Meet Our Associates

  Dr. Andrews has worked as a general education teacher, Resource Specialist, Special Day Class Teacher, Transition Specialist, Program Specialist, School Principal and is the current Assistant Director of Special Education for Baldwin Park USD.  She is also on staff at Pacific Oaks College and Azusa Pacific University as an adjunct professor in the School of Education, and holds Teaching Credentials in Social Science, Special Education, and Administration. One of Lori's biggest passions is understanding and training others in the effect that trauma has on cognition, behavior, and child development and how staff can support these individuals.

  Dr. Ashton is a professor at California State University, Northridge where she serves as graduate coordinator in the Department of Special Education. Dr. Ashton was the recipient of the Exemplary Special Educator Award by the CA division of CEC. She is a frequent speaker on special education topics to include UDL, co-teaching, differentiation, and experiencing disabilities. Dr. Ashton is a former professional flutist, a current actress, and has published on multiple topics, to include integrating the arts with special education.  

  Dr. Bernhardt is a professor and former Department Chair in Secondary Education at the Metropolitan State University of Denver. He teaches courses in assessment, educational research, instructional design and classroom management. His professional development interests and expertise include co-teaching, backwards design, performance assessment, effective instructional practices, new teacher mentoring and induction, and supporting middle and high schools establish course placement norms to help students access advanced-level coursework. 

  Dr. Blanks is an Assistant Principal for a middle school in Roanoke, Virginia. A former Professor of Special Education in the School of Teacher Education and Leadership at Radford University for 13 years, Dr. Blanks decided that her heart was back with teachers and K-12 students. At Radford, Dr. Blanks taught assessment and methods courses and supervised student teachers. Her research focused on building capacity for collaborative practice in inclusive rural classrooms and she was co-PI on Project ASSET at the IMPACT lab at Radford University. 

 Dr. Brooksher is an Assistant Professor in the Department of Elementary & Special Education at Georgia Southern University. Her diverse background includes experience in both general and special education classrooms, as well as leadership roles as a teacher and administrator. Dr. Brooksher’s focus has been primarily at the elementary level, however her research spans K-12. Her research interests include: co-teaching, grading & assessment, and higher-order thinking strategies. 

Dr. Bui is a professor and former Chair in the Department of Special Education at San Francisco State University. In addition to publishing multiple books, she has taught courses at the credential, masters, and doctoral levels in special education law, assessment, curriculum and instruction, research methods, grant writing, and statistics. She has traveled extensively overseas to prepare educators in inclusive practices in Asia, Africa, and Central America. Her professional interests include adapting curriculum for students with disabilities, culturally responsive pedagogy, Universal Design for Learning, and differentiated instruction. 

 Dr. Colley is recently retired from Radford University after 24 years as a faculty member, grant director, director of the School of Teacher Education and Leadership, Dean of the College of Education and Human Development, and Provost. Her background includes K-12 experience as an inclusion specialist, co-founder of the Radford model of teacher preparation, and director of the Radford Training and Technical Assistance Center. Dr. Colley specializes in positive

behavior supports, inclusive practices, curricular adaptations, co-teaching and best practices to support students with significant disabilities.

 Dr. Cornelius is an Associate Professor of Special Education at Minnesota State University, Mankato. She spent 12 years in public education, often co-teaching at the secondary level. Dr. Cornelius received her MA from Old Dominion University and her doctorate from Johns Hopkins University. Her research focuses on teacher preparation practices that prepare classroom ready teachers, as well as the mentoring and induction practices of novice educators. Dr. Cornelius was recently identified as the 2020 Outstanding Educator from her university. 

 Dr. Delisio completed her Ph.D. in Exceptional Student Education at the University of Central Florida, after spending time working as a producer in an international news agency. Currently, she is an Assistant Professor of Special Education at Rider University. Dr. Delisio is a former elementary school teacher in New York, with experience in general education, inclusive, and self-contained settings. Prior to being a professor, she spent time interning at the US Department of Education, in the Research to Practice division of the Office of Special Education Programs.  

  Ms. Frake is pursuing her Ph.D. in Special Education and has co-taught in inclusive settings for eight years in Los Angeles, where she co-taught almost every grade from K-12. In addition to inclusive education, Emily's professional interests are in anti-ableist work, perceptions of disability, and the transition to college for students with intellectual and developmental disabilities. Ms. Frake was awarded the California Leadership Education in Neurodevelopmental and Related Disabilities (CA-LEND) fellowship at Children's Hospital Los Angeles for the 2022-2023 school year.   

 Margaret Gerry is a Ph.D. student and research assistant at George Mason University. Prior to her doctoral studies, Margaret taught as a Special Education teacher and English for Speakers of Other Languages teacher. She graduated with her dual Master’s degree from The College of William and Mary in 2015. Margaret has worked in international settings, and has studied special education systems in Apia, Samoa through an immersive research experience. Her research interests include: international systems of education, cultural perspectives of disability, families, and inclusive education.  

  Mrs. Gulløv is an Assistant Professor at University College South in Esbjerg, Denmark. Mrs. Gulløv has her Masters degree of Education in Educational Psychology. She is currently ABD (All But Dissertation) in the Ph.D. program in Copenhagen, Denmark. Mrs. Gulløv’s background is as a social pedagogue and her research focuses on the co-teaching between classroom teachers and social pedagogues, in addition to the social-emotional learning of students.  

  Dr. Hanreddy is an Associate Professor in the Department of Special Education at California State University Northridge. Her work is focused on inclusive educational programs with expertise in the development of quality programs for students with significant support needs. Dr. Hanreddy was the recipient of the CHIME Institute Leadership Award in Inclusive Education and she has consulted with multiple schools and districts. Her publications appear in the London Review of Education and the SAGE Handbook of Special Education, among others. 

  Dr. Hott has 20 years of experience serving in a variety of capacities including special education teacher, school administrator, & district instructional specialist. She currently is an Associate Professor at the University of Oklahoma in the Department of Educational Psychology. Dr. Hott is the President-elect of the International Council of Learning Disabilities and is on the board of the American Council of Rural Special Education. Her interests include assessment and school-based interventions.   

  Dr. Huber is an Associate Professor of Special Education at William & Mary. Dr. Huber has over 15 years of experience working in schools as a special educator, behavior analyst, clinical supervisor, and administrator. She has expertise in inclusive educational practices to support access to the general education curriculum, including IEP development. Dr. Huber’s research focuses on inclusive social and behavioral supports for students with autism and development disabilities and collaboration among school personnel to better meet support challenging behavior in schoo

Dr. Katie Miller is an Associate Professor at Florida Atlantic University (FAU). As a former elementary special educator, she is passionate about inclusive practices. She teaches courses in assistive technology, reading methods, and metacognitive strategy instruction. Her research centers around writing interventions for students with learning disabilities. She is passionate about supporting teachers in finding the best ways to support all students using technology. Dr. Miller completed her Ph.D at the University 

of Central Florida. 

 Mrs. Mieliwocki is the 2012 National & California Teacher of the Year with over 20 years' experience and a Master’s degree in secondary English. Currently working as a Coordinator of teacher induction and professional development in California, Mrs. Mieliwocki’s areas of expertise include classroom management, student-centered & social-emotional learning, growth mindset, project-based learning, using assessment to guide instruction, PLCs, growing teacher leaders, Genius Hour and Other Outrageous Projects, questioning strategies, and cognitive rigor.   

Ms. Michelle Moore Leftwich is a seasoned educator who has held various roles, including Special Education Teacher, Administrator, Technology Specialist, Academic Coach, Special Education Specialist, and more. Michelle is an expert in co-teaching, having conducted workshops at different programmatic levels. During her tenure at the West Virginia Department of Education, she aided districts and schools with strategic planning, needs assessments, and training. Michelle's passion lies in delivering professional development and supporting teachers, administrators, and district leaders with enhanced services to meet diverse student needs. 

 Dr. Nagro is an Assistant Professor at George Mason University in the Division of Special Education and Disabilities Research. She received her doctorate at Johns Hopkins, is on the executive board of the Teacher Education Division of CEC, and has received multiple awards from TED, AERA, and AACTE. Dr. Nagro’s research focuses on determining best practices for special education teacher education. Her teaching focuses on methods for teaching reading and math to students with disabilities who are accessing the general curriculum.   

Dr. Owiny is an Assistant Professor of Special Education at Minnesota State University, Mankato. Dr. Owiny holds a Ph.D. in special education personnel preparation. She taught in elementary, as a general and special educator, and specializes in best practices for inclusive settings, UDL, co-teaching, high leverage practices, and evidence-based practices for increasing achievement for students with disabilities. She is a Past President of the Teacher Education Division of the Council for Exceptional Children. 

  Tamara Quinn comes from a family of educators.  She is a 28-year veteran teacher currently employed by Maryland Public Schools as a SEC, special education collaborative teacher, for 6th -8th grade math.  Graduate of Shepherd College with a degree in Elementary Education, certified kindergarten-8th grade.   She has an endorsement in special education, middle school math and early childhood development.  She received her master's in Curriculum and Instruction from McDaniel College.  Tamara’s passions are collaboration, co-teaching with fellow educators and working with striving learners.