Angi Stone-MacDonald
Contact
Bio
Dr. Angi Stone-MacDonald earned her doctorate from Indiana University in Special Education and African Studies, where she studied the role of culturally relevant curriculum and cultural beliefs about disabilities in the experiences of children with developmental disabilities at a special school in Tanzania. Dr. Stone-MacDonald has worked with children and adults with disabilities for the last two decades as a paraprofessional, teacher, consultant, and researcher, and as a faculty member and associate dean at the University of Massachusetts, Boston in the College of Education and Human Development, before joining CSUSB in July 2022.
Education
Ph.D. in Special Education, with minors in African Studies and Comparative and International Education, Indiana University
May 2010
M.S. in Special Education, Indiana University
May 2002
B.A. with Majors in Sociology and German, Grinnell College
May 2000
Courses/Teaching
ESPE 6672 Birth to Three Methods for Early Childhood Special Education
ESPE 6673 Preschool through Kindergarten Methods in Early Childhood Special Education
Specialization
Selected Peer Reviewed Books (multi-stage peer review process)
Stone-MacDonald, A., Lopes, A.W., Chen, K. (under contract). Engaging young scientists. Baltimore, MD: Paul H. Brookes Publishing.
Stone-MacDonald, A., Wendell, K. B., Douglass, A., Love, M., Lopes, A.W. (2024). Engaging young engineers: Teaching problem-solving skills through STEM. (2nd ed.) Baltimore, MD: Paul H. Brookes Publishing.
Edited Books
Stone-MacDonald, A., Cihak, D., & Zager, D. (Eds). (2023). Autism Spectrum Disorders: Advancing Positive Practices in Education (5th ed.). New York, NY: Routledge.
Zager, D., Cihak, D., & Stone-MacDonald, A. (Eds.). (2017). Autism Spectrum Disorders: Identification, Education, and Treatment (4th ed.). New York, NY: Routledge.
Selected Peer Reviewed Articles
Acar, S., Pinar-Irmak, O., & Stone-MacDonald, A. (2023). Scoping review of linguistically responsive practices for young children who are refugees. Topics in Early Childhood Special Education. https://doi.org/10.1177/02711214231190042.
Maye, M., Edmunds, S.E., Sanchez, V., Stone-MacDonald, A. & Carter, A. (2022). Preparation for adaptation of intensive early intervention for toddlers with ASD: Childcare providers’ perspectives on training approach. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01364-9
Zeng, S., Zhao, H., Hu, X., Pereira, B. A., Pan, Q., Meng, C., Reyes, A., & Stone-MacDonald, A. (2021). Systematic review of single case design meta-analyses for school-age students with autism spectrum disorders: Current trend and future direction. Psychology in the Schools, 1– 21. https://doi.org/10.1002/pits.22599
Selected Peer-Reviewed Book Chapters (multi-stage peer review process)
Stone-MacDonald, A. & Harkins Monaco, E.A. (in press). Examining Cultural Discontinuity, Cultural Responsiveness, and Culturally Sustaining Practices in Early Childhood Special Education Settings. In Acar, S. (Ed.). Embracing Cultural Humility in Early Intervention (pp.XX-XX). Brookes Publishing Co.
Stone-MacDonald, A., Acar, S., *Kim, M. E., & *Kelley, K. (2024). Becoming Reflective Early Intervention Professionals in an Urban Area. In Friesen, A., Mitsch, M., & Du, K. (Eds.). Advancing Equity and Inclusion in Early Childhood Education (pp. 250-277). IGI Global. DOI: 10.4018/979-8-3693-0924-7.ch010.
Other Scholarly Work
tone-MacDonald, A. & Murphy, K. (2021, October). Conducting a Feedback Interview. Mixed Reality Simulation Scenario. University of Massachusetts, Boston: Department of Curriculum and Instruction.
*Silva, S., *Brown, K., Acar, S, & Stone-MacDonald, A. (2020). Child Development Institute Curriculum. Boston, MA, USA: Massachusetts Department of EarlyIntervention.
Stone-MacDonald, A., Bartolini, V. L., Douglass, A., Love, M. L. (2011). Focusing a New
Lens: STEM Professional Development for Early Education and Care Educators and Programs. Retrieved from http://www.communityinclusion.org/ecs/stem/
Selected Grants
Principal Investigator. Project ELEVATE: Empowering Learners through Evidence-based practices and Virtual Access to Technology-rich Education, Co-PIs Dr. Shannon Sparks and Dr. Jemma Kim. (10/2025-9/2030); requested $1,249,426; Status: Funded, CFDA#84.325M).
Co-Principal Investigator. UMass Boston-Dever School-Trefler Foundation Partnership for Educational Transformation. Funded by the Trefler Foundation. Joseph Berger, PI. Additional Co-PIs: Linda Thompson and Charlie Titus. $3,122,457. 2019-2023.
Principal Investigator. Early Intervention Scholars Grant. Funded by US Department of Education, Office of Special Education Programs. $1,186,012.00. 2011-2019.
Selected Refereed Conference Presentations
Stone-MacDonald, A., Lopes, A., & Chen, K. (2025). Engaging Young Scientists: Environmentally-based STEM in Inclusive Settings. [Presentation]. Division for Early Childhood’s Annual Conference on Young Children with Special Needs & Their Families, Portland, OR, October 2025.
Stone-MacDonald, A. & Harkins Monaco, E. (2025). Examining Cultural Discontinuity and Responsiveness in ECSE Settings. Division of Early Childhood International Conference, Portland, OR, October 2025.
Invited Presentations
Brown, K., Acar, S., &Stone-MacDonald, A., (2021, February). How early intervention providers can support foster parents using a family-centered approach? [Virtual presentation: Learning Deck]. Division for Early Childhood, Boston, MA
Research and Teaching Interests
Her areas of research include early intervention, young children with autism, international inclusive education, and educator preparation for early intervention and early childhood special education.