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.
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.
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.
John Hosterman, Ph.D.
John Hosterman holds a Ph.D. in Learning Disabilities from Northwestern University. Dr. Hosterman has been an advocate for children and adults with learning disabilities for nearly 30 years. Currently he is the Chief of Accessibility Services at Paradigm Testing. His responsibilities include oversight of the department responsible for reviewing all disability-related accommodations requests on behalf of test sponsors, as well as guidance regarding disability policy and test accessibility. For the past 10 years he has been involved with accessibility and accommodations on high-stakes tests; prior to this he was in private practice, working directly with children and adults with disabilities. 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. In addition to his expertise in the area of learning disabilities, he is fluent in American Sign Language and is active in the deaf community.
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.
Charlene Martin, Ph.D.
Dr. Charlene Martin is an associate professor at Oral Roberts University, where she currently devotes her time to teaching undergraduate pre-service teachers how to integrate and embed literacy best practices into their instructional practices. She has more than 20 years of practitioner experience in special education and elementary classrooms ranging from early primary to nontraditional adult classrooms. Her special education professional experiences include teaching within self-contained classrooms, resource room/pull-out classrooms, and an inclusion model. Also, she has experience teaching in regular education first grade, third grade, and fifth grade classrooms. Eventually she left the classroom in order to broaden her career by becoming a literacy consultant for a national literacy foundation where she worked with administrators and teachers in ten states to implement literacy best practices. She worked for this literacy foundation for five years, during which time she provided school-wide staff development, literacy instructional coaching for classroom teachers, training for literacy coaches and also, she co-authored three teacher resource books focused on literacy instructional practices. She holds a Bachelor’s of Science degree in both Special Education and Elementary Education from the University of Nebraska at Omaha, a Master’s of Art degree in Curriculum Development from Oral Roberts University, and a Ph.D. in Instructional Leadership and Academic Curriculum with an emphasis in Reading from the University of Oklahoma. She has made literacy presentations for both national and international literacy research conferences, as well as numerous P-12 practitioner conferences. Her dissertation research focused on pre-service teacher literacy instruction self-efficacy, which won both a national and international award. Based on research findings from this study, she recently designed and implemented a mentoring program for beginning teachers focused specifically on supporting a teacher sense of efficacy, which sustains them as they implement integrated literacy best practices into their classroom instruction.
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.
Patricia J. Peterson, Ph.D.
Patricia Peterson holds a Ph.D. in Special Education with a minor in Bilingual Education from the University of Florida and is bilingual in Spanish and English. She has K-12 public schools teaching experience in both bilingual education and bilingual special education with Illinois and Florida teacher certifications in K-12 cross-categorical special education, learning disabilities, elementary education, Spanish K-16, and educational leadership/school administration. She is a Professor of Special Education at Northern Arizona University (NAU) with a focus in Culturally and Linguistically Diverse Exceptional-education (CLDE). Additionally, during the past 25 years at NAU, she has served as the Principal Investigator of several federally funded Personnel Preparation programs from the US Department of Education (Office of English Language Acquisition and Office of Special Education Programs). Her research centers on inclusion programs, UDL/UDI, and inclusive diversity best practices at the elementary, secondary, and university levels along with the development of CLDE programs and courses at the bachelors, masters, and doctoral levels.
Dr. Peterson has extensive and broad experience in special education and teacher education related to empowerment of Culturally Linguistically Diverse Exceptional students. Specific skills include teaching a variety of special education courses at the Bachelors, Masters, and Doctoral Levels; research, design, implementation and evaluation of preparation programs for teachers and faculty serving multicultural populations; needs assessment; interdisciplinary collaborative team building; and sponsored projects’ program administration. She is bilingual (Spanish/English) with educational experience in Latin America and Spain. Her current research focus is on effective inclusion models in the United States and internationally; CLDE pedagogy, and Evidence Based Practices.