Maria Paiewonsky
Biography
Maria Paiewonsky, Ed.D., directs and teaches in the Transition Leadership Program at UMass Boston and is a Senior Associate with the Institute for Community Inclusion. She leads statewide initiatives focused on transition, inclusive postsecondary education, and professional capacity building. Her expertise includes transition leadership, professional preparation, transition assessment and planning, college-based transition services, technical assistance, and systems change.
Area of Expertise
- Secondary Transition and Transition Services
- Inclusive Postsecondary Education
- Transition Leadership and Professional Preparation
- College-Based Transition Services
- Professional Development and Technical Assistance
- Transition Assessment and Postsecondary Planning
- Systems Change and Interagency Collaboration
Degrees
EdD Leadership in Urban Schools/Special Education/Disability Policy, University of Massachusetts Boston
MEd Severe Special Needs, Boston College
BS Communication Disorders, Emerson College
Professional Publications & Contributions
Selected Book Chapters
Paiewonsky, M. (2024). Towards Inclusive Education: Ableism and Democratizing Access. In F. Crawford, F., F.T. Coleman, F. T., & E. Wiehe, E. (Eds.). (Ch. 3). Contemporary issues in equity, democracy, and public education: Multidisciplinary perspectives from education, social sciences, and health. Routledge.
Grigal, M., Paiewonsky, M., Butakey, C., & Cain, I. (2023). Supporting the Transition to Post-Secondary Education for Students with Disabilities. In K.Shogren & M. Weymeyer (Eds), Handbook of Adolescent Transition Education for Youth with Disabilities, 3rd ed. (pp 476-500).
Paiewonsky, M., Redig-Gomes, A. & Watson, K. (2023). Social integration and inclusion. In F. Sheerin and C. Doyle (Eds), Intellectual Disabilities: Health and Social Care Across the Lifespan. Springer Nature Publishing.
Solder, J., Peters, D, Sajadi, S., & Paiewonsky, M (2020). Evidence-Based Transition Practices: Implications for Local and Global Curriculum in Global Perspectives on Inclusive Teacher Education. IGI Global.
Grigal, M., Papay, C. & Paiewonsky, M. (2019). Supporting the Transition to Post-Secondary Education for Students with Disabilities. In K.Shogren & M. Weymeyer (Eds), Handbook of Adolescent Transition Education for Youth with Disabilities, 2nd ed.
Selected Journal Articles
Grigal, M., Paiewonsky, M. & Anslem, T. (2023). A Delphi study to confirm essential components and activities of inclusive college-based transition services. Journal of Inclusive Postsecondary Education, 5(1).
Schillaci, R.S., Parker, C.E., Gigal, M. & Paiewonsky, M. (2021). The impact of college-based transition experiences on self-determination for transition-aged students with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 59(4), 269-282.
Paiewonsky, M. (2011). Hitting the re-set button on education: Student reports on going to college. Career Development for Exceptional Individuals, 34(1), 31-44.
Additional Information
Maria Paiewonsky, Ed.D., directs and teaches in the Transition Leadership Program at the School for Global Inclusion and Social Development (SGISD) at UMass Boston. The program prepares professionals to lead transition services and supports for students with disabilities as they move from secondary education to postsecondary education, employment, and adult life.
Paiewonsky is also a Senior Associate with the Institute for Community Inclusion (ICI), where she leads initiatives focused on transition, inclusive postsecondary education, and professional capacity building. She directs the MA Center, a statewide technical assistance and professional development initiative supporting Massachusetts Inclusive Postsecondary Education (MAIPSE) programs and transition initiatives. Her work includes developing and delivering professional learning, supporting educators and college personnel, conducting research and evaluation, and translating evidence into effective practices for transition and postsecondary education.
Her professional interests include transition leadership and professional preparation, inclusive postsecondary education, transition assessment and planning, college-based transition services, and the development of effective partnerships across schools, colleges, adult service systems, families, and communities. She works collaboratively with policymakers, practitioners, families, students, and postsecondary professionals on state and national initiatives designed to strengthen transition systems and improve outcomes for young adults with disabilities.
Paiewonsky has more than 20 years of experience in secondary transition and inclusive postsecondary education and has provided professional development and technical assistance to educators, transition specialists, college personnel, and other professionals across Massachusetts and nationally. Her work emphasizes applied learning, leadership development, interagency collaboration, and the use of research and data to strengthen practice and systems.