Mark DiPietro, Chair
Mark DiPietro is Vice President for Marketing & Communications at Franklin Pierce University in Rindge, N.H. From 2013-2024, Mark served in the same role at Landmark College, the first college for students with learning disabilities and attention challenges. Prior to joining Landmark, he had been an editor, a newspaper reporter, and a public relations consultant with Gehrung Associates, whose clientele includes many colleges and universities.
In his roles at Franklin Pierce University and Landmark College, Mark has been responsible for international brand-building efforts across digital and traditional media outlets. He has organized media appearances, speaking engagements, and panel presentations, and he has presented on topics related to marketing and enrollment, including at the National Association of College Admission Counselors and eduWeb national conferences. He has also served on the steering committee of the Landmark College Center for Neurodiversity, and has helped to launch Franklin Pierce University’s ASCEND program for students with ADHD, dyslexia, and other learning disabilities.
Mark earned a B.A. in journalism from Northeastern University and has taken courses in Landmark College’s Post-Baccalaureate Certificate in Learning Differences and Neurodiversity. He lives in New Hampshire with his wife, with whom he has two adult children, and he enjoys outdoors activities, physical fitness, and the arts.
Elizabeth Alves, Vice-Chair
Elizabeth Alves is a dedicated humanitarian who’s work focuses on educating professionals at the state, national, and global level to impact positive post graduate outcomes. Elizabeth received a Bachelor of Arts in Humanities in 2006 with a concentration in Elementary Education, a MAT in 2007 from Fairleigh Dickinson University in Madison, NJ. She has since had her Masters endorsed in Early Childhood, Special Education, and Supervision from Rowan University in Glassboro, NJ. She holds teaching certificates in P-12 General and Special Education and Supervision.
Within the state of New Jersey Alves works at Benway School, a therapeutic out of district placement special education school for students with behavioral and emotional difficulties. She has developed a Transitional Program, coached teachers on Career Ready Practices, Literacy Intervention, and STREAM. She also collaborates with administration and staff to provide engagement activities. Alves started as the Treasurer and Scholarship Chair of the Learning Disabilities Association of NJ and recently has become the President. Alves serves as a member of the NJ Special Education Advisory Council where she is on several committees related to Recruitment and Retention, Internal Engagements, and External Engagements. Additionally, Alves serves as an Advisory Member for Rutgers Boggs Center Person Centered Approaches in School and Transitions Project. At the national level she was named the Affiliate Council Chair for LDA and works diligently to facilitate dialogues pertaining to our affiliates priorities. Finally, Alves is the lead in a lesson planning working group within the Pre University Coordinating Committee for IEEE, the world’s largest technical professional organization dedicated to advancing technology for the benefit of humanity. In addition to leading a group she participates in several other groups within the Educational Activities Board with a focus on empowering volunteers to empower our youth by creating course content, evaluating grant proposals, and utilizing strategic planning. Alves’ personal mission is to aid in the progress of filling the 30% gap in the engineering workforce by diversifying the field with women, underrepresented cultures and neuro-diverse students. She envisions leveraging her position at each level to work collaboratively toward shared goals.
Stefan Bauer
Stefan Bauer is the CEO of Marker Learning, an AI-powered platform that helps school districts nationwide deliver better outcomes for special education students. Stefan’s path to this work is personal; as a former Special Education student, he credits his mother’s relentless advocacy for helping him access the support that enabled his academic success, ultimately leading him to Yale University.
Before founding Marker Learning, Stefan built a business foundation in finance and strategy. He worked at McKinsey as a Strategy Engagement Manager and at Morgan Stanley across the Sales & Trading and Leveraged Finance divisions, and holds the Chartered Financial Analyst (CFA) designation.
Steve Brown
EunMi Cho
Along with serving on LDA as the Professional Advisory Board Chair/Member and President of LDA-CA, EunMi has been a Special Education Researcher, Professor, and Program Coordinator at Sacramento State and Parent Advocate in her community. She is also a Founder and Coordinator, “One Mind Group: Parents Support Group” in Northern California since 1998 and has been developing Special Education Teaching Credential Programs and training teachers in Uganda, Malawi, Kenya, Philippines, China, S. Korea, Cambodia, Vietnam, and Mexico since 2002.
Jaumeiko Coleman
Jaumeiko Coleman, PhD, CCC-SLP, FNAP is the Director of Clinical Services at the Atlanta Speech School. Her responsibilities include supporting the implementation of audiology; occupational therapy; reading, writing, and mathematics intervention; and speech-language-pathology clinic programs for children and adults. Her current position and past work in school-based settings, universities, a research unit, a continuing education accrediting unit, and as Director of School Services for the American Speech-Language-Hearing Association have included a strong interprofessional practice focus.
Gad Elbeheri
Dr. Gad Elbeheri is the Founder and Managing Director of Global Educational Consultants (Egypt). Previously, Dr. Elbeheri was the Dean of the Australian College of Kuwait (2012/2017) and the Executive Director of the Centre for Child Evaluation & Teaching (2006/2011). An applied linguist who obtained his PhD from the University of Durham, UK, Dr. Elbeheri has a keen interest in cross-linguistic studies of specific learning difficulties and inclusive education. Dr. Elbeheri has made over 40 conference and seminar presentations around the world. He has published over 9 books in both English and Arabic in the field of dyslexia, and over 10 peer reviewed journal articles on dyslexia and its manifestations in Arabic. He has participated in producing nationally standardized tests and computer-based screening programs in Arabic.
Dr. Elbeheri brings a global perspective to learning disabilities assessment and intervention. He presented at the October Science to Practice Forum on how RTI is being implemented in the Arabic world. Dr. Elbeheri believes there are many individuals in the Arabic world that would benefit from learning of the work of LDA.
Kari Fotis
Kari Fotis, M.Ed., C-SLDS, is the Founder and Director of the Hampton Roads Dyslexia Center (HRDC) in Newport News, VA. Kari opened the center after nearly 20 years teaching and tutoring as a special education teacher. HRDC provides diagnostic testing and evidence-based intensive intervention for people with learning disabilities. HRDC also provides professional development, education, support, and advocacy services for families in the surrounding areas. Additionally, Kari works as an educational diagnostician for the Virginia Center for Autism and Related Developmental Disabilities (VCARDD) in Richmond, VA.
Kari graduated from the University of Maryland with a B.S. in Psychology and then went on to earn a M.Ed. in Special Education Curriculum and Instruction from the College of William and Mary. After her initial training in the Wilson Readying System (WRS), Kari went on to earn the highest level of certification as a Wilson Language Dyslexia Therapist. Additionally, she is a certified Structured Literacy Dyslexia Specialist with the Center for Effective Reading Interventions (CERI), a subsidiary of the International Dyslexia Association (IDA).
Kari works to increase understanding and awareness of challenges in special education by presenting at conferences at the state and national level. She also serves as a guest lecturer at Christopher Newport University and for The College of William and Mary’s law students serving with the PELE Advocacy Clinic.
Kari holds professional membership with the IDA, CERI, ILA, and the Council for Exceptional Children. As an active member in her community, Kari also serves on the Board of Directors for the Virginia Beach branch of the IDA. In her free time, Kari enjoys cooking, reading, and spending time with her family.
Lorelei Jackson
Lorelei Jackson leads the Student Services Department within a middle school in the Denver Public Schools system. She is former school teacher who has assisted in the development of Gifted & Talented programs, MTSS/RtI programs, Special Education programs, Multi-Language Learner & Newcomer programs, and differentiated mathematics programs for accelerated and struggling learners. Lorelei believes that access to culturally responsive curriculum and ongoing teacher training are not only fundamental parts of academic excellence, but are also the building blocks of critical thinking for all. Her teaching philosophy is based on a solid premise and strong belief that education is necessary for discovery and knowledge generation, and for individuals to become engaged citizens. She works towards increasing the knowledge and skills of general education teachers to better support neurodiverse students.
Through program development, Lorelei assists students in grades 5-8 overcome barriers to their education. She is an active advocate for student rights and frequently communicates and advocates for policy changes to support students with disabilities at the state and local level.
In addition to supporting academic programming within schools, Lorelei is an honored education coach and mindfulness instructor. She has been nominated for the Denver Distinguished Teacher Award and the Helen Phelps Recognition for Individual Volunteer. Lorelei holds a Bachelor’s degree in Applied Psychology, a Master’s Degree in Developmental Psychology, and a second Master’s Degree in Special Education & Teaching. She has also received a graduate certification in Inclusive Schools Leadership, allowing her to build inclusive schools and improve academics & social-emotional outcomes for exceptional learners.
Harold Jordan
Harold Jordan is Senior Education Equity Coordinator at the American Civil Liberties Union of Pennsylvania. He is the author of Beyond Zero Tolerance: Discipline and Policing in Pennsylvania Schools, co-author of Cops and No Counselors: How the Lack of School Mental Health Staff is Harming Students and Student Arrests in Allegheny County Schools: The Need for Transparency and Accountability, and the editor of Know Your Rights: A Handbook for Public School Students in Pennsylvania. Harold previously served on the professional advisory board of the Learning Disabilities Association of America. He has held leadership roles at the national Dignity in Schools Campaign, the Philadelphia Public School Notebook, and the American Friends Service Committee. Harold participated in the 2015 White House Rethink Discipline Summit.
Harold is the recipient of the Education Law Center of PA’s Education Champion Award , the Marcienne and Herman Mattleman Award for Excellence in Public Education , and the Black Girls Equity Alliance’s 2025 See the Best in Me Equity Award. He holds a degree in social thought and analysis from Washington University in St. Louis.
Pen King
Pen King Jr. is the Founder of PKJ Coaching and Bonding Health, where he helps high-performing individuals build sustainable nervous system regulation through surrender-based practice and structured behavioral reinforcement. His work centers on the belief that clarity, consistency, and real performance emerge not from force, but from learning how to let go of chronic tension and internal bracing.
He is passionate about reshaping how ADHD and emotional intensity are understood — not as flaws to suppress, but as strengths that can be harnessed when the nervous system no longer feels at war. Outside of his work, he enjoys long-distance running, sauna and cold exposure practices, and time in nature.
Kristen Lech
Dr. Kristen L. Lech is a special education leader, scholar, and professor with more than 18 years of experience across PreK–12 and higher education settings. She currently serves as Program Director of Graduate Programs in Special Education and English as a Second Language, Department Chair, and Associate Professor at Bay Path University. In this role, she leads program design and approval, aligns curricula with Massachusetts Department of Elementary and Secondary Education requirements and national standards, supervises and mentors faculty, and manages program budgets. She also oversees practicum supervision and supports teacher candidates through the state performance assessment process.
Dr. Lech began her career as a special education teacher, later serving as a Special Education Supervisor where she chaired IEP meetings, supervised staff, ensured compliance with state and federal regulations, and led schoolwide professional development. Her scholarship and professional work center on Universal Design for Learning (UDL), Multi-Tiered Systems of Support (MTSS), culturally responsive literacy practices, and improving outcomes for multilingual learners with disabilities. She is a frequent presenter at national and regional conferences, including the Council for Exceptional Children, MATSOL, and the Learning Disabilities Association of America.
A published author of multiple books, book chapters, and peer-reviewed articles focused on learning disabilities and effective instructional strategies, Dr. Lech is committed to bridging research and practice. She led a team in securing a $1.2 million U.S. Department of Education OSEP Personnel Development grant to increase educator diversity in special education. Her professional honors include the Richard J. Briotta Award for Faculty Research and the Fearless Woman Award for Passion.
Chris Lenois
Chris Lenois is the Vice President for Marketing and Communication at Landmark College, founded in 1985 as the first college for students with learning abilities and attention challenges. His 30-plus year career as a communications professional spans a variety of industries, both in the private and public sector. He was an instrumental part of the team that built some of first dynamically updated online information systems during his time at PR Newswire and won their Customer Care Award in 1996. Chris has previously served as Board President for Brattleboro Community Television, Board Secretary for Next Stage Arts, and as an elected Town Meeting Representative for the town of Brattleboro. He holds B.A. in English from the University of Vermont and is an ardent fan of jazz music.
John J. Mulholland, Jr.
John J. Mulholland, Jr. serves as Executive Director of the New Jersey Association of Special Education Partner Schools, whose member schools educate over 10,000 students with significant disabilities. A neurodivergent leader and disability policy advocate, John brings both lived experience and years of public policy expertise to his work advancing educational equity.
He previously served as Director of the Office of Constituent Relations for the Governor of New Jersey and held several senior staff roles in the New Jersey Legislature. In these positions, he helped shape legislation benefiting individuals with disabilities, including making New Jersey the first state to extend residential parking access to home healthcare workers on a statewide basis.
John earned his Bachelor of Arts in Political Science and History, summa cum laude, from Temple University, and his Juris Doctor from Temple University’s Beasley School of Law, where he was inducted into the Rubin Public Interest Law Honor Society. He is licensed to practice law in New Jersey and Pennsylvania and earned the Certified Association Executive (CAE) credential in 2024.
In addition to his professional work, John is passionate about building inclusive communities. He enjoys reading history, biographies, and science fiction; cheering on Philadelphia sports teams; and spending time with his wife, Sandy, their family, and close friends.
Kristina Scott Quinlan
Dr. Kristina Scott-Quinlan, Ed.D. is an associate dean, professor, and program director for the special education and autism programs at Salem State University. She teaches courses to prepare early childhood, elementary, secondary, and special education teachers to enter today’s diverse classroom environments. She also oversees all areas of education licensure and works with partner districts to develop, provide programming, and redesign preparation courses at the university to reduce the theory-to-practice gap. Kristina’s research focuses on teacher preparation practices and developing social skills alongside academic content knowledge for academic and career success in preschool through university classrooms. She regularly presents at both national and international conferences. She also works nationally to evaluate teacher preparation programs. She has worked with seven different state education departments to provide technical assistance and training, ensuring high-quality teacher preparation experiences for all teacher candidates to meet the needs of the K-12 students they serve.
Edward Schultz, Ph.D.
Dr. Schultz began his career working with children with significant mental health needs prior to becoming a special educator teacher and educational diagnostician. He earned his undergraduate and master’s degree at Midwestern State University in Wichita Falls, TX. and earned his PhD at the University of North Texas in Denton, TX. He currently is an Associate Professor and a distinguished West scholar at the West College of Education at Midwestern State University.
In addition to teaching both undergraduate and graduate courses at MSU, he is also program coordinator for the educational diagnostician and special education teacher program .He is the co-author of the Core-Selective Evaluation Process (C-SEP) and has written numerous peer-reviewed articles, presented at the national and international level, and has provided trainings across the country to schools and state departments of education. His areas of expertise include SLD identification, multi-tiered systems of support, and emotional and behavioral disorders (EBD).
Dr. Analisa Smith
Dr. Analisa L. Smith has worked for more than 25 years in the public & private sector advocating for individuals with disabilities. She works professionally as an education consultant, a homeschool consultant, a distance education professor, and a classroom teacher. She is certified/endorsed in 13 areas of education in two states. Smith has a a Doctorate of Education in Education Administration from Nova Southeastern University, an M.Ed. in Education from the University of South Carolina, and a B.S. in Elementary and Special Education from Columbia College. She is the author of Transition Toolbox: Postsecondary Success for the Student with a Disability, a book that focuses upon transition issues and services for the mildly disabled individual and a plethora of article publications. She is the mother of three sons (2 neurodivergent), and a grandmother to a grandson and granddaughter. Smith’s passion is to promote advocacy and support for all students, in particular those identified with neurodivergence.
Kaci Smith
Kaci Smith holds a Bachelor’s Degree in Special Education and has 26 years of experience instructing students with disabilities in a wide range of settings and across multiple content areas. She currently teaches in the Springdale Public School District where she empowers teachers to utilize technology to equal the playing field in the classroom for students who not only have learning disabilities but also are English Language Learners. Kaci is the past President and current Secretary of LDA of Arkansas and strives to strengthen Advocacy and Public Policy within her state. Kaci is a mom of three, one of whom has learning disabilities and autism. She values the importance of advocacy and works with other parents to bridge the path from school to adult transition.
Janeen Steel
Ms. Steel is a leading attorney in education, disability & civil rights law. She is the founder of the Learning Rights Law Center in Los Angeles, CA (LRLC). The LRLC fights to achieve education equity for underserved families in Los Angeles and surrounding counties. The LRLC provides free and low-cost legal representation, advice, advocacy and training to children, their families and communities who, as a consequence of disability or discrimination, have been denied equal access to a public education. Their vision is for all children to receive a meaningful and equitable public education which empowers them to grow into happy, productive, and independent adults.
The LRLC is an extraordinary legal services provider that focuses entirely on the education of children with disabilities. Ms. Steel founded it shortly after graduating from law school. Ms. Steel has a learning disability, and she shares this in her public speeches.
Mark Stoddart
Mark Stoddart is a renowned Scottish artist celebrated for his exquisite bronze sculptures, which often feature marine and wildlife themes. His artistry is characterized by intricate detail and a profound connection to nature, making his works highly sought after by collectors and enthusiasts alike.
Beyond his artistic achievements, Mark is passionately dedicated to supporting individuals with learning disabilities. As an active supporter of Dyslexia Scotland, he works tirelessly to raise awareness and provide assistance to those with dyslexia and other learning challenges. His advocacy extends globally, impacting countless lives and fostering a more inclusive and understanding environment for individuals with learning disabilities. Through his art and humanitarian efforts, Mark Stoddart continues to inspire and make a significant difference in the world.
Kelly Tanzi
Kelly Tanzi is a dedicated educator with over 25 years of experience in public, private, charter, and parochial schools. She received her training in special education at American University, which was directed by Sally Smith, the founder of The Lab School of Washington. Shortly after completing her training, Kelly was hired at The Lab School, where she taught reading and writing to 7th and 8th-graders with language-based learning disabilities.
Kelly later worked at Woods Academy and Blessed Sacrament, where she consistently applied her expertise as a special educator. Her roles included teaching language arts and ancient civilizations, serving as a coordinator of learning support, working as a learning specialist, and teaching 4th grade.
For five years, Kelly Tanzi served as the President of the Learning Disabilities Association of Maryland. She has also been a liaison to the national board of the Learning Disabilities Association of America for two years. Currently, Kelly is the Chair of the Maryland Literacy Association and a member of the Auxiliary Board at Children’s National Hospital in Washington, D.C.
Robin Thoma, Ph.D.
Dr. Robin Thoma is the Project Manager of the SLD Support Project, a federally funded grant project through the Illinois State Board of Education in partnership with Eastern Illinois University and Eastern Illinois Area of Special Education. The SLDSP provides professional learning opportunities to educators and school personnel who support students with specific learning disabilities across the state of Illinois. She spent the first eighteen years of her career as a high school special teacher where she specialized in supporting students with specific learning disabilities and autism. In this role, she collaborated with general education teachers, guidance counselors, related service providers, and parents to support students with IEPs. Following her time in the classroom, Robin served as the interim Chairperson of the Education Department and Licensing Advisor at Saint Mary-of-the-Woods College. While at SMWC, she developed curricula for the P-12 Mild Intervention and Intense Intervention programs. In addition to serving as the Project Manager for the SLD Support Project, Robin is an adjunct instructor at Indiana State University and Minot State University.
Robin earned her PhD from Indiana State University in December 2022. She was appointed to the Board of Directors of the Learning Disabilities Association of America in 2024. She enjoys reading, traveling, and spending time with her family.
Honora Wall, Ed.D.
Honora Wall is the founder and executive director of The Dyscalculia Training & Research Institute, an Iowa-based non-profit organization dedicated to changing the lived experience of people with the math learning disability. A 20-year educator, author, speaker, and trainer, Honora works to bridge the gap between Special Education and General Education classrooms. She believes that well-aligned instruction, assessment, and accommodations allow students with learning disabilities to succeed at both grade level and advanced content. To this end, she received her Master’s in Applied Learning & Instruction from the University of Central Florida and her Ed.D. in Curriculum & Instruction from Concordia University Chicago. She works with students, schools, and district leaders across the country to increase their understanding of neurodivergent conditions and their impact on the K-16 student experience. Honora is an active member of the Association of Teacher Educators, NCTM, CASE, CEC, and is a board member of LDA-Iowa. Her books, Teaching Students with Dyscalculia and Ah-Ha! Games for the Brain are available in bookstores and online. She hopes to use her platform as a national speaker and teacher trainer to bring LDA’s mission to new audiences.
