Jerome Schultz, Ph.D., Chair
Dr. Schultz began his career as a special education teacher. He is currently in private practice as a clinical neuropsychologist and is on the faculty of Harvard Medical School in the Department of Psychiatry. He specializes in the neuropsychological assessment and treatment of children with special needs. For 30 years he was on the faculty and served as the Founding Director of a diagnostic clinic called the Learning Lab @ Lesley University. Schultz served for several years at 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 a member of the LDA PAB, Schultz also serves on the professional advisory board of a website for ADHD, and on the Editorial Board of the journal Academic Psychiatry. He serves as neuropsychological consultant to several school districts, and offers presentations and professional development throughout the U.S. and abroad. He is the author of Nowhere to Hide: The Real Reason Kids with LD and ADHD 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.
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 Director. 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 a Bilingual/Multicultural Program Reviewer of the California Commission on Teacher Credentialing; a Curriculum Consultant, Teacher’s Curriculum Institute, Executive Board Member and Conference Program Planning Committee Chair, Joy Research and Training Center for The Disabled in the USA and Overseas (China, Vietnam, Cambodia, Philippines, Korea, Mexico). Founder and Coordinator, “One Mind Group: Parents Support Group” in California and Editor of Journal of Special Children Education, The Korean Association for Children with Disabilities, Medical Investigation for Neuro-developmental Disorders Summer Institute Program Planning Committee. Cho holds an Ed.D. in Multicultural 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, internal level. 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.
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.
Robert Isherwood, Ed.D.
Dr. Isherwood is an Assistant Professor at Slippery Rock University in Pennsylvania and a partner in the Keystone Educational Consulting Group. Isherwood has been a professor in the Special Education Department at SRU for eight years. Prior to his work as a professor he was a school administrator in the Leechburg Area School District and the Plum Borough School District. Before becoming an administrator he worked as an emotional support and learning support teacher for ten years in the Highlands School District. Isherwood has consulted in over 70 school districts in Pennsylvania, Texas, Iowa, and the Virgin Islands on areas of special education school law issues, co-teaching, differentiated instruction, and technology integration in inclusive classrooms. Isherwood was the keynote speaker at the Iowa State LDA conference in 2010. He recently published an article on co-teaching in Learning Disabilities: A Multidisciplinary Journal and in the Journal of Ethnographic and Qualitative Research. He sits on the editorial boards of the Journal of Ethnographic and Qualitative Research and The Journal of Special Education Apprenticeship, as well as LDA’s Professional Advisory Board. Isherwood is a past recipient of the Butler County United Way Red Apple Award for outstanding contribution to the field of education.
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. Liang’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.
Paula Maccini, Ph.D.
Dr. Maccini obtained her Ph.D. in Special Education at Penn State University in 1998. Prior to that, Dr. Maccini earned a masters degree in special education–learning handicapped from California State University, Hayward, and a bachelor’s degree in mathematics education at the University of Maryland. Maccini also has a secondary mathematics education background and experience teaching algebra to secondary students with special needs in Maryland, South Carolina, and California. Currently, she is an Associate Professor at the University of Maryland, College Park, MD. She teaches methods courses for pre-service teachers and practicing teachers with a focus on research-based interventions for students with high incidence disabilities. Maccini’s related research projects include both intervention research and survey research in the area of mathematics with secondary students with learning disabilities (LD). Her research projects include publications in the area of mathematics instruction for secondary students with LD, including special and general education teachers’ perceptions and application of National Council of Teachers of Mathematics (NCTM) standards for school mathematics for students with LD and emotional and behavioral disorders (EBD), research on curriculum, assessment, and accountability policy for students with LD and EBD served within day treatment and residential schools and juvenile correctional programs, as well as effective interventions for helping students access the general education mathematics curriculum in light of the Common Core State Standards.
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.