Presenters Scheduled for PTI 2016 include:


Jacqueline Ahl

Culinary Institute of America

Jacqueline Ahl is the Assistant Manager for Learning Strategies at the Culinary Institute of America in Hyde Park, NY. She offers educational workshops, engages in strategy instruction and academic coaching, and serves as a resource for peer and professional tutors, faculty, and staff seeking information about instructional methodology and authentic assessment. She served as instructor for the Summer Institute for the Gifted (2005-2015), teaching gifted and twice-exceptional youth, and as Specialist for Disabilities and Learning at SUNY New Paltz (2007-2015). A former grant writer and performer for Arts for Peace, Jacqueline also 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 Riverine: An Anthology of Hudson Valley Writers (2007). Her plays have been produced in NY, NC, and MO.


Bryanna Anderson
University of Connecticut

Bryanna Anderson serves as an Assistant Director at the Center for Students with Disabilities at the University of Connecticut (UConn) working directly with students and focusing on outreach and programming. She has been working at the Center for 9 years, fulfilling various roles from graduate assistant to Program Coordinator and now Assistant Director. 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 also is the primary contact for students with visual disabilities. She enjoys presenting to the UConn Community on topics such as disability awareness, strategies to work with students and how to best access the Center. Bryanna also has an interest in increasing the number of students with disabilities studying abroad and experienced her first study abroad trip in the summer of 2014.


Katherine Aquino
Seton Hall University

Katherine C. Aquino is a doctoral candidate completing a Ph.D. in Higher Education Leadership, Management, and Policy at Seton Hall University. Her research interests include students’ socio-academic transitioning into and throughout postsecondary education, specifically related to diversity issues among underrepresented student populations, students with disabilities, and first-generation students. She is currently serving as co-editor and an author to the upcoming book, Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success (Routledge). Katherine received a Bachelor of Science in Psychology and a Master of Arts in School Psychology. She is currently the Program Specialist for Accreditation and Assessment at New Jersey City University.


Jenna Atkinson
Utah Valley University

Jenna is the Coordinator of Assistive Technology at Utah Valley University. She has worked in Accessibility Services for the last five years. While pursuing a BS in English & Literature she served as the Editor-in-Chief on a department publication. Her understanding of written language and document structure has been an asset in overhauling the alternative text program at UVU. She intends to pursue a Masters degree in disability services in the future.


Alan Babcock
Penn State Harrisburg

Alan Babcock, a school psychologist, has been the Disability Services Coordinator at Penn State Harrisburg since 2006, where he provides services to students with disabilities, develops and monitors academic support programs, and presents workshops to students and faculty. He presents First Year Seminars on How to Succeed in College, Recovering from Adversity and Disappointment, Study Skills, and Test Taking. He is dedicated to finding ways to give all students the opportunity to succeed. Through Alan’s various professional roles and experiences, he has developed a wealth of knowledge about a wide array of issues related to serving individuals with disabilities. Students awarded him Multicultural Academic Excellence Program Staff Partnership of Excellence Award, and the faculty and staff recognized him with the Staff Diversity Award. Alan has presented to the Pennsylvania Psychological Association and the Association of School Psychologist of Pennsylvania on transitioning students from high school to college.


Manju Banerjee
Landmark College

Manju Banerjee, Ph.D. is Vice President of Educational Research and Innovation 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 28 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.


William Barry

Notre Dame de Namur University

Dr. William Barry’s background spans the fields of philosophy, education, and transpersonal psychology. Drawing on a wide range of experience including successful leadership in wilderness and environmental education, outdoor experiential educator for youth offenders, public middle school teacher, high school principal, and currently as a full-time assistant professor of philosophy, he has helped teachers from around the world integrate philosophical inquiry into their pedagogy. Dr. Barry also serves as the Founder and Director of the Philosophy for Children and Community Project, the Philosophy Club, and Drone Racing and Filming team. He serves as the student ombudsman at Notre Dame de Namur University for all undergraduate and graduate students. William earned his Ph.D. at Nottingham Trent University located in the UK and earned his M.A.T and Sixth Year Certificate in Supervision and Evaluation from Sacred Heart University in Connecticut.


Alaina Beaver
University of Colorado Boulder

Alaina Beaver is the Universal Instructional Design Consultant at the University of Colorado Boulder, working within the Office of Information Technology. She partners with collaborators across campus to support faculty and staff in creating accessible learning environments and experiences. She received her PhD in Education from CU Boulder, with a focus on Curriculum and Instruction and Digital Literacy. She is passionate about social justice and making sure all learners have equitable opportunity to succeed.


Kirsten Behling
Suffolk University

Kirsten Behling is the Director of the Office of Disability Services at Suffolk University and an adjunct professor in the NEAG School of Education at the University of Connecticut. Kirsten developed and manages the Office of Disability Services, working to ensure that both students are accommodated and the university is proactive in disability advocacy. She helped to develop the Graduate Certificate Program in Postsecondary Disability Services at the University of Connecticut. Kirsten is also heavily involved in New England AHEAD, a regional affiliate of AHEAD. Her research interests include, access in online learning, teaching the diverse learner, and educating current and future disability service professionals. She can be reached by email at:


Erin Williams Benson
University of Georgia

Erin Williams Benson joined the University of Georgia Disability Resource Center staff as a Senior Coordinator in October of 2015. She has two degrees from the University of Georgia, 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. Her previous work experience consists of over nine years in Student Affairs at the University of North Georgia Oconee Campus, including seven years working directly with students with disabilities. She enjoys learning with and from her students, colleagues, and faculty.


Marybeth Bergen
Bloomsburg University of Pennsylvania

Marybeth Bergen, CI & CT, SC: L, has been the Interpreter Coordinator at Bloomsburg University of PA since 2002. After graduating from Bloomsburg’s ASL/English Interpreting Program, she began her interpreting career in the Washington, DC, metropolitan area in various roles: staff, freelance, and contract interpreter. In 1991, she became certified by the Registry of Interpreters for the Deaf (RID). In 2005, Marybeth received her Specialist Certificate: Legal, and enjoys interpreting in the legal environment in addition to her work with both Deaf students and Deaf faculty on campus. She is also a member of Bloomsburg University’s Disability Advisory Committee, dedicated to changing the attitude and culture surrounding disabilities throughout the university and greater Bloomsburg area.


Loring Brinckerhoff
Educational Testing Services

Dr. 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.


Keith Brock
West Hills Community College District

Keith Brock is the Adaptive Technology Coordinator for West Hills Community College District. He has been working for the district since 2008 helping to build and strengthen student accessibility services, and collaborating on 508 compliance with the distance education and web services technicians. Prior to entering the fields of Assistive Technology and Alternate Media he was a domain server administrator and network technician.


Jane Thierfeld Brown

University of Connecticut School of Law

Jane Thierfeld Brown is Director of Disability Support Services at the University of Connecticut School of Law, Assistant Clinical Professor at Yale Child Study, Yale Medical School and Director of College Autism Spectrum. She has worked in Disability Services for 35 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 23 year old son with Autism.


Katie Bugbee
Association of American Medical Colleges

Katie Bugbee is the Director of Accommodations Review for the MCAT with the Association of American Medical Colleges. She has been with this association in that capacity for just about five years now. Katie received her undergraduate degree in psychology from the University of Richmond and her master’s and doctoral degrees in clinical psychology from VA Tech. Prior to her current role with the AAMC, Katie’s work has ranged from doing medical necessity reviews and compliance and quality improvement initiatives with a behavioral health managed care organization, conducting Social Security disability determinations, and working in private practice and pediatric healthcare settings.


Andrew Cioffi
Suffolk University

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. Andrew has returned to Suffolk University professionally as the Assistant Director of Disability Services. His areas of expertise include accessibility of e-learning, assistive technology, 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, Career Exploration and Development, Issues in Postsecondary Disability Services, and Assistive Technology in Postsecondary Education. Currently, Andrew serves as the chair of the New England AHEAD Assistive Technology Committee.


Peggy Koshland Crane

Notre Dame de Namur University

Dr. Peggy Koshland Crane received her Ed.D. in Learning and Instruction with an emphasis in Special Education from the University of San Francisco. She is also a reading specialist, holds a certificate in autism studies among additional ongoing professional development in special education and psychology. Dr. Koshland Crane is presently Director of the Academic Success Center and part-time faculty in the School of Education and Leadership at Notre Dame de Namur University, Belmont, Ca. Dr. Koshland Crane administers the Program for Academic Support and Success (PASS) for students with documented disabilities on campus. She serves as a member of the First Year Seminar task force, the Student of Concern committee, the Education Committee and is Director of the First Generation Program and the Tutorial Center.

Lauri DiGalbo

Laura DiGalbo
Central Connecticut State University

Ms DiGalbo 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. Ms DiGalbo 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 Marriage, Family therapy and Counseling 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 at Colleges and Universities throughout the country.


Tina Doyle
University of Toronto Scarborough

Tina Doyle is the Director of AccessAbility Services at the University of Toronto Scarborough. In her role, she provides consultation services on physical accessibility at the University of Toronto, working with the building project teams including architects, builders, users, and the university planning, design and construction team. She currently is consulting on the renovation of a science laboratory and was involved in the recent construction of a new $65 million research facility for Environmental Science & Chemistry. Along with the National Educational Association of Disabled Students (NEADS) project team, Tina created resources which explored the barriers, solutions and accommodations for creating an accessible science laboratory environment for the Council of Ontario Universities. She is the Past Chair of the Inter-University Disability Issues Association (I.D.I.A.), the provincial body of university disability service providers in Ontario, Canada. Tina completed the Graduate Certificate Program in Postsecondary Disability Services at the University of Connecticut.


Lisa Elliot
Rochester Institute of Technology

Lisa B. Elliot is a Senior Research Scientist at Rochester Institute of Technology/National Technical Institute for the Deaf (RIT/NTID). Dr. Elliot is the Principal Investigator for the Deaf STEM Community Alliance project, supported by the National Science Foundation. She received her B.S. in Psychology from the University of Illinois Urbana-Champaign and her M.S., Ed and PhD degrees from the University of Rochester. Her research interests include online learning, the use of social media for educational purposes, and access and communication technologies for individuals who are deaf or hard of hearing. Lisa has also served as the Co-PI or evaluator for eighteen grants funded by various federal and private organizations. Most of these projects pertain to technology and education at intermediate-postsecondary levels.


Teresa Elliott
Graduate Management Admission Council

Teresa Elliott is a licensed clinical psychologist who has worked in the field of neuropsychological, academic, and emotional assessment for more than 25 years. Dr. Elliott completed a Ph.D. in clinical psychology at the Pennsylvania State University, a one-year internship in adult neuropsychology at Rush Presbyterian-St. Lukes Medical Center, and a two-year post-doc in child neuropsychology at the Neuropsychiatric Institute at UCLA. Dr. Elliott has worked as an assistant professor in the psychology department at American University, as an assessment specialist addressing the educational needs of children and adults with learning, attentional, and emotional disorders, and as a senior manager in disability support services at the Graduate Management Admissions Council. Dr. Elliott has also served as an expert witness in court proceedings involving educational placement issues before the District of Columbia court system. In her current role at GMAC, Dr. Elliott attempts to draw on these diverse experiences when setting policy and making decisions regarding reasonable and appropriate accommodations on the GMAT® exam.


Michael Faggella-Luby
Texas Christian University

Dr. Faggella-Luby is an Associate Professor of Special Education in the College of Education at Texas Christian University (TCU). He is also institute faculty in the Alice Neeley Special Education Research and Service (ANSERS) Institute. Dr. Faggella-Luby teaches courses related to preparing educators to evaluate, select, plan, and implement research-based methods and instructional materials for teaching students with and without disabilities who are at risk for failure. His scholarly interests focus on learning disabilities, literacy, reading education, postsecondary education, special education, diverse learning needs, instructional design, secondary education, and school reform. Dr. Faggella-Luby’s primary research interest focuses on embedding instruction in learning strategies into subject-area courses to improve reading comprehension for all levels of learners. He received the 2006 Outstanding Researcher Award from the Council for Learning Disabilities and the 2007 Annual Dissertation Award from CEC’s Division of Learning Disabilities.


Shawna Foose
Tulane University

Shawna is the Assistant Director for the Goldman Office of Disability Services. She is also a Licensed Professional Counselor-Supervisor in the state of Louisiana. She received her Bachelor of Arts degree in Psychology from Hope College, in Holland, Michigan, and a Master’s of Counseling Psychology from the Illinois School of Professional Psychology in Chicago, Illinois. Shawna has over 15 years of experience in mental health and has served in her current role with Tulane since 2012


Tess Fosse
Bloomsburg University of Pennsylvania

Tess Fosse is a staff interpreter at Bloomsburg University of Pennsylvania. She received her BS in American Sign Language/English Interpreting from Bloomsburg University and is currently working on her MA in Organizational Leadership through Mansfield University. Her professional experience includes nearly 10 years of working with individuals who are Deaf and hard of hearing in a variety of capacities. She is a nationally certified interpreter and currently serves on the board of the Pennsylvania Registry of Interpreters for the Deaf (PARID). She is also a member of Bloomsburg University’s Disability Advisory Committee, dedicated to changing the attitude and culture surrounding disabilities throughout the university and greater Bloomsburg area.


Noel Garrett
Connecticut College

Noel earned a doctorate in clinical, cognitive, social, and developmental psychology and serves as both the Dean of Academic Support and the Director of the Academic Resource Center at Connecticut College. As dean, he oversees the Academic Resource Center, writing center, student accessibility services, and the career office. Noel serves as a liaison between the Dean of the College and faculty regarding areas that have to do with student academic success. Along with his student involvement, he also collaborates with all deans in the Office of the Dean of the College in providing effective and timely academic support to Connecticut College.


Nick Gelbar
University of Connecticut Health Center

Nick Gelbar is an Assistant Professor in Community Medicine and Health Care at the University of Connecticut Health Center and serves as the Research Director at the University Center for Excellence in Developmental Disabilities (UCEDD). Dr. Gelbar earned his PhD from the University of Connecticut in Educational Psychology with a concentration in School Psychology. He is also a licensed psychologist whose clinical and research work focus on adolescents with Autism Spectrum Disorder.


Wanda Hadley
Western Michigan University

Dr. Wanda Hadley earned a PhD in Educational Leadership from the University of Dayton. She earned a M.A. and B.S. degrees in Education from Ohio State University. She is an Assistant Professor in the School of Education and Human Development at Western Michigan University and a licensed counselor in the State of Ohio. Her research interests include the academic adjustment issues first-year students with learning disabilities experience in their transition to college through the lens of student development theory.


Ellie Hoffman
Appalachian State University

Dr. Hoffman is an assistant professor in Special Education at Appalachian State University. She earned a B.S. in Elementary Education, and an M.S. 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 on teacher preparation for educators who will be working with students who have mild disabilities, including those with specific learning disabilities and on students with autism spectrum disorder. Her research interests focus on teacher preparation and 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, and Education and Training in Developmental Disabilities. Dr. Hoffman teaches graduate and undergraduate courses on specific learning disabilities, autism, social skills, collaboration and inclusion.


Carla Hoskins
University of Colorado Boulder

Carla Hoskins has been an Assistant Director for Disability Services at the University of Colorado Boulder since May 2014 and has been involved in working with students in the field of disability services since 2008. Carla is a Licensed Professional Counselor and previously worked in community mental health centers as a music therapist and counselor. Carla is a former Chairperson of the Colorado and Wyoming Consortium of Support Programs for Students with Disabilities (The Consortium). Her areas of interest include faculty/staff outreach and collaboration, equal access for all students, and universal design for learning.


Katie Hudd
University of Connecticut

Katie Hudd is a Disability Specialist at the Center for Students with Disabilities (CSD) at the University of Connecticut (UConn). Katie primarily works with students with psychiatric or chronic health conditions, but has experience working with a number of other various conditions including neurological, learning and/or attentional, and physical disabilities. Katie assists on outreach initiatives within the CSD in her roles as campus advisor to the Delta Alpha Pi International Honor Society, and coordinator of the CSD social media platforms. Katie also serves as a member on the campus academic advising, dismissal, and suicide prevention committees. Katie just completed her 2nd professional year at the CSD. Prior to her role as a Disability Specialist, Katie worked at the CSD as a graduate assistant in the Beyond Access program for 2 years while completing her Master of Arts degree in Education with a concentration in Special Education through the NEAG School of Education at UConn.


Dan Jones
University of Colorado Boulder

Dan Jones is currently the Chief Digital Accessibility Officer and Assistant Vice President and Chief Information Security Officer for the University of Colorado. Dan has over twenty-five years professional experience in information technology, information security, and compliance. Most of Dan’s professional work has been in support of higher education and K-12. Dan received a Master of Science degree in software engineering from Regis University where he is now also affiliate faulty.


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).


Donna Korbel
University of Connecticut

Donna M. Korbel has been Assistant Vice President for Student Affairs at the University of Connecticut since 2011 and is also the Director of the Center for Students with Disabilities. Ms. Korbel received her M.Ed. in Rehabilitation Counseling from Springfield College and completed doctoral coursework in Educational Psychology in the Neag School of Education at the University. In addition to her administrative responsibilities, she is a member of the Higher Education and Student Affairs Faculty at the Neag School of Education. Ms. Korbel has more than thirty five years of experience in the disability services field. She is a Certified Rehabilitation Counselor, a licensed clinical social worker and a certified expert witness. She has presented at numerous conferences throughout the country and has co-authored several publications. Her research interests include the transition of postsecondary students with disabilities to college, Universal Design for Instruction and its benefits for the postsecondary education of individuals with disabilities as well as the professional development of college student personnel.


Jennifer Kowitt
University of Connecticut

Jennifer Kowitt is a doctoral candidate in the Department of Educational Psychology in the University of Connecticut’s Neag School of Education. She is also a research assistant in the Center on Postsecondary Education and Disability. Her research and practice interests include transition to adulthood for individuals with disabilities, postsecondary education for individuals with Autism Spectrum Disorder (ASD), and social skills instruction for adolescents and adults with ASD and intellectual disabilities. Her dissertation research focuses on the use of Pivotal Response Treatment with adolescents and young adults with ASD in the secondary school setting.


Michelle Kricheff
Tulane University

Michelle Kricheff is an Accommodations Coordinator for the Goldman Office of Disability Services, and is primarily responsible for managing the Office’s Testing Center. She is a two-time graduate of Tulane University, first earning her Bachelors of Science in Anthropology in 2012, and her Master of the Arts in the same subject in 2013. She joined the staff of the Goldman Office in 2014.


Adam Lalor
University of Connecticut

Adam Lalor, M.Ed., is a doctoral candidate in the Department of Educational Psychology in the Neag School of Education at the University of Connecticut and a research assistant with the Center on Postsecondary Education and Disability. His research interests include postsecondary transition of students with disabilities, student affairs preparation and training on disability, and higher education administration.


Mindy Larson
Institute for Educational Leadership

Mindy Larson is a Senior Program Associate at the Institute for Educational Leadership’s Center for Workforce Development and project manager for the National Collaborative on Workforce and Disability for Youth (NCWD/Youth). She provides technical assistance on youth transition issues to state and local youth service professionals in workforce development agencies, postsecondary institutions, local and state education agencies, and other organizations. She also conducts research and writes briefs, guides, reports, and web content on practices and policies; creates training materials; and conducts workshops, trainings, and symposia locally and nationwide. Her past experience includes managing a local juvenile justice re-entry initiative and managing professional development programs and other projects at the National Youth Employment Coalition. She obtained her B.A. at Pennsylvania State University and also holds a M.A. in Public Policy from Johns Hopkins University.


Erin Leuthold
Holy Family University

Erin earned her Bachelors of Science in Commerce with a minor in Biology from Niagara University and Masters of Science in Education from Nazareth College. Before moving to Philadelphia she spent over 10 years as an Urban Educator and Case Manager in the Rochester City School District in Rochester, NY. Currently, Erin is the Coordinator of Disability Services at Holy Family University. She is also an Adjunct Professor at Camden County College in the Garden State Pathways Program. Erin is committed to supporting students in recognizing their full potential while challenging themselves in their educational pursuits.


Spencer Liebel
University of Georgia

Spencer W. Liebel is a Clinical Psychology graduate student at the University of Georgia specializing in neuropsychology. His research examines brain-behavior relationships in clinical and non-clinical populations using cognitive and affective neuroscience techniques, particularly multimodal neuroimaging and neuropsychological assessments. More specifically, he is interested in the cognitive sequelae associated with cardiovascular disease, traumatic brain injury, and developmental disorders such as attention-deficit/hyperactivity disorder. Spencer also researches potential compensatory brain adaptations observed on FMRI that might explain how otherwise healthy older adults perform within normal limits on cognitive testing despite evidence of compromised structural brain integrity.


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.


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.


Ben Lovett
SUNY Cortland

Benjamin J. Lovett, Ph.D., is assistant 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 60 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 school districts.


Ruth Loew
Educational Testing Services

Dr. Ruth Loew is the Assistant Director of the ETS Office of Disability Policy. She earned a B.A. in Linguistics from Brown University, an M.A. in Education of the Hearing Impaired from Northwestern University, and a Ph.D. in Linguistics from the University of Minnesota, focusing on the structure and acquisition of American Sign Language. She has taught English at the National Technical Institute for the Deaf in Rochester, New York. Her responsibilities at ETS include consultation on ensuring that tests, websites, and other materials are accessible to individuals with disabilities; creating policies and procedures for requesting accommodations and documenting disabilities; advising on appropriate accommodations for test takers with hearing loss or visual impairments; participating in test-accessibility research; and training ETS staff on disability issues.


Diane Majewski
East Carolina University

Diane Majewski, Ed.D. has worked in education for the last two decades as a university administrator in the postsecondary setting and as a k-12 instructor. She serves as the East Carolina University Project Director for College STAR (Supporting Transition, Access and Retention), a University of North Carolina system initiative aimed at creating a more welcoming learning environment for students with learning differences. She holds a bachelor’s degree in psychology, a master’s degree in special education and a doctorate of education.


Jason Manett
University of Toronto

Jason Manett is a Disability Counsellor at Accessibility Services, University of Toronto and an Academic and Life Skills Coach at the Redpath Centre. He is also a doctoral student in the Human Development and Applied Psychology program at OISE/UT. He has worked with children, adolescents and adults with learning disabilities, ADHD and Autism Spectrum Disorders for 18 years. He developed and facilitates the Social Association for Students with Autism (SASA) at the University of Toronto.


Heather Mangione

Clark University

Heather Mangione is an Academic Advisor in Student Accessibility Services at Clark University in Worcester, MA. Her academic background is in Developmental Psychology with a focus on identity, culture, and qualitative research. She has a Masters of Arts degree and a Bachelors of Arts degree, both in Psychology, from the State University of New York at New Paltz in Upstate New York. Her current academic interests focus around the intersections of higher education, disability, and identity.


Matthew Marino
University of Central Florida

Matthew Marino, Ph.D., is an associate professor of Exceptional Education at the University of Central Florida. His research, which has been supported in part from IES, OSEP, and NSF, focuses on the design and implementation of technology-enhanced STEM curricular materials. He was a featured STEM research scientist by the Family Center on Technology and Disability. Dr. Marino was a member of the design team for the national award-winning STEM video game “You Make Me Sick!” and award winning technology-enhanced science curriculum “Alien Rescue”


Elizabeth Martin
University of Toronto Mississauga

Elizabeth Martin is the Director of the AccessAbility Resource Centre at the University of Toronto Mississauga where she has worked since 1995. She is an Equity Officer for the University of Toronto where she promotes inclusive practices to administrative and academic departments, faculty, staff and students. She has a background in Disability Studies and focuses on a variety of initiatives for students with disabilities including transition and peer mentorship programming, universal instructional design and developing creative and inclusive ways to provide services and accommodations. She also consults on renovations and new buildings on campus to ensure the spaces are accessible and inclusive for all users.

James McCarthy
Rochester Institute of Technology

James McCarthy received his Bachelor’s in Professional & Technical Communication from the Rochester Institute of Technology (RIT) in Rochester, NY, and his Master’s in Library & Information Science from the University of South Florida in Tampa. He both worked as a librarian and taught undergraduate courses at Gallaudet University in Washington, DC, before returning to RIT as a manager of the Deaf and Hard of Hearing Virtual Academic Community and coordinator of the associated mentorship program.


Joan McGuire
University of Connecticut

Dr. McGuire is Professor Emerita of Special Education, and Senior Research Scholar at the Center on Postsecondary Education and Disability at the University of Connecticut. She is the recipient of the University’s American Association of University Professors (AAUP) Excellence Award for Teaching Mentorship and the Inaugural Communication Award from the Association on Higher Education and Disability (AHEAD) for commitment to scholarship in the development of the profession of postsecondary disability services. Dr. McGuire is the author of more than 80 published refereed journal articles as well as two books and eight book chapters. She was the Co-Editor of the Journal of Postsecondary Education and Disability and serves on the editorial boards of two peer reviewed journals. She authored and co-authored proposals resulting in more than $4.8 million in federal and state grants including $3 million for demonstration projects focusing on Universal Design for Instruction (UDI). Dr. McGuire serves as a consultant to Educational Testing Service and the National Science Foundation. She has presented on inclusive instructional strategies for college teaching at international conferences and conducts independent program evaluations of disability services and grant funded projects.


Mary Liz McNamara
New York University

Mary Liz McNamara is the Assistant Director of the Moses Center for Students with Disabilities at New York University. She has over twenty-five years of experience working with students with disabilities as a university disability specialist, rehabilitation counselor, teacher and cognitive remediation therapist. She is also a songwriter and musical theater composer/lyricist, currently working on a musical based on of “Body and Soul,” a documentary by the filmmaker and disability advocate Alice Elliott.


Jessica Monahan
University of Connecticut

Jessica Monahan is a doctoral student in the Department of Educational Psychology at the University of Connecticut’s Neag School of Education. She has experience working with a diverse population as a special educator in the public schools, and one year as a Project Coordinator for a Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grant. Her research interests include postsecondary education for students with intellectual disabilities, peer mentor programs in postsecondary education, and College and Career Readiness for students with intellectual disabilities.


Morgan Murray
Educational Testing Services

Morgan Murray joined Educational Testing Service (ETS) in July 2014 as the Disability Policy Consultant. She assists with the review of documentation from test takers with disabilities and developing polices as well as procedures that guide ETS in accommodating individuals with disabilities. Morgan previously worked in higher education at New York Institute of Technology and Barnard College-Columbia University in the Office of Disability Services. At Barnard College her role as the ADA and Section 504 Director consisted of her working with students and employees of the College with various types of disabilities. After completing her master’s degree in education from Hofstra University, she worked as a Vocational Rehabilitation Counselor at Nassau BOCES – Career Support Services, completing vocational evaluations, work readiness training, job development, and career counseling for adults with disabilities.


Rebecca Murray
Rochester Institute of Technology

Rebecca Murray is the Virtual Academic Community Manager for the Deaf and Hard of Hearing Virtual Academic Community supported by the National Science Foundation. Murray earned her Bachelor of Arts in Deaf Education and Elementary Education, her Master of Science in Secondary Education of the Deaf and Hard of Hearing focusing on Mathematics Education, and is a certified Google Educator. Her classroom experiences span from second grade through college level, teaching Mathematics, English, Social Studies, and Study Skills. In addition to her classroom experience, Rebecca has over five years’ experience tutoring mathematics at the college level.


Andrea Neal
Fayetteville State University

Andrea Neal is the Director of Special Programs at Fayetteville State University. In this role, she administers programs that assists students with various barriers, including: low income students, first generation students, students with disabilities, veterans, and students with learning differences. Andrea is an advocate of student success through a holistic approach and believes all students can learn with the right support system. Andrea has worked for over 15 years in various capacities within the postsecondary sector. Andrea holds a Bachelor’s degree in Speech and a Master’s degree in Sociology from Fayetteville State University. She is currently pursuing her Ph.D in Leadership Studies from North Carolina A & T State University

Jason Nelson
University of Georgia

Jason M. Nelson, Ph.D., is Head of Research at the University of Georgia Regents’ Center for Learning Disorders. He is a licensed psychologist and a Nationally Certified School Psychologist. His research has mainly focused on investigating the social-emotional and neuropsychological functioning of adolescents and adults with dyslexia and/or attention-deficit hyperactivity disorder. He also has conducted research in the area of psychoeducational assessment, with emphasis on validity issues associated with intellectual assessment. Current research interests include issues related to the assessment, identification, documentation, and accommodation of learning disabilities and attention-deficit/hyperactivity disorder at the postsecondary level of education.


Paul Nolting
Hillsborough Community College

Dr. Nolting is a national expert in assessing math learning problems, developing effective student learning strategies, assessing variables that affect math success and helping students with disabilities and Wounded Warriors become successful in math. He has been the key note speaker at several state disabilities conferences and has presented at national disability and math conference for 25 years. He has consulted with over a 150 campuses and has helped thousands of students become successful in math. He was interviewed in the Journal of Developmental Education and U.S. News and World Report as a national math. He is the author Math and Disabilities Handbook and two math study skills texts Winning at Math and My Math Success Plan which the latter is for students with disabilities and Wounded Warriors. Finally he was the major facilitator of the first two National Math Summit in 2013 and 2014.


David Parker
Children’s Resource Group

David R. Parker, Ph.D., is a postsecondary disability specialist and ADD/life coach at CRG (Children’s Resource Group) in Indianapolis, IN. He earned a Ph.D. in Special Education (postsecondary programming) at the University of Connecticut. Three decades of work with students with LD/ADHD have included positions as a high school special education teacher, director of a private school for students with dyslexia, administrator of LD/ADHD programs at UNC-Chapel Hill and UCONN, and program manager of an NSF STEM grant project at Washington University in St. Louis. He has presented on postsecondary disability policy and practices in Italy, Japan, Austria, and Kuwait. Dr. Parker helped conduct the first national study of ADD college coaching through Wayne State University. In addition to reviewing for several research journals, he is the author of numerous research articles, book chapters, and two books. Along with Sharon Field, he is also co-editor of Promoting Self-Determination in Higher Education: A Key to Retention, Graduation and Post-Graduation Success, which AHEAD will publish in Summer 2016.


Joseph Polizzotto
California Community Colleges

Joseph Polizzotto is Access Technology Specialist Instructor for the High Tech Center Training Unit (HTCTU) of the California Community Colleges, where he trains faculty and staff on assistive computer technology. He has over 10 years of teaching experience at post-secondary schools in California and regularly gives conference presentations and webinars on assistive technology and alternate media. Joseph has provided consultation to Kurzweil Education and Sonocent, two of the leaders in assistive technology, respectively. He is currently serves as co-chair of the access technology interest group for the California Post-secondary Education and Disability (CAPED) professional organization.


Nora Pollard
Educational Testing Services

As the Senior Disability Documentation Specialist at ETS, Nora Pollard is responsible for reviewing disability documentation submitted by test takers to support their request for accommodations on ETS brands tests. She provides information to test takers, evaluators, and disability services providers at colleges and universities concerning the additional information necessary to support the request. Nora earned a Ph.D. in Special Education and School Psychology from the Pennsylvania State University. Nora has presented at the Learning Disabilities Association of America and the International Dyslexia Association conferences on topics revolving around reading, accommodations, and ETS’s documentation guidelines.


Bridget Ponte

Carlow University

Bridget M. Ponte, M.A.  has been teaching writing at the post- secondary level for 30 years at both two and four year institutions.  She completed her BS in Communication at Clarion University of Pennsylvania and MA in English at Cleveland State University. She also worked for 15 years in the magazine publishing industry.  She is currently is Director of the Center for Academic Achievement at Carlow University and teaching freshmen composition as well at the Social Work Writing Lab, a writing course for Social Work majors.


Patrick Randolph
Tulane University

Patrick Randolph is the Director for the Goldman Office of Disability Services. Patrick attended the Louisiana State University School of Allied Health Professions, where he secured a Bachelor of Science in Rehabilitation Counseling (’95), as well as a Master of Health Sciences in Rehabilitation Counseling (’97). Patrick has more than 20 years of professional experience in the field of Disability Services, and has served in his current capacity at Tulane University since 2009


Jenny Reuter
University of Massachusetts Boston

Jenny Reuter is an Academic Coach for the UMass Boston Ross Center for Disability Services. She has an Ed.M. from the Harvard Graduate School of Education in Prevention Science and Practice, and uses the intersection of academic coaching and access technology to promote educational protective factors for students with disabilities. Her long-term goal is to equip students with disabilities with scaffolded supports so they can be empowered to attain equal educational opportunities in higher education. When she is not at UMass Boston, Jenny also works as an Access Technology Specialist and Organizational Coach for the Access and Disability Services Office at the Harvard Graduate School of Education. Before coming to UMass Boston, she worked as an Academic Coach for the Harvey Mudd Upward Bound Program as well the Department of Supportive Programs & Services at Woodland Community College in California.


Jodi Rosenblatt
Brandeis University

Jodi Rosenblatt has been the Disabilities Specialist at Brandeis University since Fall 2013. At Brandeis, aside from meeting with students, Jodi started a group for students with chronic health conditions and serves on cross-departmental committees for dietary, housing needs, and alt-format production. She holds a B.A. in Psychology from the University of Maryland-College Park and an M.A. in Professional Counseling from Lesley University. Previously she has worked at Lesley University, the Learning Prep School, and group homes for at-risk teenagers. Additionally, Jodi has a private mental health practice for clients ranging from middle school to middle adulthood on a variety of needs but with a special interest in learning challenges. Most recently, Jodi has been developing a training for providing mental health counseling to clients with a range of disabilities.


Stephanie Sarkis
Florida Atlantic University

Stephanie Moulton Sarkis PhD NCC LMHC is the author of five books: Natural Relief for Adult ADHD: Complementary Strategies for Increasing Focus, Attention, and Motivation With or Without Medication (2015); 10 Simple Solutions to Adult ADD: How to Overcome Chronic Distraction & Accomplish Your Goals (2nd edition, 2011); Adult ADD: A Guide for the Newly Diagnosed (2011); ADD and Your Money: A Guide to Personal Finance for Adults with Attention Deficit Disorder (2009); and Making the Grade with ADD: A Student’s Guide to Succeeding in College with Attention Deficit Disorder (2008). Dr. Sarkis is a psychotherapist and coach in private practice in Boca Raton, Florida, and is also on the clinical trials staff at Florida Atlantic University in Boca Raton, Florida. She is a blogger for The Huffington Post and Psychology Today. Her website is


Brandi Willis Schreiber
Texas Tech University

Brandi Willis Schreiber first joined the TECHniques Center at Texas Tech University in 2002 as a tutor and then returned in 2010 as an Academic Counselor after working in the nonprofit sector. She was named the Assistant Director in 2013 and then the Associate Director of Student Disability Services and Program Director for the TECHniques Center in 2015. Brandi’s work focuses on academic counseling for students who learn differently, program development, operations management, supervising the Center’s staff and tutors, maintaining the program’s CRLA certification, and assisting with fundraising and special events. Brandi graduated from Texas Tech University with a B.A. in English in 2004 and an M.A. in English (creative writing – poetry) in 2007.


Kelly 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 a 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 on Hospitality committees.


Kyla Shannon
Texas Tech University

Kyla K. Shannon is the Assistant Director as well as an Academic Counselor with the TECHniques Center, a fee-for-service tutoring program for students diagnosed with a learning disability, ADHD, or Autism Spectrum disorder at Texas Tech University. She began as a senior academic counselor with this program in 2012. Prior to working in higher education Kyla taught in a self-contained special education classroom that consisted of students in kindergarten – 5th grade. Encouraging students to be self-advocates on the college campus and beyond, as well as bringing awareness and acceptance to those they come in contact with, is something that is near and dear to Kyla’s heart. Kyla received her Bachelor’s Degree in Human Development and Master’s in Special Education at Texas Tech University. She also holds a graduate certificate in Autism from Texas Tech University.


Jacqueline Smith

Carlow University

Jacqueline M. Smith, M. Ed., has a 25 year teaching history in K-12, Special Education, Adult Literacy, and Reading, Learning and Study Skills at a four year postsecondary institution. She completed her BS in Political Science, a Professional Year Certification in Elementary Education and a M.Ed. in Special Education at the University of Pittsburgh. Her focus and passion has been on supporting those who learn differently and she currently has multiple roles as the Disabilities Services Representative, Learning and Study Skills Consultant, and Writing Skills Lab instructor for the RN-BSN program. These roles have influenced the direction of the Disabilities Services Office and the collaborative culture among constituencies in the University.

Linda Sullivan

Harvard University

Linda Sullivan, MA, is the Manager of Accessibility Services at the Harvard University Extension School.  She is a 15-year education professional with experience in all age groups with a focus on higher education populations. As a disability service provider, she has focused on program development using data driven decision making and planning, and, using the available standards throughout our industry.  With a strong background in student development and interest in social and emotional development in emerging adult populations she has used this background to develop programs to support students with social-cognitive deficits in a residential research university setting.


Marshall Sunnes
New York University

Marshall Sunnes is a Disability and Asssitive Technology Specialist at the Moses Center for Students with Disabilities at New York University. He has over six years of experience with alternative format and assistive technology. Previously, he was Coordinator of Central Access, a Washington state based alternative format processing center for high education institutions. He has consulted and collaborated with a variety of higher education institutions on alternative format solutions.


Emily Tarconish
Clark University

Emily Tarconish received her BA in English and Women’s Studies in 2009, and her MS in Rehabilitation Counseling in 2011, both from Penn State. During this time, she spent six years as a peer tutor at the Penn State University Writing Center and the MASCA Student Athlete Tutoring Center. Upon graduation, she worked for two years as a vocational rehabilitation counselor with the Pennsylvania State Office of Vocational Rehabilitation, and is currently completing her third year as the Director of Student Accessibility Services at Clark University, where she provides both accommodations and coaching services to students with disabilities, as well as oversees the office’s student group, Diversability, and Accessibility Peer Mentor program. Emily currently is a Certified Rehabilitation Counselor, a Licensed Professional Counselor (PA), and a Licensed Rehabilitation Counselor (MA).  In Fall 2016 Emily will begin doctoral study in the University of Connecticut’s Department of Educational Psychology.


Eleazar Vasquez
University of Central Florida

Eleazar “Trey” Vasquez III, associate professor for the Department of Child, Family, and Community Sciences Exceptional Education Program at UCF. He earned his Ph.D. from Utah State University and is a Board Certified Behavior Analyst (BCBA-D). His current research focuses on the evaluation of academic and behavioral outcomes for students with autism utilizing technology to enhance instruction. Recently his research has expanded from K-12 schools to postsecondary institutions and other venues to prepare students who are traditionally marginalized, such as those with executive functioning disorder, for careers in STEM related fields


Kelly Walsh
Tulane University

Kelly Walsh is an Accommodations Coordinator for the Goldman Office of Disability Services. Kelly received her Bachelor of Science in Communications (’08) from Old Dominion University, in Norfolk, Virginia, and is now pursuing a Master of Arts in Counseling. Kelly joined the staff of the Goldman Office in 2014.


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 at Northeastern University, she provides disability-related support services to students with learning disabilities and/or AD(H)D, ensuring students’ equitable participation in the academic experience. She also helps students understand their disabilities, 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.


Christine Wenzel
University of Connecticut

Christine Wenzel serves as an Associate Director at the Center for Students with Disabilities at the University of Connecticut. She has worked in this position since September 2003. 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 Beyond Access program at Uconn—a fee for service program designed to help students work smarter, not harder. Christine has co-authored the following publications: “Teaching Social Skills and Academic Strategies to College Students With Asperger’s Syndrome,” Council for Exceptional Children. May/June 2010 Vol. 42 No.5, “A First Year Experience,” Association on Higher Education and Disability ALERT Newsletter. July 2010, “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, “Beyond Academic Intelligence: Increasing College Success for Students on the Autism Spectrum,” in Yale’s Handbook on Autism, 4th Edition. John Wiley & Sons, Inc. In press, “Evidence based and Promising Practices in Post-Secondary Education,” in Temple University Press’ Handbook for Educators and Parents, Temple University Press, in production. She has presented at several professional conferences across the country and was featured on Good Morning America in 2008.


Sarah Williams
East Carolina University

Sarah Williams is an Associate Professor and Director of the STEPP Program at East Carolina University. As PI for the College STAR initiate, she currently works with teams on three UNC System campuses to build models of student and instructional support focused on students with learning differences. Her research interests include transition to postsecondary education and outcomes for students with learning disabilities, and her professional experience has been focused on educational environments in K12 and postsecondary settings. Prior to her work as a faculty member at ECU, Sarah taught special education at the middle school level in the North Carolina Public Schools.


Lorre Wolf

Boston University

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.


Gerri Wolfe
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 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.