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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. 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.
Mr. Eisen is a Special Educator and Co-teaching Instructional Specialist at Granada Hills Charter High School. Marty is currently co-teaching at Granada HS, where he has been for the past 13 years. Mr. Eisen is currently co-teaching Physics and Biology to a class that includes formerly self-contained students with disabilities. He has also co-taught Earth Science and Algebra. Marty is currently the Co-teaching Coordinator at Granada and helped Granada’s co-teaching group implement the CTIME process and earn the California Gold Ribbon in May of 2017.
Dr. Soraya Fallah received her doctorate in Educational Leadership and Policy Studies from CSUN. She is a social worker with multiple publications focused on her interest in an invisible population: students with disabilities from the Middle East, North Africa, and Southwest Asia (MENASWA) who are in the United States special education system. Dr. Fallah recently published a text entitled “Learning challenges for culturally and linguistically diverse students with disabilities” with IGI Global with co-authors Dr. Wendy Murawski & Dr. Bronte Reynolds.
Dr. Flores is an Associate Professor of Teacher Education at Angelo State University in San Angelo, TX. Dr. Flores holds an EdD in Special Education, with an emphasis on Deaf Education from Texas Tech University. He taught high school special education and one of the first teachers in his school to begin co-teaching. Dr. Flores is passionate about special education and enjoys working with teacher candidates who wish to become special education teachers. He has served on several local and state boards and is currently the President of the Texas Chapter of CEC.
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. Holdren is the Education Specialist Credential Coordinator at UC Santa Barbara. She also serves on the TASH Board of Directors, an organization dedication to promoting inclusion through policy, advocacy, and research. Her professional expertise includes equitable family-partnership, inclusion, instruction, and training and support of Education Specialists and their administrators.
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. Huber has been teaching for over 30 years, beginning in early childhood education, moving into elementary general education, and eventually moving into her true passion of teaching in special education and inclusive settings. Her skills and expertise in working with students with disabilities spans grade levels, preschool through high school, and settings from self-contained to inclusive and cotaught classrooms. Currently, Dr. Huber is an assistant clinical professor at Northern Arizona University, preparing dual certification students to be future teachers in inclusive settings.
Dr. Hughes is an Associate Professor of Teacher Preparation at the College of Coastal Georgia. A former Fulbright Scholar to Greece and England, she has been on the board of the NAGC, The Association for the Gifted and the Teacher Education Division of the Council for Exceptional Children. Dr. Hughes is author of numerous books and chapters, and her research and
presentation areas include: twice-exceptional children- particularly gifted children with autism; international education, and the mental health of teachers and students.
Dr. Hutchinson is a recently retired life-long educator. After years as a high school English teacher (where she co-taught with CEO Wendy Murawski), she spent 10 years as the K-12 district coordinator for International Baccalaureate (IB) programs in Virginia. Following that, she worked for the IB organization doing trainings for various schools and districts. Dr. Hutchinson’s doctorate is from the College of William and Mary in Educational Planning Policy and Leadership. Dr. Hutchinson specializes in Inquiry-based /Constructivist teaching that works.
Melissa C. Jenkins, PhD is an Assistant Professor in the College of Education at the University of Mary Washington in Fredericksburg, Virginia. She teaches graduate and undergraduate courses in special education and educational foundations. Prior to coming to the University of Mary Washington in 2019, she worked in Virginia public schools as a special education teacher, instructional coach, and central office administrator. Dr. Jenkins’ instructional practices and research are focused on ensuring high quality, inclusive educational experiences for learners with disabilities.
Mrs. Kramer graduated with a degree in Early Childhood Education and has held instructional and leadership positions. Mrs. Kramer has been an elementary school teacher, an assistant principal, a principal, and an adjunct instructor at Bowling Green State University. Currently, she is a Special Education Supervisor and Curriculum Consultant. Mrs. Kramer is completing her doctorate in Leadership Studies and is ABD (All But Dissertation). Her dissertation is on co-teaching and she enjoys using her daily practical experiences and tying them to her research.
Paul Luelmo, Ph.D. is an Assistant Professor in the Department of Special Education at San Diego State University. His research focuses on addressing inequities in education by working with families, teachers, and racial/ethnic minoritized communities. He served as Middle School special education teacher in an immigrant community in Los Angeles for 6 years. He was also a Special Education Coordinator and Dean of Complex Learners in a large charter school network organization in Los Angeles. He completed his Ph.D program in Special Education at the University of California, Los Angeles and California State University, Los Angeles.
Dr. Magiera is a recently retired Professor of Special Education at the State University of New York at Fredonia. She continues to supervise student teachers in their special and general education placements. Dr. Magiera has experience supporting schools in implementing district-wide co-teaching initiatives. Her research interests include co-teaching at the elementary and secondary levels, as well as the importance of school-university partnerships. Dr. Magiera has multiple publications and presentations focused on these particular topics.
Mrs. Mahoney completed her educational specialist credential and Master’s degree with an emphasis in Mild/Moderate disabilities from California State University, Northridge (CSUN). She also received her National Board Certification in this area. Mrs. Mahoney is valued for a range of expertise, particularly with full inclusion and integration of students with moderate to severe disabilities. She is currently an Inclusion Specialist with the Los Angeles Unified School District and an adjunct professor in the Department of Special Education at CSUN.
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. Murphy is a career K-12 educator who also teaches in the Department of Graduate Studies at Goucher College. Michele has served as Chief of Specialized Instruction at the Maryland State Department of Education, Supervisor of Secondary Reading and Special Education Specialist in Baltimore County Public Schools. Additionally, she has taught students with disabilities in elementary, middle, high, and alternative schools. Michele specializes in restorative practices, reading interventions, co-teaching, and specially designed instruction.
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.
Dr. Leila Ansari Ricci is an Associate Professor in the Mild/Moderate Disabilities Program of the Division of Special Education and Counseling at California State University, Los Angeles. Dr. Ricci is the Program Coordinator for the Special Education residency pathway of the Los Angeles Urban Teacher Residency-Transformation Initiative. Dr. Ricci’s research interests focus on teaching reaching to children with disabilities, co-teaching and collaboration between general and special educators, and supporting novice educators.
Dr. Rodriquez is a Vice President with the American Association of Colleges of Teacher Education (AACTE). Formerly an Assistant Professor at the College of William and Mary, Dr. Rodriguez specializes in the areas of Inclusive Education, Culturally Linguistically Diverse Exceptional Learners, Learning Disabilities, Simulation in Teacher Preparation, Domestic
Education Policy, and Global Policy and Practice in Special Needs Education. Dr. Rodriguez recently co-edited “Special Education Law and Policy: From Foundation to Application” (2020).
Dr. Sears is an assistant professor of ELE/SPED at the University of North Georgia. She spent 14 years in public education in roles from co-teacher to school principal. During her time in public education, she specialized in bringing co-teaching and inclusive practices to schools and on turn-around teams. Dr. Sears research focusses on teacher preparation and the use of mixed reality simulation in educator prep programs.
Dr. Serianni is an Assistant Professor of Special Education at Georgia Southern University. Her research interests include inclusive practices, students with EBD/ASD, and STEM integration. Her professional development interests include improving special education teacher preparation, inclusion models, differentiation, Response to Intervention, behavioral interventions and support (FBA/BIP, PBIS), special education law, effective practices for students with high functioning ASD and gifted, and supporting mathematics instruction for below grade level learners.
Dr. Solone is an Academic Administrator for Disability Studies at the University of California, Los Angeles (UCLA) where she teaches, supervises and engages in research, and develops programming for UCLA's Disability Studies Inclusion Labs initiative. She is on the executive board of Cal-TASH, the California state chapter of a national organization that promotes opportunity, equity, and inclusion for individuals with disabilities. Dr. Solone was an inclusive special education teacher for 8 years at a nationally recognized inclusive public school in Los Angeles.
Dr. Bryan Thornton is an Assistant Professor in the Department of Special Education and Counseling at California State University, Los Angeles. He received his Ph.D. in Special Education from the University of California, Los Angeles and California State University, Los Angeles, having previously worked as a special education teacher with the Los Angeles Unified School District for over 12 years. His experiences as a special educator continue to inspire his research interests which focus on inclusive education and the impact of disability-related stigma on students with disabilities.
Samantha Toews is an assistant professor of special education at California State University, Northridge. Her research focuses on instructional practices that support students with extensive support needs to access academic instruction in general education classrooms and professional development strategies that support teachers in implementing inclusive practices. Before teaching pre-service teachers, Dr. Toews was a special educator at a fully inclusive urban elementary school in Los Angeles.
Dr. Daley is the Senior Associate Director of Literacy at the Professional Development Center for Educators at the University of Delaware. Dr. Daley earned her doctorate from Johns Hopkins. Dr. Daley has experience teaching students at all pre-K through 12th grade levels in various school settings, from juvenile justice institutions to fully inclusive, co-taught classrooms. She achieved a Teacher of the Year Award and National Board Certification as an Exceptional Needs Specialist, which led to becoming a consultant, administrator, and professional developer.
Dr. Walker is an Assistant Professor of Special Education at the University of Mary Washington in VA. Her Ph.D. is from George Mason University. Dr. Walker is passionate about classroom management, positive behavioral intervention supports (PBIS), students with emotional and behavioral disabilities (EBD), and social skill instruction and has multiple publications on these topics. Her new book is coming out with Plural Publishing in 2020 (with Colleen Barry) and is entitled “Behavior Management: Systems, Classrooms and Individuals.”
Brian Withrow has worked in education for 15 years in West Virginia as a Middle School Teacher, a High School Administrator, a School Improvement Coordinator, Coordinator Education Information Systems, and Assistant Director at the West Virginia Department of Education. During his teaching experience, he was the general education teacher in a co-taught classroom for seven years. He was also a part of the West Virginia Department of Education Classroom Assessment Network Team which provided specific training regarding collaborative teaming implementation and process.
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