Silvia Correa-Torres

Dr. Silvia M. Correa-Torres is a Professor in the School of Special Education at the University of Northern Colorado, where she also serves as Doctoral Program Coordinator and Executive Director of the Bresnahan-Halstead Center. Dr. Correa-Torres has dedicated her career to advancing personnel preparation, research, and practice in the field of deafblindness and visual impairment.

Her scholarship spans O&M instruction, teacher preparation for professionals serving students with visual impairment and deafblindness, and the emerging role of artificial intelligence in special education and doctoral training. Her international research includes studying how educators support learners with Usher Syndrome and dual sensory loss in Uganda, as well as research on disability support services for university students with disabilities in Thailand. She has also authored work exploring innovative approaches to O&M coursework, including blindfold-based instructional models.

At the University of Northern Colorado, Dr. Correa-Torres teaches across the undergraduate-to-doctoral continuum, co-chairs the Institutional Review Board, mentors doctoral students, and is involved in the special education leadership community through her work within state and national organizations. Through the Bresnahan-Halstead Center, she is grateful to contribute to personnel preparation and educational equity efforts for individuals with disabilities and their families.

• Ed.D. University of Northern Colorado, Special Education
• M.Ed. Northern Illinois University, Special Education
• B.A. University of Puerto Rico, Special Education, Elementary Education

• 2017-Present: Professor, University of Northern Colorado
• 2012-2017: Associate Professor, University of Northern Colorado
• 2007-2012: Assistant Professor, University of Northern Colorado
• 2006-2007: Orientation & Mobility Instructor, Lighthouse of Broward County, Fort Lauderdale, FL
• 2004-2006: Assistant Professor, Florida State University
• 2002-2004: National Center on Low-Incidence Disabilities, Project Coordinator

• Communication issues among students with deaf blindness
• Inclusion
• Needs of students with visual impairtment who are from culturally and/or linguistically diverse backgrounds and their families
• Orientation and mobility
• Personnel preparation
• Services for individuals with disabilities at the international level

• Bowen, S. K., & Correa-Torres, S. M. (InPress). Understanding the communication needs of culturally and linguistically diverse students who are deafblind. American Speech-Language-Hearing Association.
• Milian, M., Conroy, P., & Correa-Torres, S. M. (2017). Diversity and its implications for educators of students with visual impairments. In C. Holbrook, C. Hannan, & T. McCarthy. Foundations of Education Vol. 1: History and Theory of Teaching Children and Youths with Visual Impairments (3^rd Edition). New York, NY: AFB Press.
•  Ferrell, K. A., Correa-Torres, S. M., Howell, J. J., Carver, W., Anthony, T., Mathews, D., . . . Smyth, C. (2017).  Image description as an accommodation in statewide assessments for students with visual and print disabilities. Journal of Visual Impairments, 111(4), 325-339.
• Correa-Torres, S. M., & Bowen, S. (2016). Recognizing the needs of families of children and youth who are deafblind. American Annals of the Deaf, 161(4), 454-461.
• Brewer, R., & Correa-Torres, S. M., & Kincaid, T. (2015). The impact of placement in the US on social opportunities for students with multiple disabilities: An analysis of the SEELS database. World Journal of Educational Research, 2(2), 84-98.
• Correa-Torres, S. M., & Zebehazy, K. T. (2014). Lessons learned from Hispanic mothers in the United States: Recommendations for personnel preparation and research in visual impairment. British Journal of Visual Impairment, 32(3), 191-199.
• Correa-Torres, S. M. (2013). Guest editorial. Division on Visual Impairment Quarterly, 58(2). [Guest editor, special issue on diversity]
• Zebehazy, K. T., Correa-Torres, S. M. (2013). Connecting with families from culturally and linguistically diverse backgrounds: Reflecting as practitioners on our own beliefs and values. Division on Visual Impairments Quarterly, 58(2), 40-51.