Allegra Montemayor

Allegra Montemayor serves as an Associate Professor of Practice in the Department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio's College of Education and Human Development. Concurrently, she works as a specialist for the Office of Disability Services at a local education agency, supporting special education teachers in fostering student success through evidence-based practices.

Education

• B.A. in Interdisciplinary Studies, University of Texas at San Antonio
• M.A. in Special Education, University of Texas at San Antonio
• Ph.D. in Interdisciplinary Learning and Teaching with specialization in Special Education, University of Texas at San Antonio

Research Focus: Dr. Montemayor's scholarly work centers on High and Low Incidence Disabilities, Behavior Analysis, and innovative approaches for Emergent Bilinguals in Special Education. Her research emphasizes Specially Designed Instruction methodologies to address complex learning needs within diverse educational settings, particularly focusing on culturally responsive interventions for bilingual students with disabilities.

Honors and Awards

• University Life Award, Outstanding Faculty (2022)
• UTSA Honors Alliance Outstanding Faculty Nomination (2014)
• University Life Award, Outstanding Graduate Student (2013)
• China Graduate Student Research and Colloquium Project Award (2013)
• UTSA Finalist, University Life Award, Outstanding Graduate Student (2012)
• UTSA Mexico Center Educational Research Fellowship ($2,500) (2012)
• Doctoral Fellowship for Department of Interdisciplinary Learning and Teaching (2011-2013)

Academic Leadership: As a dedicated educator, Montemayor prepares future special education teachers while actively contributing to professional development initiatives. Her grant-funded work includes the UTSA Mexico Center Educational Research Fellowship supporting cross-border educational research and the multi-year Doctoral Fellowship advancing special education pedagogy. She maintains dual-practice engagement between university instruction and K-12 specialist support, bridging theory and classroom application in special education.