College of Education and Human Development

Bio: Dr. Krystle Merry is an early-career faculty member and lecturer in the University of Maine College of Education and Human Development’s Special Education program. Krystle has a Ph.D. in Curriculum and Instruction with an emphasis in Special Education Transition from the University of Arkansas and achieved her doctorate as an Office of Special Education Programs (OSEP) Leaders for Transition scholar. 

Prior to joining the University of Maine she was an instructor to preservice special education teachers at the University of Arkansas, qualitative research intern at the Center for Applied Special Technology (CAST) in the Center for Inclusive Technology and Education Systems (CITES), and intern as an accessibility support specialist at the U.S. Department of Education Office of Special Education Programs (OSEP). Prior to working in higher education, she obtained her National Board Certification as an Exceptional Needs Specialist in 2018 and worked in for 11 years in the secondary and middle level general and special education mathematics classroom. 

In addition to her practitioner experience, she continues to build her research on inclusive instructional practices and transition programming in the online or virtual school environment, technology and transition integrations for twice-exceptional students, digital accessibility instruction, and digital community resource mapping. 

Krystle currently serves on the editorial board for the National Association of Special Education Teachers (NASET) Journal of the American Academy of Special Education Professionals (JAASEP), and Special Education Research, Policy, and Practice (SERPP) in addition to reviewing for TEACHING Exceptional Children (TEC), Journal of Special Education Technology (JSET), Exceptional Children, and Career Development and Transition for Exceptional Individuals (CDTEI). 

Education

Additional Certifications

Courses taught at UMaine

• SED 302: Adapting Instruction for Students with Disabilities

Sample publications

• Welsh-Young, N., Merry, K. E., & Kucharczyk, S. (2024). Creating dynamic community resource maps for transition planning. Inclusive Practices, 0(0). https://doi.org/10.1177/27324745241251806
• Merry, K.E. (2023). An introductory guide and resources for creating accessible documents and presentation materials. U.S. Department of Education, Office of Special Education Programs (OSEP). Section 508 Accessibility. Guidelines and Resources for Developing 508 Compliant PDFs, Websites, and Other Media. Retrieved from https://osepideasthatwork.org/sites/default/files/2023-08/Intro%20GuidetoCreating508Materials_Final.pdf. 
• McKoy, S., & Merry, K. E. (2023). Engaging advanced learners with differentiated online Learning. Gifted Child Today, 46(1), 48–56. https://doi.org/10.1177/10762175221131068
• Merry, K. & McKoy, S. (2023) Supporting twice exceptional (2E) students through transition programming: Preparing for life after high school. Strategies and Considerations for Educating the Academically Gifted. Chapter 15. https://www.igi-global.com/chapter/supporting-twice-exceptional-2e-students-through-transition-programming/320108 
• Merry, K. E., Webster, F., & Kucharczyk, S. (2022). Investing in students with extensive support needs: Steps to integrate personal financial literacy in inclusive settings for educators, students, and families. Inclusive Practices, 1(4), 156–170. https://doi.org/10.1177/27324745221128931
• Merry, K. E. (2022). Twice-exceptional, twice-excluded. Gifted Association of Missouri GAMbit May 2022 Newsletter. https://nebula.wsimg.com/c066edfb40c042a310d38fac30f691b4?AccessKeyId=26085D3D6B0761E711B5&disposition=0&alloworigin=1
• Brady, K. P., Kucharczyk, S., Schaefer Whitby, P., Terrell, E. & Merry, K. (2021). A review of critical issues in transition team’s decision-making and the importance of ethical leadership. Journal of Leadership and Instruction, 20(2), 14-19. https://eric.ed.gov/?id=EJ1327898