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Board of Directors
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Sandra G. Irby, M.S., M.S.Ed. |
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Sandra G. Irby is an educational diagnostician employed by Chesterfield County Public Schools in Virginia. She serves on trans-disciplinary child study teams involved in the evaluation of student learning needs. She holds multiple Virginia Department of Education professional licenses. The license areas include learning disabilities, emotional disturbances, mental retardation, psychology, special needs vocational education and special education, general curriculum. Her interests include low incidence disabilities, verbal and nonverbal learning disabilities, all areas of emotional disturbance in children, and autism spectrum disorders. In addition to her status as a Nationally Certified Educational Diagnostician, Mrs. Irby is a certified houseparent. She has held three fellowships and won two grant awards. She received an Associate of Science degree in psychology from Richard Bland College, a Bachelor of Arts degree in psychology from Mary Baldwin College, a Master of Science degree in special education from Virginia State University and a Master of Science degree in education, instructional technology, from Duquesne University. |
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Teresa Montani, EdD, Secretary |
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Teresa Montani, EdD, is an associate professor in the School of Education, Department of Learning Disabilities at Fairleigh Dickinson University in New Jersey. She is also the Associate Director of the School of Education and the Director of the Learning Disabilities Program. She teaches general and special education teachers pursing special education certification and advanced educational diagnostician certification. Prior to becoming a university faculty member she taught students with learning disabilities, developmental disabilities, and behavioral problems ranging from early intervention through high school in New York, New Jersey, and California. Dr. Montani was Assistant Chief of the Learning Enrichment Program at the Institute for Child Development at Hackensack University Medical Center. She also taught in The Little Red Schoolhouse, a school for communication impaired students, served as Principal of The Little Red Schoolhouse, and was a member of the team working with students who had suffered Traumatic Brain Injuries. She has been actively involved with CEDS for over 10 years. Dr. Montani graduated from Rutgers University with a doctorate in Learning, Cognition and Development; California State University, Hayward, with a Master of Science in Learning Disorders, and Hunter College of the City of New York with a B.A. in Elementary Education and English Language Arts. |
Laura Anne Denton, Ed.D., brings a broad range of experience to her work as a diagnostician and an educational therapist. She holds California teaching credentials in both general and special education with additional endorsements for Reading; Cross-cultural, Language & Academic Development (CLAD); and Administration. She is a Board Certified Educational Therapist. Earlier in her career, she taught in PA, NM, and WY. Currently, she works as a member of a trans-disciplinary diagnostic team that serves northern CA students who are referred by their districts. Under the auspices of the CA DOE, the Diagnostic Center provides free, independent assessments to students for whom their districts and families have additional questions after having exhausted the district resources, or to provide an impartial evaluation for cases in dispute. To provide practical recommendations for instructional strategies, curricula and accommodations, Dr. Denton draws from her advanced knowledge of reading and learning disabilities, formal and informal assessment, and the effects of the learning environment on a student’s ability to learn and to demonstrate their learning. Dr. Denton joined the NCED Board in 2007 and chairs the Professional Growth committee. Her goal is to promote national recognition of NCED as a mark of distinction and recognition for advanced skill levels in assessment, interpretation and practical application of results to guide effective instructional planning.
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Beverly Barkon, Ph.D., is associate professor of Special Education in the School of Education at Carlow University in Pittsburgh, PA, teaching courses in the M.Ed. program for certification in special education, where she teaches courses in assessment, and the undergraduate major in special education and is an adjunct member of the Pittsburgh Cancer Institute, Division of Biobehavioral Oncology. She holds both NCED certification and certification as a learning disabilities teacher consultant. She is the editor in chief of The Learning Consultant Journal, a yearly publication of the Association of Learning Consultants. Dr. Barkon received her doctorate from Northwestern University in communication disorders, field of learning disabilities and has served in the capacity of educational diagnostician for more than 25 years. She has served as the head of the learning disabilities section at Hackensack University Medical Center and with the Independent Child Study Team of Jersey City. She was the director of the Master’s degree program with certification as learning disabilities teacher consultant at New Jersey City University in Jersey City, NJ, for twelve years before moving to Pittsburgh, Pennsylvania. In 2006 she earned a Master’s of Studies in Law at the University of Pittsburgh School of Law with a concentration in Disability and Education Law. She is currently the director of the Survivor Education and Reintegration Support Program at Carlow University, which is a support program for survivors of pediatric brain tumors and their parents and schools. |
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Joe P. Sutton, PhD, Chair |
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Joe P. Sutton, Ph.D.,is superintendent of education for the North Carolina Department of Juvenile Justice and Delinquency Prevention. A special education professor for 20 years, his professional experiences in the field of assessment have varied widely, including an eight-year term on the executive board of the Council for Educational Diagnostic Services of the international Council for Exceptional Children in the positions of treasurer, professional liaison, and member of the professional standards committee; South Carolina state site coordinator for the national standardization of Riverside Publishing Company’s renowned Stanford-Binet Intelligence Test-5th Edition; member of National Evaluation System’s validation panel for the Texas State Board of Educator Certification’s educational diagnostician exam; and, most recently, appointment to the seven-member Advisory Panel for development of Harcourt Assessments’ new Wechsler Individual Achievement Test–Third Edition. He is called upon routinely to serve as expert witness/consultant in court cases having to do with assessments of students with disabilities. Author of a number of publications on assessment, he is a consulting editor for the professional journal, Assessment for Effective Intervention, and was guest editor of a special issue of AEI on assessment of culturally-linguistically diverse learners. Recipient of the first NCED certificate (#0001) awarded ceremonially in 2007, Dr. Sutton chaired the CEDS ad hoc committee from 2001 to 2005, which laid the groundwork for establishment of the NCED program. A practicing educational diagnostician since 1992, Dr. Sutton is president of Exceptional Diagnostics, an individual educational testing and consulting service for students with academic learning struggles. |
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