University of Connecticut University of UC Title Fallback Connecticut

Presenters 2017

Presenters Scheduled for PTI 2017 include:


Faridah Abdullah
New York University

Faridah Abdullah is the Lead Accommodations Administrator at the Moses Center for Students with Disabilities at New York University. She has over four years of experience in disability services. She received a Bachelor’s of Science in Communication from University of North Florida and is currently pursuing a Masters of Social Work at NYU. In her current position Faridah is responsible for organizing and scheduling testing accommodations for over 5000 exams a year, serving as the point of contact for students, faculty and parents regarding testing, note taking, and housing accommodations, and implementing a more efficient workflow regarding student requests for accommodated testing.


Susan Ackerman
Rochester Institute of Technology

Susan Ackerman possesses a Bachelor’s degree in Psychology and a Master’s degree in Education. She is a former special education teacher who has worked in higher education at Rochester Institute of Technology (RIT) in Rochester, New York since 2002.  She has been the Director of the Disability Services Office within RIT Student Affairs since 2005. RIT has a diverse student population of approximately 17,000 students, including 1,100 Deaf and hard of hearing students within the National Technical Institute for the Deaf and about 650 self-identified students with other disabilities. Susan developed the current service and assistance animal policy with the collaboration and input of numerous campus partners including Housing Operations, Residence Life, Risk Management, and Legal Affairs. RIT students are presently making use of about forty-five animals; these are service “hearing” dogs as well as a variety of emotional support animals.


Samantha Adair
University of Georgia

Samantha Adair joined the University of Georgia’s Disability Resource Center (DRC) staff in July 2015 as a Disability Services Coordinator. Sam manages a large caseload of students and serves as the DRC Intake Co-Coordinator, Smartpen Coordinator, and on the Student Database Committee. She assisted the committee with the search for and development of a new student database system, and aided with the transition from a paper-based system to a digital one. Prior to her career at UGA, Sam worked as a mentor for student-athletes at UGA, as well as a reading interventionist for third graders in a local elementary school. She received her Bachelor’s degrees from UGA in psychology and English, and her Master’s degree from UGA in educational psychology.


Jacqueline Ahl
Culinary Institute of America

Jacqueline Renee Ahl is the Assistant Manager for Learning Strategies at the Culinary Institute of America, where she offers strategy instruction and academic coaching, supervises peer and professional tutors, oversees accommodated testing, and advises faculty and staff seeking information about learning disabilities, executive functioning, and instructional methodology.  She has 20 years of experience in disability services, and served as instructor for the Summer Institute for the Gifted (2005-2015), teaching 21 different courses for gifted and twice-exceptional youth, as well as Specialist for Disabilities and Learning at SUNY New Paltz (2007-2015). A former grant writer and performer for Arts for Peace, Jacqueline appeared as visiting poet for the Language Arts Program of The Northeast Center for Special Care, offering arts-based rehabilitation for acquired brain injury. Jacqueline’s poetry credits include A Slant of Light: Contemporary Women Writers of the Hudson Valley (2013), and her plays have been produced in NY, NC, and MO.


Carlie Andrews
Rutgers University

Carlie Andrews is the Senior Director of the Office of Disability Services at Rutgers University, and has been in the field of higher education and disability services for over 10 years.  She has presented at both the national and regional level on a variety of topics including collaborating with offices across campus, serving veterans with disabilities, and disability in diverse cultures.


Katherine C. Aquino
New Jersey City University

Katherine C. Aquino holds a BS in psychology, MA in school psychology, and a PhD in Higher Education Leadership, Management, and Policy. Her research interests include the socio-academic transitioning into and throughout postsecondary education for students with disabilities and other underrepresented student populations. Her work has been accepted to the Journal of the First-Year Experience & Students in Transition, the Journal of Postsecondary Education and Disability, and the Review of Higher Education. Katherine currently serves as Adjunct Professor and Program Specialist for Accreditation and Assessment at New Jersey City University. She was the recipient of the 2015 Disability Determination Grant, awarded by Policy Research, Inc. She is the co-editor and contributing author of Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success.


Catherine Ashe
University of Georgia

Catherine Ashe is a senior coordinator at the University of Georgia’s Disability Resource Center.  Prior to working at UGA, Catherine worked as a vocational rehabilitation counselor for the state of Idaho while earning her Master’s in Education in Rehabilitation Counseling.  Catherine’s interest in social media accessibility stems from her past experiences working for Apple and her love of photography.  When she is not at work, she is probably instagramming her latest travel adventure or her dogs. Follow her UGA Instagram posts at @ugaability.


Cheryl Ashcroft
Lehigh University

Cheryl Ashcroft has been the Assistant Dean of Academic Support Services at Lehigh University since 1993.  Prior to her appointment at Lehigh, she was employed at Northampton Community College for fifteen years, where she was Director of Disability Support Services.  She is a PA licensed psychologist with over 35 years of experience in higher education disability support services.  She has presented at numerous conferences and has been a consultant to several universities.


Manju Banerjee
Landmark College

Manju Banerjee is Vice President of Educational Research and Innovation at Landmark College, Putney, VT. She oversees the Landmark College School of Educational Design, which includes the Landmark College Institute for Research and Training (LCIRT) and Division of Educational Technology and Online Programs (ETOP). Dr. Banerjee has over 30 years of experience in the field of learning disabilities, ADHD, and postsecondary disability services. She is a certified diagnostician and teacher-consultant on learning disabilities. She has published and presented extensively, both nationally and internationally, on topics such as, disability documentation and accommodations, technological competencies for postsecondary transition, online learning, and universal design. Dr. Banerjee is an editorial board member of the Journal of Postsecondary Education and Disability; LD: A Multi-Disciplinary Journal, Professional Advisory Board member on the National Council on Learning Disabilities and the Learning Disability Association of America.


Kirsten Behling
TuftsUniversity

Kirsten Behling is the Director of Student Accessibility Services at Tufts University. Prior to coming to Tufts, Kirsten spent 8 years as the Director of Disability Services at Suffolk University where she created the office and helped increase awareness of disability needs across campus. Kirsten currently teaches online through the University of Connecticut’s Certificate Program in Disability Services. Kirsten’s interest includes online learning and access, procurement and policy development that is inclusive of institutional need. Kirsten can be reached at: Kirsten.behling@tufts.edu.


Loring C. Brincherhoff
Educational Testing Services

Loring C. Brinckerhoff is the Director of the Office of Disability Policy for Educational Testing Service (ETS) in Princeton, NJ. He is also a higher education and disability consultant to Harvard Medical School. He earned his Ph.D. in learning disabilities at the University of Wisconsin-Madison where he started the LD Support Services office in the McBurney Disability Resource Center. His primary responsibilities at ETS are to oversee testing accommodations for 12,000+ test takers with disabilities who are seeking accommodations on ETS brands high stakes tests, and training and supervision of over 30 experts who review disability documentation for ETS.


Jane Thierfeld Brown
Yale Medical School

Jane Thierfeld Brown is Assistant Clinical Professor at Yale Child Study, Yale Medical School, Director of College Autism Spectrum and former Director of Student Services at the University of Connecticut School of Law. She has worked in Disability Services for 37 years. She holds an Ed.D from Columbia University, Teachers College. Dr. Brown consults with many families, students, school districts and institutions of higher education. Dr. Brown has appeared on Good Morning America, CBS News and NPR. She has co- authored “ Student with Asperger’s: A Guide for College Professionals,” (2009) “The Parent’s Guide to College for Students on the Autism Spectrum,” (2012) and “Behavior Management and Self-Regulation,” (2012) along with many textbook chapters and articles. Dr. Brown is married and has three children, the youngest being a 24 year old son with Autism.


Michele Bromley
Portland State University

Michele Bromley is the Adaptive Technology Specialist and Alternative Formats Coordinator for the Disability Resource Center at Portland State University (PSU). She has worked in disability services since 2009 and at PSU since 2014. Michele has facilitated numerous adaptive technology and digital accessibility trainings at PSU and presented on captioning, alternative format production, accessible web design, and adaptive technology for the Oregon Association of Higher Education and Disability (ORAHEAD). Recently, Michele presented on effective adaptive technology implementation for AHEAD’s 2016 Accessible Media, Web and Technology Conference. Michele is currently serving her second term as Communications Officer on the ORAHEAD Board of Directors and her first term as a member of PSU’s Accessibility Committee. Through her work on adaptive technology and accessible digital materials, Michele has become passionate about the ways in which adaptive technology can allow students to access, process, and output information using methods that complement individual learning techniques.


Rick Bryck
Landmark College

Rick Bryck received his Ph.D. in Psychology from the University of Oregon. His graduate work centered on the study of executive function (EF) using both behavioral and neuroscience methodologies. His current interests revolve around understanding disparities in EF, as well as testing the efficacy of interventions and programs aimed at enhancing EF. Dr. Bryck has served as the principal investigator on grants exploring an in-home cognitive training program for low income children, the well-being and academic effects of resilience training for college students with learning differences (LD), and as a program evaluator on a NSF funded project providing STEM mentoring for students with LD. Rick has presented professional learning workshops on executive functioning, long-term memory and educational techniques for enhancing learning.


Elizabeth Carpenter
University of Rochester

Elizabeth Carpenter is an Access Coordinator with Disability Resources at the University of Rochester. Her focus is on ensuring access for students with medical and sensory disabilities. Liz engages in outreach to prospective students and families, and leads the College’s pre-orientation program: UR Transition. She earned her BS in Business Education from SUNY Albany and completed the Online Graduate Certification Program in Postsecondary Disability Services at UCONN’s Neag School of Education.


Andrew Cioffi
Suffolk University

Andrew Cioffi is a graduate of Suffolk University in Boston, where currently serves as the Director of Disability Services. His areas of professional interest include promoting university-wide accessibility, assistive and emerging technology, and the intersection of disability and diversity. Andrew’s teaching experience includes Anatomy and Physiology, First Year Seminar, Career Exploration and Development, Issues in Postsecondary Disability Services, and Assistive Technology in Postsecondary Education. Andrew has served as Chair of the Assistive Technology committee for New England AHEAD and presented both regionally and nationally on best practices in access and accommodation.


Michael Connor
Suffolk University

Michael Connor has been the Alt-Text Specialist at Suffolk University since October 2014. He is responsible for providing alternative text and assistive technology support for students; technology trainings for students, staff, and faculty; and coordination of campus wide accessibility initiatives. Michael’s work includes accessible course design and evaluation of product accessibility. Before working at Suffolk he worked for 3 years at Perkins School for the Blind in the DeafBlind department, where he worked with students in their academic programs. Michael is a graduate of Boston College where he earned his Bachelors of Arts degree in History.


Ibrahim Dahlstrom-Hakki
Landmark College

Ibrahim Dahlstrom-Hakki earned his Ph.D. in Cognitive Psychology from the University of Massachusetts Amherst. Dahlstrom-Hakki has taught both graduate and undergraduate courses at a number of campuses including Landmark College, the University of Massachusetts Amherst, Mount Holyoke College, SIT Graduate Institute, Holyoke Community College, and the University of Phoenix. He has been principle investigator on several major NSF awards focused on using technology to teach STEM to students with LD, ADHD, and ASD. In addition to his research work, Dahlstrom-Hakki routinely delivers professional development workshops and trainings to secondary and postsecondary educators on topics including: Teaching STEM to students with disabilities, Universal Design for Learning, and Teaching with Technology.


Laura DiGalbo
Central Connecticut State University

Laura DiGalbo, M.Ed, CRC, LPC, received her B.A in psychology from Randolph-Macon Woman’s College in Lynchburg Virginia and her M.Ed at the University of Hartford in Education /Counseling. During her career she has completed several clinical fellowships including those in mental illness and substance abuse. Laura has worked in the field of Rehabilitation & Education for over 40 years. It was during this time that she developed an interest in the issues affecting students who have difficulty coping with rigors of post secondary education including those with psychiatric disabilities. Laura co authored a chapter in the 30th  Institute on Rehabilitation Issues monograph entitled “Innovative Methods of Providing Services to Individuals with Psychiatric Disabilities”. She is adjunct faculty in the Counseling and Family Therapy graduate program at Central Connecticut State University. Laura’s expertise in psychiatric disabilities and post-secondary education has led her to present at National and International conferences as well as to provide in-service training and consultation at Colleges and Universities throughout North America.


Lyman Dukes III
University of South Florida, St. Petersburg

Dr. Lyman Dukes III, is a Professor of Special Education at the University of South Florida St. Petersburg. He has more than 20 years of educational experience. He is co-editor of the book, Preparing Students with Disabilities for College Success: A Practical Guide to Transition Planning and he has published and presented extensively on topics related to postsecondary education and students with disabilities. He has also received transition-relevant grant funding totaling more than $2 million. His current research interests include transition from school to adult life, universal design in postsecondary education, and guidelines for research on postsecondary education and disability. He can be reached via email at: ldukes@usfsp.edu


Kathy Duggan
Boston College

Kathy Duggan, Ph.D., has over 34 years of experience in the field of learning disabilities and ADHD.  She is Director of the Connors Family Learning Center at Boston College.  Kathy manages a learning center that serves the entire student body at BC as well as over 500 students with learning disabilities and ADHD.  She oversees 80 professional, clerical, and student staff and promotes program and policy changes on campus.  She is a diagnostician, certified teacher and consultant.  She is an expert on the disability review panel for ETS in Princeton, NJ.  She has presented locally on topics of college transition and assessment with the Woodcock-Johnson.  Before BC, Kathy taught special education in a local public school system and served as TEAM chair for the district.


Kelli FeQuiere
College of the Holy Cross

Kelli FeQuiere is the Coordinator of Disability Services at the College of the Holy Cross in Worcester, Massachusetts. She has been with Holy Cross for two years and holds a Master of Science in Assistive Technology and Human Services from California State University, Northridge. She currently evaluates neuro-psych and psycho-ed evaluations to determine eligibility for accommodations and participates in an interactive process with students to select reasonable accommodations.  Kelli participates actively in departmental assessment projects, especially those related to student learning outcomes assessment.


Heity A. Fonseca Cruz
University of Puerto Rico

Heity. A. Fonseca Cruz is a student at the University of Puerto Rico in Cayey. Belongs to the Department of Natural Sciences and courses its fourth year in the institution where is member of the student organizations American Medical Student Association (AMSA) and Honorary Society of Biology Chapter of Cayey. Works as a scorer, tutor and reader of students with functional diversity. He has conducted research on bacteriophages, viruses that infect bacteria and could serve as an alternative treatment to antibiotics. In addition, carried out a research on possible anxiolytic effects of the extract crude of brown algae in Drosophila melanogaster. Also, research on resilience, stigma and adaptation to the impediment of university students with functional diversity on campuses of Cayey, Ponce and Aguadilla in Puerto Rico. Long-term plans are to finish their studies in medicine, specifically in neurosurgery.


Casey Frechette
University of South Florida, St. Petersburg

Casey Frechette is an assistant professor of digital journalism and design at the University of South Florida St. Petersburg, where he teaches digital production classes and researches how technology shapes journalism and education. Casey has over 16 years of experience in instructional design and online teaching and an extensive background in various web technologies, including both client and server-side languages.


Amanda Hales
University of Georgia

Amanda Hales joined the University of Georgia’s Disability Resource Center (DRC) staff in 2008 and has been serving as a Disability Services Coordinator since 2014. Amanda manages a caseload of students and serves as the DRC Scholarship Liaison, Housing Liaison and Chair of the Student Database Committee. Amanda was instrumental in assuring a smooth transition from a paper-based records and accommodations system to a digital one. She and her team developed a phased approach that has proven to be successful and resulted in more timely and effective processes and procedures. Prior to her career at UGA, Amanda worked as a Nursing Assistant and Activity Director where she assisted persons with disabilities and found her calling for helping others.


Stacey Harris
Boston University

Stacey Harris, J.D. is currently the Associate Director of Disability Services at Boston University.   She has been working in the disability field for over 25 years an attorney, mediator and Higher Ed administrator.  Formerly the Director of Disability Services at both Lesley and Monmouth Universities.  Stacey currently focuses on disability policy and compliance at Boston University.  At Boston University she also co-runs a student mediation program and is a Massachusetts volunteer family court mediator.


Linda Hecker
Landmark College

Linda Hecker, M.Ed., has taught at Landmark College since it was founded in 1985, serving in multiple roles: directing tutorial and teacher training programs; teaching English, study skills, and music classes; and serving as an academic advisor and dean.  She was appointed to the Landmark College Institute for Research and Training in 2001, and currently serves as Lead Education Specialist. She frequently presents workshops, seminars and graduate courses for educators and parents.   Ms. Hecker is the author of numerous articles and book chapters, including work on multisensory learning and supportive technology.  She received her B.A. from Brandeis University and her M. Ed from the University of Hartford.


Elin Myers Hoffman
Appalachian State University

Elin Myers Hoffman is an associate professor of Special Education at Appalachian State University. She earned a BS in Elementary Education, and an MS and a PhD in Special Education, with a minor in child and adolescent development from Indiana University. Her work centers on higher ed. teaching and teacher preparation for educators who will be working with students with mild disabilities, including those with specific learning disabilities and students with autism spectrum disorder. Her research interests focus on effective teaching practices in higher education, especially for college students with mild disabilities. She has authored or co-authored research papers in peer-reviewed journals such as Teacher Education Quarterly, Journal of College Teaching, Environmental Health Perspectives and Education and Training in Developmental Disabilities. Dr. Hoffman teaches graduate and undergraduate courses on specific learning disabilities, autism, social skills, collaboration and inclusion. Her interest in curriculum development has led to the creation of several new courses in special education, including a role in the development of a graduate certificate in Autism Spectrum Disorders. She is currently serving as Director of the College Star grant at ASU.


Svea Howard
University of New England

Svea Howard, M.A., is the Disability Services Coordinator at UNE and has over seven years of experience in higher education. Her background is in disability services and ADA coordination but has experience in career services and as a peer tutor coordinator. She has a master’s degree in Professional Writing from Chatham University and a certificate in teaching English as a Second Language from Hamline University. She authored “Developing a Successful College Peer Tutoring Program,” published in the Learning Assistance Association of New England (LANNE) newsletter in January of 2011 which looked at the particular challenges peer tutors faced when working with students with learning disabilities. Currently her main area of interest and research is emotional support animals and self-advocacy at the post-secondary level.


Jamie Inlow
Appalachian State University

Jamie Inlow is the Director of As-U-R at Appalachian State University. She went to James Madison University and received her B.S. in Health Assessment and Promotion, which led to a Master’s Degree from Appalachian State University in Clinical Exercise Science. After working as a full-time graduate assistant in the Learning Assistance Program with “at-risk” student athletes, she pursued an internship in the Learning Assistance Program as the men’s tennis and baseball academic advisor.  Working one-on-one with “at-risk” student athletes facing ineligibility allowed her implement organizational strategies, study skills, and strategic tutoring methods. In May of 2015, she became the Director of College STAR’s As-U-R Program.  Jamie creates individualized support plans for each As-U-R student and teaches classes on leadership, goal-setting, time management, study skills, and discussion-based learning. Her focus involves continual development of curriculum and programming to better retain students with executive function challenges at Appalachian State University.


Justin Kelley
Rutgers University

Justin Kelley is the Assistant Director of Residence Life for Student Support at Rutgers University, managing health and wellness concerns of the residential student population. He has presented at national and regional level conferences in areas of behavioral health intervention, threat assessment, and non-clinical case management in a residence life model. Justin joined Rutgers University in 2011 after completing his graduate studies at Virginia Tech.


Jeanne Kincaid
Drummond Woodsum Attorneys at Law

Jeanne Kincaid is a nationally known disability lawyer and consultant, representing colleges and universities nationwide and public and independent schools regionally 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 the University of New Hampshire School of Law (formerly Franklin Pierce Law Center).


Allen Kropp
Drummond Woodsum Attorneys at Law

Allen Kropp is a member of the School & Education, and Higher Education Practice Groups. He specializes in civil rights, special education, and disability law, and works extensively with schools, colleges, and universities on a wide range of disability issues under Section 504 and the Americans with Disabilities Act, gender discrimination issues under Title IX, and race/color/national origin matters under Title VI of the Civil Rights Act. His experience includes policy development and assessment, audits of civil rights compliance, trainings, mediations, school and university-based investigations. Allen served in several roles within the United States Department of Education (DOE), including Deputy Chief Attorney and Interim Director of the Office for Civil Rights Regional Office in Boston. Previously, Allen was a senior policy advisor and Regional Commissioner for the Rehabilitation Services Administration, DOE’s chief official responsible for federal monitoring and oversight of State Vocational Rehabilitation agencies and adult disability programs across New England.


Ian Kunkes
University of Colorado Boulder

Ian Kunkes is the current director in The Office of Disability Support Services at Virginia Commonwealth University and a member expert review panel with ETS. He earned his undergraduate degree at The University of Massachusetts  and did his graduate studies in clinical psychology (with a focus on neuropsychological assessments and learning disabilities) at Loyola University, Maryland. Over a 10 year career, he has provided supports for students with disabilities at such institutions as The Catholic University of America, Johns Hopkins University, Goucher College, UMBC and in the K-12 system. Presently, his efforts are focused on modernizing and establishing best practices for post-secondary disability supports and how to promote a climate of inclusion and accessibility on the college campus. Ian is very honored and excited to be presenting for the second year in a row at PTI and looks forward to seeing the colleagues and friends he has made at the institute in previous years.


Adam Lalor
University of Connecticut

Adam Lalor, Ph.D., is an instructor in the Department of Educational Psychology in the Neag School of Education at the University of Connecticut. His research focuses on the preparation of higher education administrators to serve students with disabilities, postsecondary transition, and higher education administration.


Sophie Lampard Dennis
Landmark College

Sophie Lampard Dennis, has been an Associate Professor of Education at Landmark College for 18 years, teaching First-Year seminars and Wilson Method reading courses. She has researched, written and presented widely in her field of college students with learning disabilities.  Recent publications include: The New England Journal of Higher Education, Faculty Focus, About Campus, and The Teaching Professor.


Will Lindstrom
University of Georgia

Will Lindstrom is the director of the Regents’ Center for Learning Disorders at the University of Georgia, an evaluation, training, and research center dedicated to serving postsecondary students with learning-related disabilities. He is licensed as a psychologist in Georgia and Virginia. His primary research interests relate to the assessment and documentation of postsecondary learning-related disabilities. Relevant publications have appeared in the Journal of Attention Disorders, Journal of Disability Policy Studies, Learning Disabilities: A Multidisciplinary Journal, The Clinical Neuropsychologist, and Archives of Clinical Neuropsychology.


Neal Lipsitz
College of the Holy Cross

Neal E. Lipsitz, Ph.D. is Associate Dean for Student Development at the College of the Holy Cross in Worcester, Massachusetts. He oversees Counseling, Health, Wellness, and Disability Services. Dr. Lipsitz has been a licensed psychologist and has been in the field of college mental health for over 25 years. He currently coordinates services for students with disabilities along with his other administrative responsibilities. Over the past several years, Dr. Lipsitz has been presenting at local and national conferences on many aspects of service provision to students with disabilities. He taught an advanced seminar to senior psychology majors at Holy Cross on adult psychopathology for 5 years and now teaches a first-year seminar on Positive Psychology.  He is co-editor of:  Beyond the Americans with Disabilities Act: Inclusive policy and practice for students with disabilities in higher education (2014).


Allison Lombardi
University of Connecticut

Dr. Lombardi teaches undergraduate and graduate courses in the Special Education Program. She’s also the director of the graduate certificate program in Postsecondary Disability Services. Dr. Lombardi studies the transition from adolescence to adulthood, with a particular focus on college and career readiness (CCR) and higher education experiences of underrepresented groups, including students with disabilities. She focuses on survey design methods and has experience in the development, field-testing, and initial validation of several measures intended for secondary and postsecondary students and college faculty. More recently, she’s focused on the utility of Positive Behavior Interventions and Supports (PBIS) as an implementation vehicle for CCR in high schools, leveraging Information Technology (IT) literacy as a means to teach transition skills to secondary students with disabilities, and expanding the discourse on diversity in higher education to include disability. Dr. Lombardi currently serves on the editorial boards of the Journal of Diversity in Higher Education, Career Development and Transition for Exceptional Individuals, and the Journal on Postsecondary Education and Disability. Before joining the faculty at the University of Connecticut, Dr. Lombardi was a Postdoctoral Research Associate at the University of Oregon’s College of Education.


Benjamin J. Lovett
SUNY Cortland

Benjamin J. Lovett, Ph.D., is associate professor of psychology at SUNY Cortland, where he teaches classes in the assessment and management of students with high-incidence disabilities. His research focuses on the diagnosis of learning and attention problems and the provision of testing accommodations to students with these problems. He has over 70 publications, including a full-length book on testing accommodations, and he frequently gives invited talks and workshops on his areas of research. In addition, he is a licensed psychologist, and he has consulted on testing accommodations issues with a variety of independent testing agencies, higher education institutions, and K-12 schools.


Fran Manocchio
Worcester State University

Fran Manocchio serves as an Assistant Dean of Student Affairs and Director, Student Accessibility Services at Worcester State University, Worcester, Massachusetts.  Fran brings 40 years of work in social justice and human services to her position.  Prior to joining WSU in 2011, Fran was Director of Human Rights and Disabilities for the City of Worcester, the second largest city in the Commonwealth of Massachusetts and previously served as an executive director for two non-profit agencies.  She earned her undergraduate degree in psychology and sociology from Merrimack College and a Master’s Degree and Certificate of Advanced Graduate Studies in Rehabilitation Counseling from Assumption College. She has been actively engaged in several community and state boards, including the Advisory Board for the Massachusetts Commission Against Discrimination.


Lindsay R. Masters
Daemen College

Lindsay R. Masters is the Life Skills Coach supervisor and part of the supervising team for the Studio Support Program at Daemen College. She oversees peer Life Skills Coaches who aid students in strengthening their executive functioning and adaptive life skills to improve classroom behavior in unstructured art learning environments. She has facilitated various campus faculty/staff workshops on supporting students on the autism spectrum by recognizing common ASD manifestations, reducing potential triggers for disruptive behavior, and improving communication through universal design.


Kelly J. McGill Seega
Worcester State University

Kelly J. McGill Seega has been active in the field of higher education for over thirteen years, focusing on student programing, orientation, academic advising and most recently, disability services. Kelly received her Bachelor’s Degree from Framingham State College and her Master’s Degree in Education from Sacred Heart University. Kelly currently serves as the Learning Specialist in the office of Student Accessibility Services at Worcester State University. In this role Kelly works to insure equal access to education and university life for students with disabilities. Kelly works directly with students with various disabilities and coordinates awareness initiatives within the office such as the Delta Alpha Pi International Honor Society and the Peer Advisory Leadership mentoring program (PAL). Kelly also serves as an Academic Advisor for undeclared students registered with the office, serves on the Student Affairs Strategic Planning and Retention and Hospitality Committees.


Ruth N. Mercado Cruz
University of Puerto Rico at Cayey

Ruth N. Mercado Cruz, PhD., CRC is a Rehabilitation Counselor, Instructor and Student Disability Coordinator at the University of Puerto Rico at Cayey. She completed her doctor’s degree in the Rehabilitation Counseling Education Program at University of Iowa. She’s licensed and certified as a Rehabilitation Counselor in Puerto Rico and has over 10 years of experience at the rehabilitation counseling field. Her primary area of researches includes reasonable accommodations in college students, adaptation to disability and stigma issues, aging studies, substance abuse in women, and transition on college students with disabilities.


Jessica Monahan
University of Connecticut

Jessica Monahan, M.A., is a second year doctoral student under Dr. Allison Lombardi at the University of Connecticut. Areas of research interest include transition to postsecondary education for individuals with intellectual disabilities, College and Career Readiness for students with intellectual disabilities and self-determination. Her experience includes working in the public school systems for four years, as well as serving as a Project Coordinator for a Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grant for a year.


Morgan Murray
Educational Testing Services

Morgan Murray, M.S. Ed, joined ETS in 2014 as the Disability Policy Consultant. She assists with reviewing documentation and developing procedures that assist in accommodating individuals with disabilities. Morgan worked previously worked as a vocational rehabilitation counselor and director of disability services at the college/university level. Morgan is currently pursuing her Ph.D in Education.


Dorothy A. Osterholt
Landmark College

Dorothy A. Osterholt, Associate Professor of Education and founding faculty member at Landmark College has researched, written and presented widely in her field of college students with learning disabilities. Recent publications include: The Journal of Development Education, About Campus and The New England Journal of Higher Education.


Ann Panetta
Quinsigamond Community College

Ann Panetta, M.Ed. has been a Coordinator of Disability Services at Quinsigamond Community College in Worcester, MA since 2008. She manages a caseload of over 125 diverse students with learning disabilities and ADHD, including advising first-year students with disabilities. Additionally, she is part of a collaborative effort to bring mindfulness programming to campus. Before moving to post-secondary education, she worked for nine years in the K-12 system in both public and private schools as a special educator. Ann earned a B.S. in Psychology from Springfield College and a M.Ed. in Special Education from Fitchburg State College. Ann looks forward to presenting with her daughter, Allison, who graduated from Goucher College in 2013 with a degree in Communications (French minor) after attending a state college and community college.


Alyssa Paquin
University of Connecticut

Alyssa Paquin is a second year master’s student in the Higher Education and Student Affairs Program in the Neag School of Education at the University of Connecticut. She completed her Bachelor’s degree in Psychology at the University of New Hampshire. She is currently an intern at Connecticut College in the Academic Resource Center and Student Accessibility Services. Her research interests include academic advising and the intersections between neuroscience, higher education and the disability field.


Hahna Patterson
University of New England

Hahna Patterson, M.A., is the Director of Disability Services at UNE.  In his last position, he worked as the Director of Behavioral Health for the Maine Army National Guard.  During his time with the Maine Army National Guard, he supported Soldiers and their families in their transition from deployment to civilian life.  Previously, he worked for eight years as a clinical counselor at the University of New England and was an adjunct faculty in the psychology department. Hahna holds a master’s degree in counseling psychology and is a Licensed Clinical Professional Counselor.


Victoria Penske Aitchison
Lehigh University

Victoria Penske Aitchison- Tori has been the Director of the Parents’ Program at Lehigh University since 2011 She is responsible for leadership giving from true parents, including an intensive first-year engagement strategy. In her role, she also manages a 70 family Parents’ Council comprised of true and alumni parents.  In the time she has been leading the program, the Parents’ Council total giving has grown from $500,000 to $3M and total true parent giving has consistently been in the $2-3M range. Tori’s favorite role is meeting with families to learn their philanthropic interests and passion and connecting them to meaningful ways to make a difference for our students. She has served on the planning committee for the National Parents’ Fundraising Conference and presented both a plenary session and break-out session.  Prior to Lehigh, Tori was with United Way of the Greater Lehigh Valley. While at Lehigh, Tori studied Journalism and English and is now pursuing a Master of Arts in Theological Studies at Moravian Theological Seminary.


Nora Pollard
Educational Testing Services

Dr. Nora Pollard, Sr. Disability Policy Coordinator, joined ETS in 2012. Prior to joining ETS Nora taught at the college level training future teachers and educational diagnosticians. She reviews documentation and provides information to evaluators, and disability services providers concerning information necessary to support requests.


Joseph Polizzotto
California Community Colleges

Joseph Polizzotto is access technology specialist instructor at the High Tech Center Training Unit (HTCTU) of the California Community Colleges, where he trains college faculty and staff on alternate media and assistive technology. His recent research interests include accessible EPUB 3 and mobile reading systems. Joseph graduated with a B.A. in History from UC Santa Cruz in 2000 and received an M.A. in TESOL from San José State University in 2004.


William N. Presutti
Fairleigh Dickinson University

William N. Presutti is the Director of the Regional Center for Learning Disabilities on the Florham Campus of Fairleigh Dickinson University and an Adjunct Instructor in the Learning Disabilities Program. Bill has extensive experience working with students with learning disabilities in New Jersey as a former School Superintendent, Principal, Director of Special Services and teacher. He served six years as Superintendent of the Union County Educational Services Commission, a countywide educational agency serving students with special needs as well as 13 years as Superintendent in two local districts.  Bill holds a B.S. in Psychology from the University of Scranton and an M.S. in Special Education from Central Connecticut State University.


Kristie Proctor
Quinsigamond Community College

Kristie Proctor is Director of Disability Services & Assistive Technology at Quinsigamond Community College in Worcester, MA.  Kristie has been in the postsecondary disability field for over 20 years, serving at San Jose State University, SUNY – New Paltz, and Clark University before arriving at QCC.  Kristie obtained her B.S. from Barrington College and her M.Ed. (Special) from San Jose State University. As a mom to three daughters, Kristie looks forward to presenting with her oldest Bethany, who is studying Photography at University of Hartford’s Hartford Art School. Previously, Bethany attended community and state colleges in her life after high school.


Emily Quinn
University of Tennessee

Emily Quinn is the Assistant Director of the Disability Resource Center at the University of Tennessee at Chattanooga. Emily co-authored the BASICS College Curriculum, a series of texts for college students with Autism Spectrum Disorders.


Terri Rodriguez
Quinsigamond Community College

Terri Rodriguez is the Associate Director of Disability Services at Quinsigamond Community College in Worcester, MA.  A lifetime educator, Terri began her career as a high school history teacher, moved to Residence Life and Academic Support, then found her passion for students with disabilities. Terri earned a B.A in History from Regis College and a M.A. in Special Education from the University of Arizona. Terri has presented locally and nationally on issues of disability. Currently, Terri serves on the Board of New England AHEAD representing the interest of community colleges.


Coralys A. Rosa-Marcano
University of Puerto Rico at Cayey

Coralys A. Rosa-Marcano is an undergraduate chasing a bachelor degree on Natural Sciences at the University of Puerto Rico at Cayey. Her interest on research started when she was diagnosed with dyslexia during her third semester as a college student. Today, with her research mentor, she investigates resilience, adaptation to disabilities and stigma perception of college students with functional diversity. She plans to continue graduate studies and research the perceived stigma of high school students with disabilities who want to continue undergraduate studies.


Jennifer Runco
Daemen College

Jennifer Runco, M.Ed., serves as co-director for the Studio Support Program and Coordinator of Disability Services at Daemen College. She has presented at various conferences about best practices for supporting students on the autism spectrum in the arts. She has also facilitated training workshops for faculty, staff, and parents about autism and other disabilities.


Amy Rutherford
University of Tennessee at Chattanooga

Amy Rutherford is the Assistant Director for the Mosaic program at the University of Tennessee at Chattanooga. Amy co-authored the BASICS College Curriculum, a series of texts for college students with Autism Spectrum Disorders. She serves on the Board of Directors for the Chattanooga Autism Center and is working toward obtaining licensure in Mental Health Counseling.


Molli Goggin
University of Georgia

Molli Goggin joined the DRC’s staff as a Coordinator Assistant in 2012. She was promoted to her current position as a Senior Coordinator in 2013. Molli manages a caseload of students and coordinates leadership programs within the DRC. Specifically, Molli oversees the DRC’s Speakers Bureau, Transition Alliance, and annual scholarship reception. Before joining the DRC, Molli earned a Bachelor of Science degree in Family and Consumer Sciences with a Business concentration from Samford University. Prior to her career at UGA, Molli worked as a project coordinator in higher education.


Cyrus Shaoul
Landmark College

Cyrus Shaoul got his PhD in psychology from the University of Alberta (Edmonton, AB, Canada). He has been doing experimental research on language processing, computational modeling and learning since 2004. He has taught and done research at the University of Tuebingen (in Germany). He is currently an associate professor and senior academic researcher at the Landmark College Institute for Research and Training in Putney, VT. Some of his current research areas include: measuring transfer from cognitive training games to academic tasks, looking at EEG signatures of learning and using VR experiences to lower barriers for students interested in STEM.


Jeffrey Shaumeyer
Gallaudet University

Jeffrey Shaumeyer trained as an experimental physicist. In physics, aerospace, and telecommunications labs: he has implemented automated (computerized) systems and designed and executed large-scale statistical analyses of data. His recent projects have been in nonprofit educational science outreach, in particular, producing and hosting video conversations with authors of recently published books on popular-science topics called “Read Science!” He has worked with Gallaudet’s Office of Students with Disabilities since 2012 on technical reports and statistical analyses, most recently on the mentioned seven-year study, and the now ten-year study that is the basis for this presentation.


Anne Staab
University of Rochester

Anne Staab is the access assistant at the Center for Excellence in Teaching and Learning at the University of Rochester, where she enjoys working with note-taking and testing accommodations. She is also a fiction writer (published under Anne Wagener) and is currently working on a novel about anxiety and mental health.


Marshall Sunnes
New York University

Marshall Sunnes is the Disability and Asssitive Technology Specialist at the Moses Center for Students with Disabilities at New York University. He has over seven years of experience with assistive technology (AT) and alternate format. Previously, he was Coordinator of Central Access, a Washington state based alternate format processing center. He has consulted and collaborated with a variety of organizations on AT and alternate format.


Ildiko Szekely
Boston College

Ildiko Szekely is the Assistant Director at the Connors Family Learning Center at Boston College. She provides specialized academic support for student with learning disabilities and ADHD. She also offers one-on-one and small group workshops for students who need additional support with academic skills, such as time-management, writing, study-skills, as well as strategies pertaining to transitioning into post-secondary education. Ildiko received her M.A. in Education, as well as a Secondary English Teaching Credential from UC Berkeley. She worked six years as a Language Arts high school teacher; her last stop being Landmark High School in Beverly where she collaborated in designing curriculum for students with specific language based learning disabilities with emphasis on fluency, composition, comprehension, and study skills.


Emily Tarconish
University of Connecticut

Emily Tarconish, M.S., CRC, LPC is a first-year doctoral student at the University of Connecticut working with Dr. Allison Lombardi. Her research interests include accommodation provision to students with disabilities in higher education, examining how to improve support for postsecondary students with brain injuries, as well as the effects of peer support and mentoring for these students. Emily’s previous experience includes working as a behavioral specialist, a vocational rehabilitation counselor, and as the Director of Accessibility Services at Clark University, where she developed and oversaw a disability-centered student group and peer mentoring program.


Patricia Tesar
Gallaudet University

Patricia Tesar is Director for the Office for Students with Disabilities (OSWD) at Gallaudet University. She has been employed at Gallaudet for 33 years, spending the last 31 years with OSWD. Dr. Tesar has served on numerous professional boards whose collective purpose is to enhance rehabilitation, employment, and educational opportunities as well as to ensure equal access for deaf students and adults with disabilities. These include but are not limited to, Past President of the American Deafness and Rehabilitation Association and the Disability Inclusion Advisory Committee and the Developmental Disabilities Council; both sponsored by the Executive Office of the Mayor of the District of Columbia. She has been a member of the Association for Higher Education and Disability since 1986 and a member and president elect of C-AHEAD formally the Nation’s Capital Area Disability Support Services Coalition, and the Maryland Disability and Higher Education Network since 1990. She has previously served on the board of the Northeast Technical Assistance Center (NETAC).


Charnetta Teel
Educational Testing Service

Charnetta Teel joined ETS in 2000 as a customer service agent. Her role evolved to one of the lead CSR’s in assisting test takers. Charnetta joined the Office of Disability Policy in May, 2012. Her role in this capacity includes assisting the Director in organizing his presentations and ensuring that accessibility guidelines are met. Charnetta also assists in developing policies and procedures that guide ETS in accommodating individuals with disabilities.


Samra Ward
University of Georgia

Samra Ward is a senior coordinator at the University of Georgia’s Disability Resource Center.  Samra holds an undergraduate degree in psychology and French from the Sally McDonnell Barksdale Honors College at the University of Mississippi, as well as a Master’s in Higher Education/Student Personnel.  Samra spent her undergraduate days overseeing social media for her sorority and various campus organizations, and founding her alma mater’s annual wheelchair basketball tournament.  Samra has enjoyed combining those two loves into a full-time career in disability services, where she primarily meets with students and oversees her department’s social media.  You can follow her on twitter at @SamrAbility.


Katie Weber
Northeastern University

Katie Weber holds an M.A. in Sociology from Columbia University, a B.A. in Sociology and English Language and Literature from Gordon College, and a certification in Post-Secondary Disability Services from University of Connecticut.  In her role as a Learning Disability Specialist and Technology Coordinator at Northeastern University, she provides disability-related support services to students with learning disabilities and/or AD(H)D, ensuring the student’s equitable participation in the academic experience. She also helps students understand their disability, and the impact it has on their academic lives, offering one-on-one, specialized advising and instruction on academic skills and other compensatory strategies specific to each student’s needs.  As the Technology Coordinator, she advises staff and students on technology for projects and accommodations, and she trains staff in the use of different accessibility programs.


Amy Wight
University of Rochester

Amy Wight is the Assistant Director of Disability Resources at the University of Rochester. Her focus is on supporting students with learning disabilities and promoting the understanding of diverse learners and abilities through Universal Design for Learning and inclusive teaching principles. Prior to joining the University of Rochester, Amy worked as a certified special education and inclusive education teacher in the K-12 setting. She earned her BS in Psychology at Penn State University and her MS in Inclusive Education at Nazareth College.


Will Wiles-Skeels
Kurzweil Education, Inc.

Will Wiles-Skeels is Business Manager at Kurzweil Education, Inc, and an Account Manager for New England. He has worked at Kurzweil since 2007. In 2011, Will changed his role so that he could work directly with the individuals and institutions using Kurzweil. In this capacity he has worked with K12 schools and districts, colleges and universities, schools for the blind, schools for those with learning disabilities, vocational rehabilitation agencies, and many others. Working with hundreds of schools has proven to Will that a successful adaptive technology implementation is a function of planning, goal setting, and open communication. Adaptive technology has the potential to be life-changing for users. Will is very grateful to be part of a team that impacts students and readers of all ages.


Erin Williams Benson
University of Georgia

Erin Williams Benson is the Senior Assistant Director at the University of Georgia (UGA)  Disability Resource Center. She has two degrees from the UGA, a Bachelor of Arts in Anthropology and a Master of Public Administration and Policy. She spent most of her undergraduate years at UGA as a student disc jockey for the WUOG 90.5 radio station.  She enjoys learning with and from her students, colleagues, and faculty.


Gerri Wolfe
University of Georgia

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 22 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.


Lorraine Wolf
Boston University

Lorraine 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 30 years of experience working with children, adolescents and adults with neurodevelopmental 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 (Autism Asperger Publishing Company, 2009) and Students on the Spectrum: A College Guide for Parents (AAPC, 2011). Dr. Wolf’s interests include the neuropsychology of attention disorders, and developing effective services for students with autism spectrum and other psychiatric disabilities in higher education.