Rioux-Bailey, Carmen

Send email to Ms. Rioux-Bailey

Phone: (703) 993-9548
Fax: (703) 993-3681
Email: criouxba (@gmu.edu)

View Carmen Rioux-Bailey's curriculum vitae in PDF format.

Carmen serves as Instructional Faculty for the Graduate School of Education at George Mason University. She teaches Special Education courses for students seeking initial teacher licensure and/or a Master's Degree in Education

Carmen received a B.A. in Special Education from Marymount University, a M.Ed. in Education Leadership from George Mason University, and an Ed.S. in Special Education Leadership from The George Washington University.

Carmen began her career as a public school educator for students with disabilities. After teaching for twelve years, Carmen provided technical assistance and consultation services for the Virginia Department of Education through the Region 4 Training and Technical Assistance Center. She then served as the project coordinator for an OSEP-sponsored research study that examined the inclusion of students with disabilities in Title I schools and also coordinated a Department of Labor project aimed at improving services to youth with disabilities in WIA-funded workforce programs. Upon her return to GMU, Carmen became the Director of the GMU LIFE Program; a model postsecondary program for students with intellectual disabilities, and then joined the Special Education program as an Instructor.

Carmen is a founder of, and continuing advisor to, two IB public charter schools in Washington, DC. Washington Yu Ying serves grades Preschool to 5 in a 50-50 mandarin immersion environment, and DC International School serves grades 6-12 and offers partial immersion in Mandarin, Spanish, and French. 

• China/US Education 
• Students with ELN in International Education
• Creating LRE Through the Creation of Least Restrictive Environments in Public Charter Schools
• Inclusion of students with disabilities in Charter Schools
• Inclusion of students with disabilities in language immersion programs
• Inclusion of students with disabilities in International Baccalaureate programs
• Transition Systems Change and Interagency Collaboration
• Self-Determination and Person-Centered Planning
• Disability Policy
• Family/Sibling Supports

• Rioux-Bailey, C. (2004). Relish is for More than Hot Dogs: Helping Students Make Their Own Sweet Success. National Dissemination Center for Children with Disabilities (NICHCY). Technical Assistance Guide (4).
• Rioux-Bailey, C. (2004). Students with Disabilities and Access to Community College: Continuing Issues and New Directions. National Clearinghouse on Postsecondary Education for Individuals with Disabilities (HEATH).
• Mattson, B. Knab, J., and Rioux-Bailey, C. (2003). Case Study Report of Lowell Elementary School: Including students with disabilities in Comprehensive School Reform Demonstration Grants. Arlington , VA. RMC Research Corporation.

Instructor: EDSE 401, 428, 440, 501, 540, 544,  628,  629, 662, 743. EDUC 203

Topics of recent Conference Presentations:

• Identifying and Serving Learners with ELN in International Education
• Evidence-Based strategies in Foreign Language/immersion classrooms
• Best Practices in Transition
• Self-Determination
• Sibling and Family Issues
• Learning Strategies
• Postsecondary Education for Students with Significant Disabilities
• Interagency Collaboration

• School of Education
• Division of Special Education and disAbility Research
• Special Education
• Special Education: General Curriculum
• Helen A. Kellar Institute for Human disAbilities
• Center for International Education
• Teaching Culturally, Linguistically Diverse & Exceptional Learners
• Special Education: Non-licensure

• Introduction to Special Education (EDSE - 501)
• Adapted Instructional Methods and Transition for Secondary Learners (EDSE - 544)
• Disability in American Culture (EDSE - 203)
• Disability in a Global Society (EDSE - 204)

• Elementary Reading, Curriculum, Strategies for Students Who Access the General Education Curriculum (EDSE 428)
• Characteristics of Students with Disabilities Who Access the General Curriculum (EDSE 440)
• Intersectionality and Disability (EDSE 452)
• Characteristics of Students with Disabilities who Access the General Curriculum (EDSE 540)
• Special Topics in Education (EDSE 597)
• Elementary Reading, Curriculum, Strategies for Students Who Access the General Education Curriculum (EDSE 628)
• Secondary Curriculum and Strategies for Students with Disabilities who Access the General Curriculum (EDSE 629)
• Consultation and Collaboration (EDSE 662)
• Leadership in Special Education Administration (EDSE 743)
• Internship in Special Education (EDSE 790)
• Disability in American Culture (EDUC 203)
• Advanced Internship in Education (EDUC 994)