroom in the Autism Spectrum Disorder (ASD) Nest Program, an inclusion program for students with Asperger syndrome and ASD. Participated in weekly professional development lab sites, and debriefing and planning sessions with Columbia University Teacher’s College staff developers. Created and implemented IEPs. Collaborated with co-teacher, grade level staff, and service providers to develop, plan, and implement all facets of the curriculum, including social and emotional development.
2005-2006
Classroom Teacher, Fourth Grade Collaborative Team Teaching (CTT) Classroom
Public School 32, Brooklyn, NY
Instructed children in all subject areas in an inclusive, Collaborative Team Teaching (CTT) environment with a 40/60 ratio of students with disabilities to typically-developing students. Participated in weekly professional development lab sites, and debriefing and planning sessions with Columbia University Teacher’s College staff developers. Wrote and implemented IEPs for students with a variety of exceptionalities, including speech and language impairments and learning disabilities.
2003-2005
Third Grade Classroom Teacher
Public School 40, Brooklyn, NY
Planned curriculum for all content areas in alignment with NY State Standards. Prepared students at Title I school for exams in Mathematics and English Language Arts. Facilitated reading curriculum for all grade level teachers and attended monthly professional development workshops at Columbia University.
Publications
Casale-Giannola, D., Delisio, L., Sardo, L., & Kline., K. (2023). Research and reality: A survey of educators’ perceptions about evidence-based practices in inclusive settings for students with intellectual disabilities. Education Sciences, 13(6), 558-576
Delisio, L., Casale-Giannola, D, & Bukaty, C. (2022). Supporting emotion regulation in individuals with ASD, ADHD and bipolar disorder through trauma-informed instruction and self-regulation strategies. Journal of Research in Special Education Needs. https://doi.org/10.1111/1471-3802.12586
Casale-Giannola, D., & Delisio, L. (2022). Post-pandemic outcomes. NJEA Review. https://www.njea.org/post-pandemic-outcomes/
Delisio, L., & Isenhower, R. (2020). Using video prompts to promote independent behavior in students with autism spectrum disorder. Journal of Special Education Technology, 35(3), 167-175.
Delisio, L., & Bukaty, C. A. (2019). UDL and assistive technology. In W. W. Murawski & K. L. Scott (Eds.), What really works with universal design for learning (pp. 157–171). Thousand Oaks, CA: Corwin.
Bukaty, C. A., & Delisio, L. (2019). UDL and adaptive behavior. In W. W. Murawski & K. L. Scott (Eds.), What really works with universal design for learning (pp. 123–137). Thousand Oaks, CA: Corwin.
Delisio, L. (2019). Book Review: Facilitating evidence-based practice for students with ASD. Teachers College Record. https://www.tcrecord.org/Content.asp?ContentId=22673
Delisio, L., & Dieker, L. (2019). Avatars for inclusion: Innovative mathematical approaches for students with autism. Childhood Education: Innovations, 95(3), 72-79.
Delisio, L., Bukaty, C., & Taylor, M. (2018). Effects of a graphic organizer intervention package on the mathematics word problem solving abilities of students with autism spectrum disorders. The Journal of Special Education Apprenticeship, 7(4), 1-23.
Delisio, L. (2018). Universal Design for Learning: It’s easier than you think! KDP New Teacher Advocate, 25(4), 6-7.
Taylor, M. S., Dieker, L. A., & Delisio, L. (2018). Exhibiting what is learned: Using exhibition assessments and Universal Design for Learning in college teaching. Innovative Practice in Higher Education, 3(2), 32-47.
Delisio, L., & Bukaty, C. (2018). Accessible assistive technology. Teachers Connecting to Advance Retention and Employment (T-CARE), 5, 2.
Delisio, L., & Hoschek, C. (2017). Supporting students with autism in the classroom with visual supports. NJEA Review, 90(7), 33-35.