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Technical Assistance Experts

Jason Robinson, Ph.D., Assistant Professor

  • Proactively addressing student behavior

Sandy Bowen, Ph.D., Professor



  • Education of students who are deaf and hard of hearing (DHH)
  • Students and families who are culturally and linguistically diverse (DHH)
  • Coaching and mentoring
  • Teacher Preparation
  • Literacy development
  • Deaf-blindness
  • Early intervention (DHH)

Lori Peterson, Ph.D., Assistant Professor

  • Meaningful and compliant transition IEPs (Indicator 13)
  • Self-determination
  • Transition assessment
 Rashida Banerjee, Ph.D., Professor



  • Engaging in meaningful evaluation and assessment practices, particularly for children from culturally and linguistically diverse backgrounds or children with social-emotional development concerns.
  • Supporting play to promote development and learning
  • Supporting classroom transitions between daily routines
  • Promoting culturally responsive practices for children with challenging behaviors
  • Promoting family engagement and family/professional collaboration
  • Promoting collaboration and consultation among professionals
  • Designing and implementing research
  • Conducting program evaluation and using program data to make informed decisions
Jennifer Ritchotte, Ph.D., Associate Professor

  • Twice-exceptionality (i.e., giftedness and disability)
  • Giftedness (e.g., overview, identification, programming)
  • Underachievement and/or dropping out
 Lewis Jackson, Ed.D., Professor



  • General education curriculum support for students with significant support needs
  • Classroom support in general education for students with intellectual disability
  • Language and communication intervention for students with severe disabilities
  • Positive behavioral support planning for students with emotional and behavioral issues, including trauma
 Francie Murry, Ph.D., Professor



  • Differentiation instructional tools and adaptations
  • Noncompliance strategies to gain compliance
  • Cultural responsive communication strategies
  • Conflict reduction skills
  • Math metacognition and manipulations
  • Use of self-as-model assistive tech for behavior change
  • Strategies for engaging gifted underachievers
  • Strategies to counteract truancy
Kris Melloy, Ph.D.
  • Educational leadership for inclusive schools (e.g., teachers, school administrators, special education administrators)
  • Multi-tiered systems of supports that promote academic, behavioral, and social achievement
  • Positive behavior intervention and supports (PBIS) in inclusive school settings
  • Behavior management in elementary classrooms
  • Behavior management in secondary classrooms
  • Working with students with challenging behaviors and challenged by their behavior (elementary and secondary)
  • Social skills instruction for elementary students
  • Social skills instruction for secondary students
  • Inclusive school environments that promote social justice for all students
  • Para-educators and positive behavior intervention
Todd Sundeen, Ph.D., Associate Professor



  • Inclusion
  • Co-teaching
  • Universal design for learning
  • Rubric design and development
  • Expressive writing support for students with disabilities
  • IEP development
  • IEP goal writing
Paula Conroy, Ed.D., Professor



  • Blindness, general
  • Braille literacy
  • Orientation and mobility, general
  • Visual impairment and additional disabilities
  • Visual impairment and second language learning
  • Itinerant teaching/service delivery