University of Connecticut
Bryanna Anderson has been the Program Coordinator at the Center for Students with Disabilities at the University of Connecticut (UConn) for 4 and a half years. She received her Bachelor’s Degree in Psychology from Hartwick College and her Master of Arts in Education with a concentration in Higher Education and Students Affairs from UConn. In addition she holds a Sixth Year Diploma in Professional Education in Postsecondary Services for Student with Disabilities from UConn’s Neag School of Education. Bryanna is a general case manager but has an interest and focus in working with students with psychiatric disabilities. She coordinates the Focused Academic Skills Training (FAST) Program, and she is co-piloting a career focused program called Connect 4 (C4). She has also co-authored “Collaboration Strategies to Facilitate Successful Transition of Students with Disabilities in a Changing Higher Education Environment,” New Directions in Higher Education. Number 154. Summer 2011, in which she describes two of the emerging populations of students with disabilities; student athletes and international students.
San Diego State University
Dr. Atkins has 35+ years of experience in teaching, research, publications, and service in rehabilitation counseling. She is a leader nationally and internationally with expertise in diversity, disability, women’s issues, and leadership. The National Association for Multicultural Rehabilitation Concerns (NAMRC) research award is the Bobbie J. Atkins Rehabilitation Research Award.
Manju Banerjee, Ph.D. is Vice President and Director of Landmark College Institute for Research and Training. She is the former Associate Director of the Center for Students with Disabilities at the University of Connecticut, Storrs, CT. She is also Research and Education consultant for the Educational Testing Service, Princeton, NJ, and has over 27 years experience in the field of learning and other disabilities. Dr. Banerjee is a certified diagnostician and teacher-consultant for learning disabilities. She has worked as a postsecondary disability service provider, faculty member, rehabilitation counselor, and research consultant for many years. Dr. Banerjee has published and presented extensively, both nationally and internationally on topics including disability documentation, technological competencies for postsecondary transition, and Universal Design. She is on the editorial board of the Journal of Postsecondary Education Disability and the advisory board for Learning Ally ( formerly Recording for the Blind & Dyslexic), New England Unit. Currently, she is Co-PI on a $1.03 million 3 year federal grant project investigating Universal Design for Instruction in online and blended courses.
Alicia Brandon has taught all age levels with her main areas of focus and interest in education and psychology. She has given workshops across the United States and in Canada, Japan, and Australia to educators on topics related to ADHD and EF Coaching; Universal Design for Instruction; The Neuroscience of Teaching and Learning; Students on the Autism Spectrum; and Supporting Struggling Students in Transition. She has held many roles at Landmark including Chair of the Education Department, Lead Education Specialist for the college’s Institute for Research and Training, and Director of Pre-College Programs. Alicia holds a Master’s in Education from Antioch New England Graduate School, a B.A. in Psychology, and a B.A. in Communication Science & Disorders from the University of Vermont. Before joining Landmark College, she was a Disabilities Coordinator for a Head Start program and a Head Teacher at a Vermont State residential program for children with severe learning and behavioral-emotional issues. She is an advisor to New Mexico State University’s Reaching the Pinnacle National Science Foundation grant and has served as project manager designing online professional development for a “Demonstration Disabilities” U.S Department of Education grant, and a National Science Foundation’s Advanced Technological Education (ATE) grant.
Educational Testing Service
Loring C. Brinckerhoff, Ph.D. is Director of the Office of Disability Policy at Educational Testing Service (ETS). He also serves as a higher education and disability consultant to Columbia University and Harvard Medical School. He received his doctorate in learning disabilities from the University of Wisconsin-Madison. He is past-president of the Association of Higher Education and Disability (AHEAD) and former secretary of the National Joint Committee on Learning Disabilities. Area of expertise: Transition from high school to post-secondary education for students with learning disabilities; high stakes testing and accommodations; gifted adults with disabilities.
University of Connecticut
Denielle M. Burl is a higher education lawyer with experience in student services law. Currently, she works at the University of Connecticut, providing advice on those substantive areas that fall under the Division of Student Affairs. She also teaches Higher Education Law and Ethics in the Higher Education Masters Program. She received her J.D. from the University of Connecticut and her B.A. from Arizona State University. She is licensed to practice in Connecticut and New York and is an active member of the National Association of College and University Attorneys.
Andrew Cioffi is a graduate of Suffolk University in Boston Massachusetts, where he earned a Bachelor of Science in Biology and a Master of Education in Foundations of Education. His first professional position in the field of higher education was as Assistant Director of the Learning Center at Dean College, where he was introduced to the field of Academic Advising for students with disabilities. During his tenure at Dean College, Andrew worked to expand upon the learning community model and offer successful learning communities for both academically at risk students as well as students with disabilities. Currently, Andrew has returned to Suffolk University as the Assistant Director of Disability Services. His areas of expertise include integration of technology into all aspects of a disability services operation, as well as training faculty, staff, and students on the usage of academic and assistive technology, in addition to the creation of alternative format course materials, with particular focus on materials for blind and low vision students, and ultimately, universal design. Andrew’s adjunct teaching experience includes Anatomy and Physiology, First Year Seminar, and Career Exploration and Development.
University of Connecticut
Morgan is currently in the Higher Education and Student Affairs graduate program at University of Connecticut where she is a graduate assistant in the Office of the Vice President for Student Affairs. During her time as a graduate student she has also done practicum in the Center for Students with Disabilities at University of Connecticut and the Career Services Office at Eastern Connecticut State University. Before starting her graduate work, Morgan gained experience in the mental health and higher education fields. Her first professional position was as a mental health counselor for youth in a residential treatment facility with Gateway Health Care in Rhode Island. She later became a program coordinator at the University of Rhode Island’s Gay Lesbian Bisexual Transgender Center, where she worked for over two years.
Jennifer Cullen received her Master in Social Work degree from the University of Pennsylvania. She currently works in the Academic Support Service department at Widener University. Ms. Cullen works with a caseload of students connected with the Disabilities Services program to provide academic and functional supports. As part of the support services in the Disability Services Program at Widener, Ms. Cullen co-facilitates a newly designed social interest support group for individuals on the Autism Spectrum. Prior to work at Widener University Ms. Cullen worked was a therapist at a residential treatment facility for adolescents to providing individual, group and family therapy. She is currently pursuing a Doctor of Philosophy in Social Work from Widener University and her research interests include qualitative studies of college students diagnosed with Autism or Asperger’s Syndrome.
Ann Dolloff, CTRS, M.Ed., is Assistant Director with Pennsylvania’s Initiative on Assistive Technology (PIAT), a program of the Institute on Disabilities at Temple University. In this position, she coordinates all the educational outreach of PIAT, helping people understand how AT devices and services can benefit them, manages statewide subcontractors, and coordinates data collection for federal and state reports. In addition to this, Ann is adjunct faculty at Temple and West Chester Universities. Prior to her current position, Ann directed summer camps and year-round recreation programs for children with disabilities and their families. In her spare time, she teaches adapted skiing!
State of Utah
Melissa assists state agencies, school districts and postsecondary education with employment related issues including FMLA, ADA and Workers’ Compensation, as well as, student related issues. Before joining the Utah Division of Risk Management, she served the state as a Liability Prevention Specialist for the Utah State Developmental Center and as an Administrative Law Judge for the Department of Workforce Services. Melissa serves on the Board for the National Association of ADA Coordinators and facilitates the Higher Education Track. Melissa received her Bachelor of Arts Degree in Government and Politics from the University of Maryland and her Juris Doctorate from the J. Reuben Clark Law School at Brigham Young University.
University of Massachusetts
Dr. Meg Grigal is a Senior Research Fellow at University of Massachusetts Boston at the Institute for Community Inclusion where she Co-Directs Think College. Dr. Grigal is the Co-Principal Investigator for the NIDRR funded Center on Postsecondary Education for Individuals with Intellectual Disabilities, the Office of Postsecondary Education funded National Coordinating Center and the Administration on Developmental Disabilities funded Consortium for Postsecondary Education for People with IDD. Prior to joining ICI, Meg was Senior Research Associate at TransCen, Inc. where she served as the Principal Investigator of the Postsecondary Education Research Center (PERC) project, conducting research on the efficacy and outcomes of college based dual enrollment programs for students with intellectual disability. Dr. Grigal also previously directed On-Campus Outreach (OCO) at the University of Maryland. She has provided technical assistance and training across the country, conducted research studies on the provision of postsecondary education services for students with intellectual disability and has coauthored two books and published numerous journal articles on the topic.
San Diego State University
Dr. Guillermo, Project Coordinator for several grants at SDSU, develops and delivers training and technical assistance. As adjunct faculty, she teaches courses in educational leadership and grant writing. Her expertise is in the areas of training on disability and diversity, program development, capacity building, and community outreach.
Mobility International USA
Olivia Hardin is Information Services Specialist for the National Clearinghouse on Disability and Exchange at Mobility International USA and has been at MIUSA since 2007. Her primary responsibilities include managing inquiries from individual and professionals about disability and study abroad, writing tip sheets for the website, and attending and presenting at conferences. Olivia’s articles have appeared in many publications such as EducationUSA Connections and Global Study Magazine.
University of Massachusetts
University of Tennessee
Dr. Sarah C. Helm serves as the Disability-Careers Office (DCO) Coordinator at The University of Tennessee, which is a liaison position between the UT offices of Disability Services and Career Services. Her primary responsibility is to assist individual college students and alumni, with various disabilities, by providing disability specific career planning services and guidance. She also serves as Chair of the Knoxville Mayor’s Council on Disability Issues. Dr. Helm was the 2008 recipient of the Southern Association of Colleges and Employers (SoACE) Research Fellowship. She completed her Ph.D. in Higher Education Administration at the University of Tennessee in November 2011. Her dissertation research was focused on the career development and employment concerns of employment-seeking students with psychiatric disabilities. She received her undergraduate degree in Sociology at Illinois State University and her master’s degree in College Student Personnel from Bowling Green State University. Prior to her arrival at the University of Tennessee, Dr. Helm worked at Purdue University, where she developed a scholarship program for Indiana students with high financial need and personal hardship.
Southern New Hampshire University
Liz Henley graduated from Southern New Hampshire University with her M.Ed. in Elementary Education with General Special Education certification. She is currently in the process of obtaining her Ph.D. in Education from Walden University where she is specializing in Educational Technology. She is the Associate Director of the Office of Disability Services at SNHU. In addition to having a case load of students, she works with assistive technology and the textbook conversion process.
William E. Hitchings
St. Ambrose University
Dr. Johanna Isaacs serves as the Director of Disabilities Services at Widener University. Her primary responsibilities include consulting with students and families regarding services for students with disabilities at Widener, reviewing requests for academic accommodations from undergraduate, graduate and law school students with disabilities, consulting with faculty and staff regarding ADA compliance questions and concerns, and coordinating training regarding disability issues and access on campus. In addition, Dr. Isaacs trains and supervises doctoral psychology students in providing academic coaching to undergraduates with disabilities (including therapy and academic skills training) and in performing comprehensive psycho-educational assessments. She is a Licensed Psychologist in the State of Pennsylvania. Dr. Isaacs graduated from the University of Pennsylvania with a Bachelor’s degree in Psychology and holds a Doctor of Psychology degree from Widener University.
Drummond Woodsum & MacMahon
Jeanne Kincaid is a nationally known disability lawyer and consultant, representing public schools, colleges and universities nationwide on a host of disability and special education issues, including the physical accessibility requirements imposed by the Americans with Disabilities Act and the Rehabilitation Act. Jeanne has been a special education hearing officer and mediator for the State of New Hampshire, and has served as an adjunct faculty member at the University of New Hampshire’s Graduate School of Education, Antioch University and Franklin Pierce Law Center. Jeanne worked in an advisory capacity with AHEAD, a national organization with membership consisting of higher education staff that coordinate services for students with disabilities. She has held staff attorney positions with the U.S. Department of Education’s Office for Civil Rights, the Oregon Department of Education, and served as a hearing officer for the Oregon Bureau of Labor and the New Hampshire Department of Education. She has been a contributing author to “Section 504, the ADA and the Schools” and “Disability Compliance for Higher Education.”
New York University
School of Visual Arts
Joseph LoGiudice is a writer, social worker, and educator, who lives in New York City. With his partner, Michael Carosone, he is writing and editing a collection of personal essays on the lives of Gay Italian American men. He has presented papers at conferences on his dual identity—Gay and Italian American—analyzing the complexities of these two identities using social work theory and literature. His other research interest is analyzing the achievement motivation of students with disabilities at the postsecondary education level. Joseph is the Associate Director of the Disabilities Office at the School of Visual Arts, and an adjunct faculty member at both Brooklyn College and New York University’s Silver School of Social Work. He is able to empower people from their own strengths by practicing his knowledge in the field of social work, implementing the concept of social justice, and understand individuals from an eclectic perspective. He is a Licensed Master Social Worker in the State of New York. He earned a Master of Social Work degree from New York University, and a Bachelor of Arts degree in Psychology from Columbia University.
Western Michigan University
Anne has twenty years of increasing administrative responsibilities in higher education, having served as the dean of students at four liberal arts colleges. In those roles, she has supervised residence life, student activities, safety and security, intercollegiate athletics, career services, medical and counseling services, disabilities services, first year program, judicial affairs, multicultural affairs and others. Using her expertise in several areas, Anne has presented on risk management, institutional liability, students with psychiatric disabilities, and the development and implementation of integrated community standards/restorative justice judicial models. She is the co-author of The Student Affairs Handbook: Translating Legal Principles into Effective Policies. Anne received her BA in Religious Studies from Albion College and her MFA from Western Michigan University in Creative Writing. Currently, Anne is a PhD candidate in the Educational Leadership program at Western Michigan University with a concentration in Higher Education Administration, where she works with the vice president of student affairs on student affairs assessment and strategic planning.
Ball State University
Larry Markle is the director of disability services at Ball State University. Larry is actively involved with the Association on Higher Education and Disability (AHEAD) in various capacities and is a past president of Indiana AHEAD. He additionally serves as the project director for “Ensuring a Quality Education for Indiana’s Students with Disabilities,” a grant funded by the U.S. Department of Education, Office of Postsecondary Education. Larry’s research interests include the transition to higher education for students with disabilities and athletic opportunities for students with disabilities. Larry can be reached at firstname.lastname@example.org.
Keene State College
Dr. Merchant is currently an Associate Professor of Education at Keene State College in Keene NH. She has worked with individuals with disabilities for 28 years including 15 in Higher Education, as a disability services provider. She serves as a member of the documentation review board for the Educational Testing Service (ETS) and is a member of the Editorial Board for the Journal of Postsecondary Education and Disability. Dr. Merchant has presented regionally, nationally, and internationally on program access, service delivery practices, disability awareness, and student issues including: self-advocacy, transition, and learning strategies. Her main area of interest and research is self-advocacy and transition of students with disabilities to postsecondary settings.
Green Mountain College
Svea Miller is the Learning Center Associate at Green Mountain College as well as the Coordinator of the Peer Tutoring Program. She has been with Green Mountain College since the fall of 2007 in a variety of capacities after graduating from the college in the spring of 2007. Having been a peer tutor herself, she brings a broad degree of experience to her position. With a Masters degree in Professional Writing, Svea works closely with the tutors and assists students who struggle with writing. She also teaches the English as a Foreign Language course at Green Mountain College.
University of Tennessee
After joining the University of Tennessee (UT) in 1998, Alan Muir recognized the disconnect between post-secondary offices of disability services and career services at universities across the country. With Dr. Bob Greenberg, then Director of Career Services at UT, he conducted research to document this anecdotal gap for the first time. Subsequently, Mr. Muir co-founded Career Opportunities for Students with Disabilities (COSD), and became Executive Director. Under his leadership, COSD experienced significant growth, bringing together member entities including universities, employers, and U.S. Government agencies to focus on career employment of college graduates with disabilities. Since 2005, COSD is funded solely through corporate and foundation relationships developed by Mr. Muir. He has presented at universities, employers and many conferences nationwide. Mr. Muir’s previous experience was as a Vice-President with Chase Manhattan Bank. Mr. Muir’s outside involvement in disability and employment issues includes current memberships in Association of Higher Education and Disability (AHEAD), Tennessee AHEAD, National Association of Colleges and Employers (NACE) and Southern Association of Colleges and Employers (SoACE). In 2011, Mr. Muir received the Fred Strache Award for Leadership from the California State University Northridge (CSUN) Center on Disabilities at the 26th Annual Technology and Persons with Disabilities Conference. Mr. Muir also was the recipient of the 2004 AAPD / Paul G. Hearne Leadership Award, a distinguished and highly competitive national honor. Community service involvement includes membership on the Board of Directors of the Disability Resource Center in Knoxville.
New York University
Dorene Ng is a graduate of New York University’s Silver School of Social Work, where she earned a Bachelor of Social Work degree, while also double majoring in psychology. She is pursuing a Master of Social Work degree in New York City to further her training and experience in the profession. Dorene has a variety of experiences working with children and adolescents in educational settings from elementary school to post-secondary education. Her first social work internship began in the Office of Disability Services at the School of Visual Arts. The duties and responsibilities of Social Work Intern and Learning Specialist have helped her realize her passion and motivation to continue working with people with disabilities, particularly with children and adolescents. She hopes to pursue direct client work, and also incorporate her research experiences to help her further study possible interventions and treatment techniques that will enhance equal opportunities for inclusion for people with disabilities.
State College of Florida
Dr. Paul Nolting is a national expert in assessing individual math learning problems, developing effective student learning strategies and assessing institutional variables that affect math success. Since his dissertation in 1986 on improving math success with math study skills he has consulted with over a 100 college, university and high school campuses on math success. He has written journal articles, consulted on QEPs, conducted live PBS and other broadcasts, presented at numerous national conferences, written several texts, tutor manuals, handbooks on math disabilities, and computer assessment programs along with producing DVDs to improve math success. His Winning at Math text won book of the year award and is the only research based math study skills text. He is employed at the State College of Florida and has been an Institutional Test Administer, Learning Specialist, Director of Title III, Student Support Services Director, instructor, Disability Coordinator and has also been a graduate school adjunct instructor at the University of South Florida and Florida Gulf Coast University. His life has been dedicated to improving the success of math students.
David R. Parker
Children’s Resource Group, Inc.
David R. Parker, Ph.D. is a postsecondary disability specialist at CRG, a multi-specialty behavioral health practice in Indianapolis. He earned his doctorate in Special Education from UConn. David has coordinated LD/ADHD services at UNC-Chapel Hill, UConn, and Washington University in St. Louis. His research interests focus on ADHD coaching, self-determination, UDI, and technology-based strategy instruction. He is a member of the editorial review boards of Learning Disabilities Research & Practice and Career Development for Exceptional Individuals and the current executive editor of the Journal of Postsecondary Education and Disability.
Bloomsburg University of Pennsylvania
Darlene Perner earned her doctorate from the University of British Columbia. She is currently a Professor in the Department of Exceptionality Programs at Bloomsburg University of Pennsylvania, where she teaches courses on inclusive education and moderate and severe disabilities. She is also the faculty advisor for the Office of Accommodative Services where she mentors students receiving accommodations. Her primary research areas are inclusive education, curriculum differentiation, alternate assessments and postsecondary education for students with disabilities.
Randi Jo Preston
Bloomsburg University of Pennsylvania
Randi Jo Preston is currently a graduate student at Bloomsburg University. Last May I graduated from Bloomsburg with a bachelor’s degree in Speech Pathology and Audiology. Presently I am working towards a master’s degree in Elementary and Special education; I plan to graduate next May.
Michael Price Special Needs Support
As an attorney and/or consultant, Allan has advised institutions of higher education for more than 30 years on various issues, including student affairs, disability accommodations, study abroad, governance, accreditation, and risk management. Additionally, he writes for a number of publications related to higher education policy and legal issues, including a bimonthly column that appears in Disability Compliance for Higher Education. Allan has presented extensively at national higher education conferences on risk and legal liability issues related to students with significant psychological disabilities. He received his B.A. in History from Emory University and his J.D. from the University of Georgia School of Law.
University of Connecticut
Dr. Shaw is a Senior Research Scholar with the Center on Postsecondary Education and Disability and Professor Emeritus of Special Education at the University of Connecticut (UConn). He has been project director for more than six (6) million dollars in grants. He currently teaches the Grant Writing course at the University of Connecticut and does training on grant funding for public and non-profit agencies. Dr. Shaw is lead author on a book, Preparing students with disabilities for college success: A practical guide for transition planning, published by Brookes in 2010. He is also co-author of Postsecondary education and transition for students with learning disabilities (PRO-ED) and What every teacher should know about transition and IDEA 2004 (Allyn & Bacon). He wrote the postsecondary education chapter for the international Handbook of Special Education (Sage). He is a former editor of The Journal of Postsecondary Education and Disability and is currently on the editorial boards of respected professional journals including Career Development and Exceptional Individuals, Journal of Postsecondary Education and Disability, and the Journal of Special Education Leadership among others.
Jo Anne Simon
Law Office of Jo Anne Simon
Jo Anne Simon is an attorney in private practice in Brooklyn, New York, concentrating on discrimination in standardized testing, higher education and employment. She is an adjunct Associate Professor at Fordham University School of Law. Previously she served as staff attorney at Hofstra Law School’s Disabilities Law Clinic. A 1990 graduate of Fordham Law School, Ms. Simon tried the case of Bartlett v. New York State Board of Law Examiners before U.S. Supreme Court Justice Sonia Sotomayor. In Bartlett, a woman with dyslexia sought admission to the New York State bar. The Board of Law Examiners repeatedly denied her request for reasonable accommodations, asserting that she was not protected by the ADA because her having attained graduate degrees precluded her from being “substantially limited.” Justice Sotomayor ruled (before and after Sutton) that Bartlett was protected. In July 2008, Ms. Simon was invited to testify before the U.S. Senate Health, Education, Labor and Pensions Committee in connection with the proposed amendments to the ADA. The reasoning as to who is protected by the law as articulated in Bartlett was later endorsed by Congress in the ADA Amendments Act of 2008. Ms. Simon holds a Master’s degree in the Education of the Deaf from Gallaudet University. She was a certified sign language interpreter for over 20 years and has advised the NYS Courts on accessibility issues. She is President of Everyone Reading, Inc. (formerly known as the International Dyslexia Association-New York) and serves on the Professional Advisory Board of the Learning Disability Association of America.
University of Connecticut Law School
Jane Thierfeld Brown is Director of Student Services at the University of Connecticut School of Law. She has worked in Disability Services for 33 years. Dr. Brown received her B.A. from the University of Rhode Island in Speech Pathology. While coordinator of disability services at URI she received her M.S. in Counseling and M.A. in Education. She holds an Ed.D from Columbia University, Teachers College. At Barnard College she directed a federal grant program on women with disabilities in higher education. Dr. Brown’s main research interests are students with Asperger’s Syndrome in higher education and students with disabilities in high stakes graduate programs. She consults at many higher education institutions and is a frequent speaker at conferences on Asperger’s Syndrome. She co-authored, “Students with Asperger’s : A Guide for College Professionals,” which was published in 2009. The second volume, “The Parent’s Guide to College for Students on the Spectrum,” was published in 2012. Dr. Brown consults with colleges, students and families around the country on issues for students with autism spectrum disorders. She has three children, the youngest being a 20 year old son on the spectrum.
University of Pittsburgh
Megan Turske is a Disability Specialist at the University of Pittsburgh in Pittsburgh, Pennsylvania. She has worked in the post-secondary disability field for the last seven years. Megan has master’s degrees in Sociology and Special Education, and will finish a Certificate in Disability Legal Studies from the University of Pittsburgh Law School in December of 2012. She recently completed her third half marathon, and will be competing in the Chicago Half Marathon in July.
Since 2004, Tina Vires has served bright college students who happen to have disabilities, via Disability Services and the Program for Alternative Learning Styles (PALS). Currently, she serves as Coordinator of Disability Services and the Interim Director of PALS. She earned an AA from Santa Fe Community College, a BS from Limestone College, was the first person to earn the Graduate Certificate in Post-Secondary Disability Services from St. Ambrose University and is scheduled to complete her M.Ed. at SAU, June 2012. She has previously co-presented at PTI and the Western North Carolina Symposium on LD and ADHD. She is an active member of the South Carolina University & College Council of Educators Empowering Disabled Students (SUCCEEDS), the Cherokee County Transition Advisor Council (CCTAC) and the American Association of University Women (AAUW).
University of Massachusetts
Cate is the project coordinator for the NIDRR funded Center on Postsecondary Education for Individuals with Intellectual Disabilities. the ADD funded Consortium on Postsecondary Education for Individuals with Developmental Disabilities and the Office of Postsecondary Education funded National Coordinating Center at the Institute for Community Inclusion at the University of Massachusetts Boston. Previously, she served as project coordinator for the OSEP funded Postsecondary Education: A Choice for Everyone and the OPE funded Equity and Excellence in Higher Education at the Institute on Disability at the University of NH. She also has experience as a disability support coordinator and faculty member for the NH Community College System. Cate’s expertise includes the provision of individual supports for postsecondary education for people with intellectual or developmental disabilities, universal design for learning, person-centered planning and strategic planning for organizations. Email: email@example.com
University of Connecticut
Christine Wenzel is the Assistant Director at the Center for Students with Disabilities at the University of Connecticut. She has worked in this position for 8 and a half years. Christine received her Bachelor’s Degree from the University of Connecticut in Audiology and her Master’s Degree, also from the University of Connecticut, in Higher Education: Student Affairs. Christine has a particular interest in working with students with Asperger’s Syndrome in a higher education environment and coordinates and runs the S.E.A.D (strategic education for college students with autism spectrum disorders) program at the University of Connecticut. As part of the S.E.A.D program, she teaches two one credit courses specifically designed for students on the spectrum in which students are exposed to campus resources and how to access them as well as navigating the social arena of the campus climate. A description of the course can be found in “Teaching Social Skills and Academic Strategies to College Students With Asperger’s Syndrome,” Council for Exceptional Children. May/June 2010 Vol. 42 No.5. She has also co-authored “Collaboration Strategies to Facilitate Successful Transition of Students with Disabilities in a Changing Higher Education Environment,” New Directions in Higher Education. Number 154. Summer 2011, in which she discusses transition considerations for students on the spectrum. Christine has presented at several professional conferences sharing with colleagues about the S.E.A.D. program and Social Interaction strategies she has developed and was also featured on Good Morning America in 2008.
Ball State University
Bloomsburg University of Pennsylvania
Robert Wislock earned his doctorate from Penn State University. Bob is currently the Deputy to the President for Equity and the Director of Accommodative Services at Bloomsburg University of PA. He also served in a number of administrative positions at Bloomsburg including the Executive Assistant to the President and the Education & Training Manager. He was a trainer for the University Corporate Institute specializing in team building, coaching, communications, and decision-making. Bob previously held training positions at TRW Inc. and Pennsylvania Blue Shield.
Dr. Wolf is the Director of Disability Services at Boston University. She holds a doctorate in clinical neuropsychology from the City University of New York and has over 25 years of experience working with children, adolescents and adults with neurodevelopmental disorders. She has taught experimental psychology, assessment, and neuropsychology at the undergraduate and graduate levels. Dr. Wolf has published and presented nationally and internationally on issues for students with attention and learning disorders, psychiatric disabilities, and autism spectrum disorders. She holds faculty appointments in psychiatry and in rehabilitation sciences at Boston University. She was a co-editor of Adult Attention Deficit Disorders: Brain Mechanisms and Life Outcomes (2001, New York Academy of Sciences), is the senior co-editor of Learning Disorders in Adults: Contemporary Issues (Psychology Press, 2008), and is the co-author of Students with Asperger Syndrome: A Guide for College Personnel (2009, Autism Asperger Publishing Company) and Students on the Spectrum: A College Guide for Parents (2012, AAPC). Dr. Wolf’s interests include the neuropsychology of neurodevelopmental disorders and developing effective services for students with disabilities in higher education. Along with her co-presenter Jane Thierfeld Brown, she developed a model of service delivery for college students entitled “Strategic Education for students with Autism spectrum Disorders”. She is the parent of twin teenagers, one of whom is on the spectrum which gives her a unique insight into these courageous young people.
University of Georgia
Dr. Gerri Wolfe, Liaison for the University System Georgia’s Regents’ Center for Learning Disorders and the Program Coordinator for BreakThru, a National Science Foundation project designed to provide online, avatar-based virtual mentoring to students in STEM courses, brings 21 years of experience in postsecondary disability services and administration. She specializes in transition, grant writing, policy & program development, alternative media, and working with students with disabilities. Dr. Wolfe earned her doctorate in Rehabilitation and Special Education from Auburn University and was instrumental in organizing the Alabama state organization for disability service providers. She is published in peer reviewed journals and presents at the local and national levels.