Jerome Schultz, Ph.D., Chair
Dr. Schultz began his career as a special education teacher. He is a clinical neuropsychologist and Lecturer on Psychology in the Department of Psychiatry at Harvard Medical School. For over 30 years, he specialized in the neuropsychological assessment and treatment of children with LD, ADHD and other special needs. He was the Founding Director of a diagnostic LD clinic called the Learning Lab @ Lesley University, and later as the Co-Director of the Center for Child and Adolescent Development at the Cambridge (MA) Health Alliance. He received his undergraduate and master’s degrees from The Ohio State University and holds a Ph.D. from Boston College. He has completed postdoctoral fellowships in both clinical psychology and pediatric neuropsychology. In addition to his role as the Chair of the LDA PAB, Dr. Schultz serves on the Editorial Advisory Board of the LDA journal, Learning Disabilities: A Multidisciplinary Journal. He is a member of the Research Advisory Panel at Landmark College and offers presentations and professional development throughout the U.S. and abroad. Currently, Dr. Schultz is the resident neuropsychological consultant to several school districts. He has written hundreds of articles about LD, has a strong following on Twitter, and blogs on matters relating to special education for the Huffington Post. He is the author of Nowhere to Hide: Why Kids with ADHD and LD Hate School and What We Can Do About It, which examines the role of stress in learning (Jossey-Bass/Wiley)
Manju Banerjee, Ph.D.
Manju Banerjee, Ph.D., is Vice President and Director of Landmark College Institute for Research and Training (LCIRT) and Associate Professor at Landmark College. Dr. Banerjee has over 28 years of experience in the field of learning disabilities, AD/HD, and postsecondary education, and is a certified diagnostician and teacher-consultant on learning disabilities. She has published and presented extensively, both nationally and internationally, on topics such as Universal Design for Instruction, disability documentation and accommodations, and technological competencies for postsecondary transition and online learning. She was Co-PI of $1.03 million U.S. Dept. of Education demonstration project grant (#P333A080053) on “UDI Online: Applying Universal Design for Instruction to Online and Blended Courses” awarded in 2008 and completed in 2012. She currently teaches a graduate level online course on Universal Design: Principles and Practice. She is an editorial board member of the Journal of Postsecondary Education Disability, Professional Advisory Board member to the Learning Disability Association of America, and a consultant to Educational Testing Service. She received her doctoral degree from the Neag School of Education, University of Connecticut, on the application of Universal Design to assessment practices for students with LD and AD/HD.
Loring Brinckerhoff, Ph.D.
Margaret K. Carroll, Ed.D.
Dr. Carroll began her career as a special education teacher, serving students with learning disabilities, intellectual disabilities, and emotional disabilities. She is currently professor in the School of Education at Saint Xavier University in Chicago, the program chair for the special education program and teaching courses in special education and instructional methods. A frequent conference (over 150) and staff development (over 1,000) presenter, Meg also acts as a consultant for several Chicago area public and private elementary, middle and high schools. Meg has published dozens of articles as well as monthly newsletters for the parents of a number of local schools and a number of books, most recently What Did You Do At School Today? A Guide to Schooling and School Success, available from amazon.com. Meg is a board member and newsletter editor for the Learning Disabilities Association of Illinois. Winner in 2012 of the prestigious LDAA Samuel Kirk Award, Meg offers research-based and practical advice for educators in the trenches. Meg earned a baccalaureate in elementary education and mild intellectual disabilities education from the University of Illinois at Urbana-Champaign, a master’s degree in learning disabilities from Chicago State University, and a doctorate in curriculum and instruction from Loyola University, Chicago.
EunMi Cho, Ed.D.
Along with serving on LDA’s Professional Advisory Board, Dr. Cho has been serving LDA on the Conference Program Committee and Proposal Reviewer, and LDA of California as Multicultural Committee Chair, Northern California/East Bay LDA President. Previously, Cho has served as Vice-President and Teacher Credential and Development Committee Chair, LDA of California Sacramento Affiliate Director, and Treasurer. Cho is a Special Education Professor at California State University Sacramento, Parent Advocate, Consultant for the California Department of Education, Special Education Division, and Bilingual/Multicultural Program Reviewer of the California Commission on Teacher Credentialing, Curriculum Consultant, Teacher’s Curriculum Institute based on needs. She also serves the Joy Research and Training Center for The Disabled as an Executive Board Member and Conference Program Planning Committee Chair in the USA and Overseas (China, Korea, Philippines, and Uganda). She is also a Founder and Coordinator, “One Mind Group: Parents Support Group” in California and Editor and Board Member of Journals of Special Children Education and Korean Learning Disabilities in S. Korea While serving the Medical Investigation for Neuro-developmental Disorders Summer Institute as a Program Planning Committee. Cho holds an Ed.D. in Multicultural and Special Education, an MA. in Special Education, Resource Specialist Certificate, Special Education Teaching Credentials, Multiple Subject Credentials in California and in South Korea. Over thirty years publishing/presenting research papers in local, state, nationwide, international levels. The main topics have been effective instruction/assessment for students with LDs or English learners with disabilities, intercultural communication styles and transforming parents as their children’s advocacy.
Paul J. Gerber, Ph.D.
Paul J.. Gerber, Ph.D., received his doctorate in special education and school psychology at the University of Michigan in 1978. Before moving to Richmond he was Professor of Education at the University of New Orleans and Associate Dean of the College of Education. Currently, he is a Professor in the Department of Special Education and Disability Policy and the Ruth Harris Professor of Dyslexia Studies in the School of Education at Virginia Commonwealth University in Richmond, Virginia. Over the past thirty years he has researched and written books, chapters and articles about post-school and life span issues for adults with learning disabilities, particularly employment. He has co-authored five books in the area of adults with learning disabilities, one chosen as the top 20 resources for libraries by the American Library Association. His most recent book (2014), written with Marshall Raskind, is entitled, “Leaders, visionaries and Dreamers: Extraordinary Adults with Learning Disabilities and Dyslexia”.
He has been a consultant to the U.S. Department of Education, the President’s Committee for Employment of Persons with Disabilities (U.S. Department of Labor), and the British Ministry of Health. Moreover, Dr. Gerber is the former editor of Thalamus, the journal of the International Academy for Research in Learning Disabilities and serves on a number of other editorial boards including the Journal of Learning Disabilities, Learning Disability Quarterly, Journal of Attention Disorders, and Dyslexia: An International Journal of Research and Practice. Dr. Gerber has been awarded fellowships from the World Rehabilitation Fund and twice from the Project for the Study of Adult Learning (Illinois State University). He has won numerous awards including the Outstanding Researcher Award from the Virginia Council for Learning Disabilities, the Outstanding Paper Award from the Virginia Educational Research Association, the Distinguished Paper Award from the Consortium of State and Regional Research Associations of the American Educational Research Association, and the Virginia Commonwealth University School of Education Awards for Scholarship and for Excellence. He has given numerous keynote speeches and national and international presentations. Of note are the William M. Cruickshank Memorial Lecture for the International Academy for Research in Learning Disabilities and the Distinguished Lecture for the 50th Anniversary of the Marianne Frostig Center in Pasadena, California.
Daniel Hallahan, Ph.D
Daniel P. Hallahan, PhD., is Professor Emeritus of Education at the University of Virginia. At UVA, Hallahan has served as a department chair (twice), director of doctoral studies, and elected representative to UVA’s faculty senate. He held three endowed professorships, including the UVA Cavaliers’ Distinguished Teaching Professorship He received the UVA Outstanding Teaching Award and the State Council of Higher Education for Virginia’s Outstanding Faculty Award. Hallahan was inaugural editor of Exceptionality and currently reviews for Exceptional Children, Learning Disability Quarterly, The Journal of Special Education, and Exceptionality. He is a past president of the Division for Learning Disabilities of the Council for Exceptional Children (CEC). In 2000 he received the CEC Career Research Award. Hallahan’s expertise covers a broad spectrum—learning disabilities, ADHD, autism, intellectual disabilities, blindness, deafness. Much of his early scholarship focused on cognitive strategy training for students with learning disabilities and ADHD. Most recently, he has focused on the need for more individualized, intensive special education instruction for students with disabilities. Hallahan is author of over 100 articles, over 40 chapters, and is co-author or co-editor of 18 books, including Hallahan, Kauffman, & Pullen (2015) Exceptional learners: Introduction to special education (13th ed.), Pearson. Kauffman & Hallahan (2011) Handbook of special education. Routledge; and Kauffman & Hallahan, (2005). Special education: What it is and why we need it. Allyn & Bacon. Some of his books have been translated into German, Spanish, Korean, and Arabic. Hallahan has taught thousands of pre-service and in-service teachers in the introductory course in special education, characteristics of students with learning disabilities, and characteristics of students with intellectual disabilities.
John Hosterman, Ph.D.
John Hosterman holds a Ph.D. in Learning Disabilities from Northwestern University. He is the Director of the Office of Disability Services and Accessibility at Pearson VUE. His responsibilities include oversight of the department responsible for reviewing all disability-related accommodations requests for the GED Testing Service and many other Pearson VUE clients, as well as guidance regarding disability policy and accessibility. Prior to his work at Pearson, Hosterman was the Director of Accommodations Review for the Medical College Admissions Test (MCAT). He is the editor-in-chief and a primary author of the recent publication, Medical Students with Disabilities: Resources to Enhance Accessibility (Association of American Medical Colleges, 2010). Hosterman is a frequent presenter at national education and psychology conferences speaking on topics including disability accommodations on high stakes exams, disability law, and accessible testing. He is fluent in American Sign Language and is active in the deaf community.
Jodi D. Katsafanas, Ed.D.
Dr. Katsafanas is a tenured Assistant Professor of Special Education at Slippery Rock University, Pennsylvania, where she acts as Coordinator of the Community Programs for Americans with Disabilities, faculty advisor for the honor society Lambda Sigma and for DRIVE, a volunteer student organization that raises awareness of issues of disability on campus. She has served in multiple positions at LDA, including Professional Advisory Board and Conference Program Committee member. Previously, Katsafanas taught in separate settings and as well as inclusive classrooms for 18 years in three states, and was an Instructional Support Trainer/Consultant for the Pennsylvania Department of Education. She earned her doctorate in special education from the University of Pittsburgh under the guidance of Naomi Zigmond. Katsafanas’ research interests include the study of inclusive practices abroad. Each year Katsafanas travels with 20 students to collect data in schools for students with learning disabilities for her studies of philosophy, policy and practices of inclusion abroad, including travels to The Netherlands, Belgium, Greece, Costa Rica, Mexico, and St. Lucia.
Robert Kefferstan, Ed.D.
Dr. Robert (Bob) Kefferstan began his interest in struggling students while earning a Master of Arts in Teaching at Harvard Graduate School of Education, studying with Jeanne Chall, Norman Geschwind and Courtney Cazden. While working for a Title I program in New Hampshire, he was offered the opportunity to attend an LDA Annual Conference where he met Doris Johnson. He became a student in the Learning Disabilities Doctoral Program at Northwestern the following Fall. Having taught in public schools in various roles supporting students with learning disabilities, he completed the EdD at West Virginia University and is currently Professor of Education at Waynesburg University and also contributing faculty member in the PhD Program in Special Education at Walden University.
Delia J. Laing, Ph.D.
Dr. Laing brings to the field of education and business a unique perspective as result of experiences in both the public and private sector. She understands the demands placed on professionals responsible for education as they prepare students to meet high standards of performance. She assists organizations with change initiatives that improve individual and organizational performance. Laing currently serves as a regional director for The Leona Group, LLC. Her experiences include teaching in K-12 education and higher education. She served as a supervisor in teacher education for candidates completing an endorsement in Autism Spectrum Disorder and as a committee member to North Central Accreditation team reviews. Laing holds a Ph.D. in Policy, Planning and Administration in Education from The University of Michigan, a M.A. from The University of South Dakota, and a B.S. from Ball State University. Along with serving on LDA’s Professional Advisory Board, she is a former Professional Advisory Board Member of the Learning Disabilities Association of Michigan, and has numerous publications and presentations in the field of education. Laing’s areas of expertise include Program Administration, Evaluation, and School Improvement; Research and University Instruction; Special Education Compliance, Teaching and Consultation; Organizational Development and Change Management.
Janet W. Lerner, Ph.D.
Dr. Lerner has been active in the Illinois LDA and at also at the national level for many years. She has taught children with learning disabilities at the Elementary and Secondary levels, and has trained students in the field of learning disabilities at several colleges and universities. Lerner has served as editor and co-editor of the LDA journal, Learning Disabilities: A Multidisciplinary Journal. Her textbook, Learning Disabilities and Related Disabilities is currently under revision for the 12th edition. She has served as a Professional Advisory Board (PAB) member several times. She holds a Ph.D. from New York University. She believes that the Learning Disabilities Association remains a strong advocate for children and adults with learning disabilities.
Patricia Santistevan Matthews, Ed.D.
Dr. Matthews is a Clinical Associate Professor with the Mild/Moderate Special Education Program at the University of Utah in an auxiliary position. She recently has returned to K-12 public education as a teacher specialist in special education in the Jordan School District. She earned her doctorate from Northern Arizona University in curriculum and instruction with a special emphasis in programming for culturally linguistically diverse populations in 2008. She has worked as both a special education teacher in the areas of mild/moderate and severe programming and as a Prevention Specialist in general education. Dr. Matthews has developed programs for “at risk” regular and special population students, and has trained teachers, parents and support staff. Before moving into higher education she was employed in public education by Granite School District in the Salt Lake City area for fifteen years where she was awarded the Granite Education Foundation Excel Outstanding Educator of the year award for the 1998-99 school year. Her research interests include mathematics instruction for struggling learners, female educational empowerment, and designing and evaluating community engaged learning projects at both the local and global community levels for diverse populations with exceptional learning needs. Dr. Matthews is proud of her Latina heritage and enjoys living in the most diverse city in Utah, West Valley City with her husband and four daughters.