Profile picture of Kyle Reardon

Kyle Reardon

Research Associate
College of Education, Special Education
Office: 215 Clinical Services Building


Kyle Reardon is a Research Associate in the Secondary Special Education and Transition research unit in the College of Education and the Practicum Coordinator for the SPED K-12 licensure program. His research is broadly focused on secondary transitions and postsecondary preparedness for individuals with disabilities. Prior to earning his doctoral degree at the UO, Kyle served in a number of capacities within the field including behavior interventionist, customized employment coordinator, high school SPED teacher, and as the Executive Director of a residential college support program for students with disabilities. Kyle currently serves as an advisor for the Disability Studies minor and as the President of the Board of Directors for FACT Oregon, a non-profit organization that supports Oregon families experiencing disability. Kyle is the project coordinator for several federally funded research projects focused on improving outcomes for students with disabilities involved in juvenile justice.


Ph.D., 2020, University of Oregon, Eugene, OR
Major: Special Education
Advisor: Dr. Deanne Unruh

M.A., 2014, Vermont State University, Johnson, VT
Major: Special Education

B.A., 2008, Vermont State University, Johnson, VT
Major: Music Education

Honors and Awards

2020    Sitlington Emerging Researcher 2nd Runner-up, CEC Division on Career Development & Transition

2019    CEC Division of Research Doctoral Scholar, Council for Exceptional Children

2014    Teacher of the Year Nominee, Maple Run Unified School District, St. Albans, VT


Lombardi, A., Rifenbark, G., Poppen, M., & Reardon, K., Mazzotti, V., Morningstar, M., Rowe, D. A., & Raley, S. K. (2022). Development and validation of the Secondary Transition Fidelity Assessment instrument. Assessment for Effective Intervention, 47, 147-156.

Reardon, K., Bromley, K. W., & Unruh, D. K. (2021). The promise of Universal Design in postsecondary education: A literature review. Journal of Postsecondary Education and Disability, 34, 209-221.

Reardon, K. & Unruh, D. K. (2021). Universally Designed Learning in post-secondary education: A synthesized framework. Journal of Faculty Development, 35, 27-33.

Sinclair, J., Reardon, K., Bromley, K. W., Knowles, C., Cohen Lissman, D., & Kunze, M. (2021). Community Conversations: Finding solutions to increase employment for individuals with intellectual and developmental disabilities. Developmental Disabilities Network Journal, 2, 67-85.

Reardon, K. & Ivey, A. (2021). Problematizing the binary: A poststructural understanding of dis/ability in schools. In Lester, J. N. (Ed.). Discursive Psychology and Disability. London, UK: Palgrave MacMillan.

Safer-Lichtenstein, J., Reardon, K., & McIntyre, L. L. (2020). Does location matter? A single state case study examining geographic differences in school based ASD identification practices. Journal of Applied School Psychology, 37, 185-196.

McCroskey, C., Brafford, T., Reardon, K., Meline, M., & Harn, B. (2020). IDEA: History and legal issues. In Fisher, D. & Jung, L. A. (Eds.). Routledge Encyclopedia of Education. New York, NY: Routledge.


Dr. Reardon’s research emphasizes Universal Design in postsecondary education, the role of self-determination in secondary transition, teacher preparation, and disability studies in education. His current research projects include transition assessment development for students with disabilities enrolling in postsecondary education, operationalizing evidence-based predictors of postschool success, and curriculum development and implementation aimed at improving employment obtainment and retention for youth involved in juvenile justice. He is also interested in facilitating the continued growth of UDL implementation in higher education.