Magen Rooney

Magen Rooney is an Assistant Professor in the Department of Inclusive Education at the College of Education, University of Missouri–St. Louis (UMSL). She earned her Ph.D. in Special Education from the University of Illinois Urbana-Champaign in 2021 and brings extensive practical experience as a former high school special education teacher in Chicago Public Schools, where she developed a transition-to-work program for students with moderate to significant support needs.

Her research is centered on improving post-school outcomes for students with extensive support needs, particularly through high-quality work-based learning experiences that lead to competitive, integrated employment. She investigates how federal and state policies, such as the Workforce Innovation and Opportunity Act (WIOA), can be leveraged to enhance school-to-work transitions for individuals with disabilities. Her scholarly work intersects with inclusive education, vocational rehabilitation, and systemic support frameworks.

Magen is actively engaged in significant research initiatives, serving as a co-Principal Investigator on a Transition and Post-Secondary Programs for Students with Intellectual Disabilities (TPSID) grant. Her leadership extends to national organizations, as she serves on the Board of Directors for TASH, a leading international advocacy group for individuals with the most significant support needs. She also contributes to the academic community through editorial roles in prominent journals including Research and Practice for Persons with Severe Disabilities, Career Development and Transition for Exceptional Individuals, and the Journal of Vocational Rehabilitation.

• Ph.D. in Special Education – University of Illinois Urbana-Champaign (2021)
• B.S. or equivalent (implied) – prior teaching certification and experience

At UMSL, Dr. Rooney teaches key courses such as Transition Issues and Planning and Inclusive Classrooms, serving pre-service teachers, master’s students, and residency candidates. She also leads the Masters of Education program with an Emphasis in Transition, shaping future educators in evidence-based transition practices. Her mentorship includes guiding post-doctoral fellows under a James S. McDonnell Foundation grant, highlighting her role in nurturing emerging scholars in the field.

Her work is situated at the intersection of research, policy, and practice, aiming to bridge gaps between education systems and employment opportunities for marginalized learners. She continues to build impactful programs that promote lifelong inclusion and self-determination for individuals with disabilities.