Meet Our Associates

  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. 

   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.  

Contact us 855.618.2877