Dr. Evette Simmons-Reed, is an Assistant Professor in the Applied Behavior Analysis graduate program, in the Department of Special education, at Ball State University. She is a past President of the Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) for the Council for Exceptional Children (CEC) in 2019. Dr. Simmons-Reed, is the program manager for the Disability in Postsecondary Settings Graduate Certificate Program with an Emphasis in Autism, and the director and co-founder of the CAPS2 Mentor Program for Autistic College Students at the Ball State Center for Autism Spectrum Disorder (CASD).
She was a special education teacher in Columbus City Schools from 1994 through 1998, before returning to school full-time to pursue her masters. From 2001 through 2011, she served in multiple academic and vocational positions at the Ohio State School for the Blind, where in 2007, she was one of the recipients of the National Teaching Award from DCDT. Prior to joining the faculty at BSU, she was the Program Manager in the Special Education and Transition Department at The Ohio State University Nisonger Center, a University Center of Excellence on Developmental Disabilities (UCEDD). Dr. Simmons-Reed, obtained her Ph.D. in special education and applied behavior analysis from The Ohio State University in 2013.
As a tenure track faculty member at BSU, her research and expertise focus on mentoring, improving diversity, equity, and inclusion in and outside the classroom for students with and without differing abilities. Currently, her major research projects involve developing a family and student-centered model program that leverages campus resources, to increase access, persistence, and graduation of college students with autism. Other research projects involve improving the diversity and inclusion of students with dis/abilities in higher education settings including developing curricula connecting majors and careers, the implementation of the Self-determined Learning Model of Instruction and Goal Attainment Scaling (GAS), to facilitate mastery and utilization of academic, personal, and social skills for college students on the autism spectrum. In addition, she is also interested in increasing cultural competence in teacher education programs, improving clinical practices for culturally and linguistically diverse students, and examining the intersections of race, ability, and gender on student and faculty retention.
In 2021, she was nominated and awarded the Graduate Faculty Mentor Award, and the Teachers College Service Award. Among her many service activities, at the national, state, and local levels, Evette currently serves on the executive board for DDEL as the chair of the Professional Development Committee. She is the co-chair of the program committee for the Indiana Association for Blacks in Higher Education (IABHE), Co-chair of the state Diversity, Equity, and Inclusion Committee for the Indiana National Federation of the Blind, and co-chair of the Teachers College Inclusive Excellence Committee at Ball State University.
“IDG is important to me because it provides a model for creating inclusive authentic spaces that allow opportunities for all group members to share ideas and experiences openly and honestly regarding difficult topics. IDG recognizes and values the intersections of multiple identities, promotes effective communication, understanding, empathy, and respect for one another.”