Meet Our Associates

  Dr. Andrews has worked as a general education teacher, Resource Specialist, Special Day Class Teacher, Transition Specialist, Program Specialist, and school principal and is the current Assistant Director of Special Education for Baldwin Park USD.  She is also an adjunct Professor in the School of Education at Pacific Oaks College and Azusa Pacific University, and holds Teaching Credentials in Social Science, Special Education, and Administration. Lori's passion is training others in the effect that trauma has on cognition, behavior, and child development.

  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 the Principal at Highland Park Elementary 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. Boomgard  works in the Department of Special Education at the California State University campuses in Northridge, Dominguez Hills and the East Bay. She holds a Bachelor’s degree in Speech Pathology and Audiology from the UC Santa Barbara, and a Masters’ degree from Loyola Marymount University – where she earned her Special Education and Multiple Subject Teaching credentials.  Dr. Boomgard’s current research interests center on teacher training,  certification and professional development, and the roles that reflection and self-efficacy play in professional teacher development.  

 Dr. Brooksher is a middle grades ELA teacher at South Effingham Middle School in Guyton, GA. Prior to this position, she was an Assistant Professor in the Department of Elementary & Special Education at Georgia Southern University. Her diverse background includes experience in general, gifted, and special education, as well as leadership roles as a teacher and administrator. Her research interests include: co-teaching, grading & assessment, and higher-order thinking strategies. 
 

 Ms. Buchinsky currently teaches at a full-inclusion charter school in Los Angeles, CA and is a lecturer in the Special Education Department at California State University – Northridge. Adie possesses Master’s Degrees from both American University (Elementary Education) and New York University (Educating Students with Exceptionalities) and is currently pursuing a doctorate at Penn State University. Adie has worked in public, private, and charter schools since 2007 teaching students from Transitional Kindergarten through seventh grade. She has also conducted professional development sessions and conference presentations at the state, national and international levels. 

  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. Her professional interests include adapting curriculum for students with disabilities, culturally responsive pedagogy, Universal Design for Learning, and differentiated instruction. 

 Dr. Chai is a Professor of Early Childhood Special Education in the Department of Special Education at California State University, Northridge. Her research focuses on using evidence-based practices to promote learning and development of young children with disabilities, collaboration with families of young children with disabilities, and preparing high quality early childhood special educators. 

 Dr. Claude is a research associate at the Rehabilitation Research and Training Center at Virginia Commonwealth University. After receiving his BS in Health Science from The College of William and Mary, he spent three years as a high school special educator for Fairfax County Public Schools. Chris was awarded the Policy and Research-Intensive Special Education grant from the Office of Special Education Personnel at George Mason University to pursue a Ph.D. in special education. His research interests include assessment of individualized education program quality and special education teacher preparation as vehicles for improving postsecondary outcomes for individuals with disabilities.  

    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 a Clinical Associate Professor in the School of Special Education, School Psychology and Early Childhood Studies at the University of Florida. Her scholarship focuses on teacher education, mentoring and induction, and online instruction.Dr. Cornelius joined the faculty at UF following eight years at Minnesota State University, Mankato, where she was identified as the 2020 Outstanding Educator from her university. 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.

 Dr. Cuba is an Assistant Professor of Special Education at the University of Maine College of Education and Human Development’s School of Learning and Teaching. Her research focuses on developing and enhancing evidence-based practices and policies to mitigate the disproportionality of multilingual learners in special education and improve student outcomes. She has published research on factors that impact opportunities and outcomes for multilingual learners and articles on instructional practices that support these students. Dr. Cuba draws from 15 years of PK-12 practitioner experience working with multilingual learners with and without disabilities and the teachers that support them. 

 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.        

  Dr. Deniz is an Assistant Professor in the Department of Special Education at California State University Northridge. She has taught at elementary and middle school levels, working with students with and without disabilities, multilingual learners, and students with gifts and talents, including those who are twice exceptional. Dr. Deniz's research focuses on creating a culturally and linguistically inclusive learning environment for students with and without disabilities, including multilingual learners with disabilities, through teacher preparation and integrating students' funds of knowledge in classroom instructions.    

 Dr. Dykes has more than 37 years of experience in education as a general education teacher, special education teacher, educational diagnostician, central office administrator and university professor. Dr. Dykes has several publications to his credit and is a speaker at the international, national, and state level. Dr. Dykes is Past-President for the Teacher Education Division of the Council for Exceptional Children. Dr. Dykes is a Distinguished Teaching Professor and the program director for the educational diagnostician program at The University of Texas at Tyler.   

Mr. Eisen is a Special Educator and Co-teaching Instructional Specialist at Granada Hills Charter High School. Marty is currently teaching at Granada HS, where he co-teaches Physics and Biology to a class that includes formerly self-contained students with disabilities. He has also co-taught Earth Science and Algebra. Marty helped Granada’s co-teaching group implement the CTIME process and earn the California Gold Ribbon in May of 2017. He and his co-teaching partner, Dr. Mel Zernow, are frequently asked to model co-teaching for visiting teachers as the infamous “Mr. E & Mr. Z” team. 

  Dr. 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 book 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 was 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.    

Dr. Frake received her Ph.D. in Special Education through a joint program between CSULA and UCLA, and co-taught in inclusive settings for eight years in Los Angeles in 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.  She is currently engaged in her post-doctoral fellowship at Baylor University. 

  Ms. Fritzgerald is an author, international speaker, presenter, and facilitator who exhibits an audacious perseverance that calls organizations to evolve into inclusive antiracist safe zones for all learners. Ms. Fritzgerald holds an Ed.S. in administration and a master’s degree in Urban Secondary Teaching, with an emphasis on language arts instruction both from Cleveland State University.   Her award-winning book "Antiracism and Universal Design for Learning: Building Expressways to Success" (CAST, 2020) has equipped schools, districts, colleges, universities and organizations to begin the brave actions to view and address equity in education.   

Ms. Gaines is a special education program specialist with over 20 years of teaching experience. She works closely with school site teams to support IEP development, ensure compliance with the IEP process, and promote best practices. She is passionate about math and literacy instruction for students with disabilities, strengthening MTSS frameworks, and fostering inclusive educational practices. Ms. Gaines has extensive experience supporting students with a wide range of support needs as both a classroom teacher and in an administrative capacity. 

 Dr. Gerry received her Ph.D. from  George Mason University where she was a research assistant. 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. Ms. Gerry 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.   

Ms. Gulløv is the principal of a school for children with Autism in Fredericia, Denmark. A former Assistant Professor at University College South in Esbjerg, Denmark, Ms. Gulløv has her Master’s degree of Education in Educational Psychology. She is currently ABD 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.  She has published numerous articles on co-teaching between pedagogues, and co-authored a book with Dr. Wendy Murawski, “Co-Teaching and UDL in Danish Inclusive Classrooms” with Dafolo Publishing.

Dr. Hanreddy is a Professor and Chair of 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 is an Associate Director of the Institute for Community and Society Transformation (ICAST) and Associate Professor of Special Education at the University of Oklahoma. Her recent work appears in the Journal of Special Education, Behavior Modification, Behavior Analysis in Practice, and Learning Disability Quarterly. She is currently serving as co-chair of the Council for Exceptional Children's Publications Committee and is a past president of the International Council for Learning Disabilities. Her books include Research Methods in Special Education and  Teaching Students with Emotional and Behavioral Disabilities (with fellow 2TG associate Dr. Kathy Randolph).

 Dr. Howorth is an Associate Professor of Special Education and program coordinator for the Special Education graduate programs in the School of Learning and Teaching, which is part of the University of Maine College of Education and Human Development. Her research interests include social skills and social coaching of individuals with autism, and the use of emerging technology such as virtual reality and augmented reality to support behavioral, academic, and transition skills instruction for individuals with disabilities.  

 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. Dr. Huber was an Assistant Clinical Professor at Northern Arizona University, preparing dual certification students to be future teachers in inclusive settings.  Currently, she has moved back into the classroom and is a third-grade teacher in the Chandler Unified School District. 

  Dr. Hughes is a Professor of Special, Gifted and Twice-Exceptional Education at Cleveland State University. Prior to this position, Dr. Hughes served as a  Professor of Elementary and Special Education at the College of Coastal Georgia, a Senior Lecturer of Special Education at Canterbury Christ Church in the UK, and a Fulbright Scholar to Greece. Winner of the Gifted & Award from NAGC in 2022, she is President-Elect of The Association for the Gifted of the Council for Exceptional Children (CEC-TAG) and was previously, Chair of the Special Populations Network of the National Association for Gifted Children. Her research areas include: twice-exceptional children, generational studies, and mental health strategies.    

Dr. Jenkins, 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, 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. She is co-author with Dr. Murawski on the 2024 text, “Connecting high-leverage practices to student success: Collaboration in inclusive classrooms.” 

 Dr. Karge is the Chair of the Special Education Specialization and a Professor in the Leadership Doctoral program at Concordia University Irvine. She taught and served in administrative roles in elementary and secondary schools prior to moving to the university. She has provided professional learning in over 30 countries. Dr. Karge has a passion for supporting co-teaching strategies. She has received a multitude of awards for her teaching and service to the profession. She travels extensively as a consultant for the U. S. Department of State Office of Overseas Schools and is a member of the Exceptional Needs Advisory Committee for U. S. Overseas Schools.  

  Dr. Knotts is a Professor and Chair of the Elementary Education Department at California State University, Northridge. He has served as the Director of the Queer Studies Program and Associate Director of Faculty Development, and continues to serve as Coordinator of the Integrated Teacher Education Program (ITEP) in Liberal Studies.  Dr. Knott’s primary research interests focus on issues of gender and sexual orientation and how they impact the elementary school. He also researches multicultural education, social studies education, as well as how best to integrate gender and sexuality into the social studies curriculum. Greg earned his PhD in International/Intercultural Education from the University of Southern California. 

Ms. Kramer graduated with a degree in Early Childhood Education and has held instructional and leadership positions. Ms. 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 Consultantin Ohio. Ms. Kramer is completing her doctorate in Leadership Studies and is ABD. Her dissertation is on co-teaching and she enjoys using her daily practical experiences and tying them to her research.  

  Dr. Larios is an Assistant Professor of Special Education at California State University, Fullerton. Prior to that, she spent 9 years as a special educator working at both the elementary and high school levels. Through professional learning and collaborative approaches, she is committed to providing ongoing support for teachers at various phases of their careers. Her research interests include making IEP meetings accessible to culturally and linguistically diverse families, as well as improving the quality of education for students through high leverage practices that are asset based and culturally responsive.   

Dr. Lohmann is currently an Associate Professor of Special Education at Colorado Christian University and has previously taught children in early childhood, elementary, and middle school classrooms, done private reading tutoring, and worked in a social skills program for children with autism. She is passionate about supporting teachers in designing and implementing high quality inclusive learning environments and has published three books to support teachers in doing so. Dr. Lohmann's research focuses on inclusive early childhood classrooms and online teacher training. 

 Ms. Lorio-Barsten is a project specialist at the Training and Technical Assistance Center at William & Mary and a Ph.D. candidate. She has 19 years of experience working in the public school setting in a variety of roles, including as a special and general education teacher, assessment and compliance coordinator, and an instructional specialist in special education. Her interests include co-teaching, classroom management, specially designed instruction, behavior analysis, neurodiversity, creativity, and educational equity.   

Dr. MacLeod is an innovative inclusive educator, researcher, and author. She is an Assistant Professor of Special Education at the University of Maine Farmington and directs the Inclusive Education and Leadership track in the Master of Special Education program. She began her career as a dual-certified high school special education and English teacher in New York City and now works to support preservice and in-service educators, school leaders, and families to feel prepared and inspired to include all learners. Dr. MacLeod has published multiple books related toinclusive education, to include ones for paraprofessionals, teachers, and administrators.

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. Mahoney is the Teacher Expert for the Title VI American Indian and Indigenous Education Programfor the Los Angeles Unified School District. Her area of focus is on adult learners in teacher preparation programs and students who are emerging bilinguals with ESN. She recently completed her doctoral degree in the Rossier School of Education at the University of Southern California and serves as an adjunct Professor at California State University, Northridge. She  is valued for a range of expertise, particularly with full inclusion and integration of students with moderate to severe disabilities. 

  Ms. Mieliwocki is the 2012 National & California Teacher of the Year with over 20 years of experience and a master’s degree in secondary English. She is currently a teacher on special assignment with the Burbank Unified School District, where she coordinates secondary professional development and new teacher induction and oversees secondary-level instructional leadership teams. Ms. 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. 

  Dr. 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.   

 Lisa-Katharina Moehlen holds a Bachelor’s and Master’s degree in Educational Sciences from the University of Vienna including a semester abroad at the Middle East Technical University and a three-year scholarship from the Austrian Academy of Sciences, allowing her to pursue a binational PhD program at TU Braunschweig and University of Vienna. Lisa is a Fulbright scholar at the University of Rhode Island and her research focuses on inclusive education from an international-comparative perspective. Lisa's teaching journey began as a paraprofessional in public schools in Mexico and Turkey, and she has taught courses at six European universities using UDL and research-based learning approaches. 

Dr. Nagro is an Associate Professor at George Mason University in the Division of Special Education and is the Director of the Interdisciplinary Center for Research and Development in Teacher Education. 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. Dr. Nagro has numerous research publications in peer-reviewed journals and her books include “The Essentials of Special Education Advocacy."

 Dr. Friedman Narr is a Professor at California State University, Northridge (CSUN) in the Department of Special Education. Her research has centered on reading practices with deaf students. Dr. Friedman Narr teaches courses in foundational reading instructional methods and deaf education methods courses in the teacher preparation program. She also teaches MA level educational research courses. She currently serves as a member on the UC/CSU Collaborative for Neurodiversity and Learning dyslexia task-force. 

 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. She co-authored a book with 2TG Associate Dr. Kyena Cornelius, “The Practical Guide to High-Leverage Practices in Special Education: The Purposeful “How” to Enhance Classroom Rigor.”

 Ms. Quinn comes from a family of educators. She is a 29-year veteran teacher currently employed by Maryland Public Schools as a special education collaborative teacher for 6th -8th grade math. A graduate of Shepherd College with a degree in Elementary Education, Ms. Quinn is certified kindergarten through 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. Ms. Quinn’s passions are collaboration, co-teaching with fellow educators, and working with striving learners.      

 Dr. Randolph is an Assistant Professor at Texas State University and a board-certified behavior analyst at the doctoral level. She taught at the middle and high school level in all special education settings, from self-contained therapeutic emotional support to resource and inclusive settings, and was an administrator at an elementary school. She worked with students of all abilities, focusing on students with emotional and behavioral disabilities, and supporting students with challenging behaviors in the inclusive classroom setting. She is the co-author (with 2TG Associate, Dr. Brittany Hott) of Teaching Students with Emotional and Behavioral Disabilities. 

 Dr. Ricci is a Professor in the Mild Moderate Support Needs program and former Chair of the Department of Special Education and Counseling at California State University, Los Angeles. She also serves as the coordinator for the special education residency pathway of the Los Angeles Urban Teacher Residency (LAUTR) program. Dr. Ricci's areas of expertise include high-leverage practices, Universal Design for Learning (UDL), effective co-teaching and co-planning practices, administrative strategies for supporting inclusive education, and the role of paraprofessionals in inclusive settings. Dr. Ricci is passionate about inclusive education infused with grace, compassion, and humor.  

Dr. Rodriquez serves as the Chief Executive Officer at the National Center for Learning Disabilities, where she leads a team at the forefront of the learning disabilities rights movement. 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 co-edited the book Special Education Law and Policy: From Foundation to Application with CEO Dr. Wendy Murawski.

Dr. Sears is an Associate Professor of Elementary Education and Special Education 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 focuses on teacher preparation and the use of mixed reality simulation in educator preparation programs. 

Dr. Serianni is an Associate Professor of Elementary and 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. Taylor is an Assistant Professor at Salve Regina University in Newport, RI. His teaching and research focus on students with disabilities in early childhood and elementary education. Dr. Taylor taught elementary school, both in special education and in full day/full inclusion kindergarten, before completing his PhD at the University of Central Florida in Exceptional Education. Dr. Taylor’s research focuses on the inclusion of young students with disabilities in learning STEM concepts, as well as research with the personnel who work closely with them.  

  Dr. 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, specially designed instruction,and the impact of disability-related stigma on students with disabilities.   

Dr. 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. Toews has numerous peer-reviewed research publications that focus on the inclusion of students with extensive support needs.

 Dr. Daley is an Assistant Director of the School Success Center at the University of Delaware. She earned her doctorate from Johns Hopkins Univeristy. 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. Daley is the author of the 2TG mathematics and literacy intervention curriculum for use with MTSS applications.

Dr. Walker is an Associate Dean for Academic Programs, Assessment and Accreditation,and Associate Professor of Special Education in the College of Education at the University of Mary Washington, where she teaches undergraduate and graduate courses in special education. 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 with Plural Publishing (co-authored with Colleen Barry) is entitled Behavior Management: Systems, Classrooms and Individuals.

Mr. Withrow has worked in education for many years in West Virginia as a Middle School Teacher, a High School Administrator, a School Improvement Coordinator, a Coordinator of Education Information Systems, and as an 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. Mr. Withrow specializes in master scheduling for inclusive practices and doing school-wide diagnostics.

Dr. Wolf is a Visiting Assistant Professor at San Francisco State University in the Special Education Department. She teaches Assessment, Adolescent Literacy, and supervises student teaching. Dr. Wolf has over 23 years of experience working with students with high-incidence disabilities, specifically dyslexia, speech and language impairments, ADHD, autism, and emotion dysregulation. Her research focuses on cultivating compassionate leadership, teacher burnout prevention, and executive function-based interventions for students with disabilities. 

Dr. Zumwald is a Professor in the field of inclusion in Switzerland, with a particular focus on co-teaching and collaboration with teaching assistants. Currently she is the co-leader of the Master’s in Special Education program at the St. Gallen University of Teacher Education, in collaboration with the University of Teacher Education in Special Needs based in Zurich. Previously, she worked as a special education teacher in primary schools. Now she is teaching students and in-service teachers – always searching for solutions to make schools more inclusive.