Assistant Professor, Special Education

Office phone: (716) 375-2369
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Plassmann Hall B16

• SPED 455. Curriculum and Methods for Students with Disabilities
• SPED 340. Introduction to Classroom and Behavior Management
• SPED 350. Instructional Design for All Learners 
• SPED 510. Instructional Design and Strategies for Inclusive Education 

• Ph.D. in Special Education, University of North Carolina at Greensboro, 2024
• M.S.Ed. in Reading Teacher, Dowling College, 1993
• B.A. in Elementary (K-6) and Special Education (K-12), Dowling College, 1986

Elementary II - Center for Montessori Teacher Education, NC, 2003
Elementary I - Center for Montessori Teacher Education, NC, 2001

Gahagan Paradis Law, Durham, NC, 2015-Present
Special Education Parent Advocate

University of North Carolina, Greensboro
SES 252 Survey of Learning and Behavior Differences Graduate Assistant, 2019
SES 469 Reading Instruction for Learners with Disabilities Graduate Assistant, 2018 & 2021
SES 351 Interprofessional and Instructional Field Experience II Graduate Assistant, 2019

Guest Lecturer
SES 340 Strategies for Teaching Students with Disabilities in General Education Settings, 2018 
SES 352 Interprofessional and Instructional Field Experience, 2018
SES 250 Introduction to Professions in Specialized Education, 2019
Baker, D. (2022, September 7). Support for Parents and Students to Advocate at Their IEP Meetings. East Carolina University.

Beaufort County Community College, Washington, NC, 2015- 2018

PS Jones Middle School, Washington, NC, 2013-2014, Teacher – Math

Sedgefield Montessori Middle School, Charlotte, NC, 2012- 2013, Teacher – Math

Washington Montessori Public Charter School, Washington, NC, Curriculum Coordinator, 2008-2012; Lead Teacher, 2000-2008

Beaufort County Schools, Washington, NC, 1993-2000, Teacher - Special Education

Board of Cooperative Educational Services, West Hampton, NY, 1988-1993, Teacher – Special Education

Publications:

• Gee, K., Burnette, K., Walker, V. L., Ryndak, D., Fisher, M., Baker, D., & Clauson, A. (2024). Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature. Research and Practice for Persons with Severe Disabilities, 0(0). https://doi.org/10.1177/15407969241281031
  
  
• Jackson, L., Agran, M., Lansey, K. R., Baker, D., Matthews, S., Fitzpatrick, H., Jameson, M., Ryndak, D., Burnette, K., & Taub, D. (2022). Examination of contextual variables across and within different types of placement levels for elementary students with complex support needs. Research and Practice for Persons with Severe Disabilities, 47(4), 191-208. https://doi.org/10.1177/15407969221132248
  
  
• Ryndak, D. L., Baker, D., Matthews, S., Lansey, K., & Taub, D. (2022). Potential curriculum conundrums with inclusive education for students with extensive and pervasive support needs. Men, Disability & Society,53(3): 5-16.
  
  
• Schneider, K. A., Sands, S., Endre, K., Baker, D., Burnette, K., & Ryndak, D. (2022). An interview on district and school transformation: Practical approaches to facilitating sustainable systemic change. Inclusive Practices, 1(1), 39–43. https://doi.org/10.1177/27324745211014148