Completed Doctorates
| Julie Durando University of Northern Colorado Completed Ed. D. |
Shawn Sweet Piantoni, University of Northern Colorado Completed Ed. D. |
| Amy Freeland Western Michigan University Completed Ph. D. |
Rebecca Renshaw University of Pittsburgh Completed Ph.D |
| Stacy Kelly Northern Illinois University Completed Ed. D. |
Derrick Smith Texas Tech University Completed Ed. D., |
| Beth Harris University of Arizona Completed Ph.D |
Sharon Summers Texas Tech University Completed Ed. D. |
| Amy Parker Texas Tech University Completed Ed. D. |
Tiffany Wild Ohio State University Completed Ph.D. |
| Tessa Wright Vanderbilt University Completed Ph.D. |
Beth Harris Ph.D - University of Arizona
Completed her doctoral studies from the University of Arizona at Tucson in the Fall of 2009. Her Dissertation Abstract is as follows:
PARAPROFESSIONAL PROXIMITY AND DECISION MAKING DURING INTERACTIONS OF STUDENTS WITH VISUAL IMPAIRMENTS
Beth A. Harris, Ph.D.
University of Arizona, 2009
Jane Erin, Ph.D., Faculty Advisor
DISSERTATION ABSTRACT
This study examined two aspects of the use of paraprofessionals with students with visual impairments: 1) the effect of paraprofessional proximity on the students’ interactions with peers and teachers in the regular education classroom, and 2) factors that may influence a paraprofessional’s decision to interact or not interact with a student with a visual impairment. The four student/paraprofessional case studies included data collected by means of classroom observations, demographic forms, and semi-structured interviews. The classroom observation data were analyzed using the chi-square statistics to determine relationships between paraprofessional proximity and classroom activity setting, interaction participants, interaction initiators, and type of interaction that occurred. The data collected through the interviews were coded to determine themes. The data from all the case studies were cross analyzed to determine relationships and themes across cases.Proximity of paraprofessionals to students with visual impairments in the regular education classroom appears to have an effect on the interactions that occur between students with visual impairments, peers, and teachers. More interactions occurred between students and peers and between students and teachers when paraprofessionals were at a distance. Also, when paraprofessionals were at a distance, peers and teachers were more likely to initiate interactions with students with visual impairments.
The decision making process for paraprofessionals is complicated. Factors that may influence how paraprofessionals make decisions concerning students with visual impairments were professional experience, personal experience, education level and type, and how roles and responsibilities were defined. All the paraprofessionals in the study indicated at some point during data collection the need to promote independence in their students.
Dr. Harris is presently employed as Assistant Professor and Program Coordinator for the Visual Impairment Training Program (VITP) at North Carolina Central University in Durham, North Carolina. Her professional contact information is:
Beth Harris, Ph. D.
Assistant Professor and Coordinator of the
Visual Impairment Training Program
North Carolina Central University
2133 H.M. Michaux, Jr. School of Education Building
712 Cecil Street
Durham, NC 27707
Phone: 919-530-5346
FAX: 919-530-5353
Email: baharris@nccu.edu
Tessa Wright, Ph.D. - Vanderbilt University
Completed her doctoral requirements in August of 2010 from Vanderbilt University. Her dissertation title was An Assessment of the Effectiveness of
Roadside Instruction in Teaching Children with Visual Impairments Street
Crossings.
The link is
http://etd.library.vanderbilt.edu/available/etd-07282010-135108/
She is presently Assistant Professor of Practice, University of Nebraska--Lincoln, Barkley Memorial Center 202G, Lincoln, NE 68583. Her current University contact information is twright5@unl.edu and office phone is
402-472-6636.
Shawn Sweet Piantoni, Ed. D. - University of Northern Colorado
Dr. Shawn Sweet Piantoni graduated in May 2010 with a Doctor of Education (Ed.D.) and a Special Education Administrator’s Professional License from the University of Northern Colorado thanks to the financial and professional support of the National Center for Leadership in Visual Impairment (NCLVI) and the U.S. Department of
Education, Office of Special Education Programs (OSEP) Cooperative Agreement H325U040001.
Related to her strong interest in conflict prevention and resolution between parents and professionals her dissertation is titled, "Professionals' Perceived Qualities for Collaborative Parent and Professional Partnerships"
Rebecca L. Renshaw, Ph.D. - University of Pittsburgh
Dr. George Zimmerman and Dr. Rebecca RenshawDr. Rebecca L. Renshaw graduated in May 2010 with a Doctor of Philosophy (Ph.D.) and a Master of Studies in Law (MSL) from the University of Pittsburgh thanks to the financial and professional support of the National Center for Leadership in Visual Impairment (NCLVI) and the U.S. Department of Education, Office of Special Education Programs (OSEP) Cooperative Agreement H325U040001.
Dr. Renshaw now serves as adjunct faculty at the University of Pittsburgh. In addition, she is collaborating with individuals at the national, state and local levels and working on a number of research projects.
Her dissertation is titled "Development of a New O&M Clinical Competency Evaluation Tool and Examination of Validity and Reliability Evidence" and is available at http://etd.library.pitt.edu/ETD/available/etd-04142010-090704/
Amy Parker, Ed. D. - Texas Tech University
Amy Parker, Ed.D. and her children.Amy T. Parker was a National Center for Leadership in Visual Impairment (NCLVI) Doctoral Fellow who recently completed her program of study at Texas Tech University. Her emphasis of research was on evidence-based practices in teaching and rehabilitation for people who are visually impaired or deafblind. The focus of her dissertation was an adapted form of the Picture Exchange Communication System (PECS) for students with visual impairments and multiple disabilities. Advocacy and policy development are two of her passions in the field of visual impairment and deafblindness. She has over 15 years serving in the field of deafblindness working as a Community Placement Specialist, Technical Assistance Specialist, and Regional Representative for Helen Keller National Center. Dr. Parker is also a certified interpreter of American Sign Language in the state of Texas. She is working as a Research Assistant Professor at Texas Tech University in the Virginia Murray Sowell Center. She is married to Trey and has two young children, James and Abby.
The title of Dr. Parker's dissertation is:
Measuring an Adapted Form of Picture Exchange Communication Systems (PECS) for Young Children with Visual Impairments and Developmental Disabilities [Doctoral Dissertation] --Parker, Amy Tollerson. Texas Tech University. (2009) This is the link to her dissertation is http://etd.lib.ttu.edu/theses/available/etd-06032009-203503
Amy Freeland, Ph. D.- Western Michigan University
L to R: Dr. Robert Wall Emerson, Amy Freeland, Dr. Sue Ponchillia, Dr. Paul Ponchillia, Roger Gibson (Amy’s father), Diana Gibson (Amy’s mother); Front: Ellie the Dog Guide
Dr. Amy Freeland graduated with her Doctor of Philosophy from Western Michigan University's College of Health and Human Services with the the financial and professional support of the National Center for Leadership in Visual Impairment (NCLVI) and the U.S. Department of Education, Office of Special Education Programs (OSEP) Cooperative Agreement H325U040001. Freeland is now an Epidemic Intelligence Officer at the Centers for Disease Control and Prevention, assigned to the National Center for Environmental Health in the Healthy Community Design Initiative.
Dissertation Abstract: Visual Impairment and Eye Care Among Older Americans: Secondary analysis of the Behavioral Risk Factor Surveillance System (BRFSS)
Dr. Sharon Summers and Dr. Nora Griffin Shirley
Sharon Summers. Ed. D.,
Texas Tech University
Dr. Sharon Summers with her Doctor of Education from Texas Tech University, College of Education with the the financial and professional support of the National Center for Leadership in Visual Impairment (NCLVI) and the U.S. Department of Education, Office of Special Education Programs (OSEP) Cooperative Agreement H325U040001.
Dissertation Abstract: Sensory Room Use: An Intervention Tool for Developing Visual Fluency in a Child with Cortical Visual Impairment (CVI)
Julie Durando, Ed. D.,
University of Northern Colorado
Dr. Julie Durando graduated with her Doctor of Education from The University of Northern Colorado thanks to the financial and professional support of the National Center for Leadership in Visual Impairment (NCLVI) and the U.S. Department of Education, Office of Special Education Programs (OSEP) Cooperative Agreement H325U040001.
Dissertation Abstract: Home Literacy Experiences of Children with Visual Impairments and Multiple Disabilities
Tiffany Wild, Ph.D. - Ohio State University
Dr. Tiffany Wild graduated with her Doctor of Philosophy degree (Ph.D.) from The Ohio State University on August 24, 2008. This degree was made possible with the financial and professional support of the National Center for Leadership in Visual Impairment (NCLVI) and the U.S. Department of Education, Office of Special Education Programs (OSEP) Cooperative Agreement H325U040001. Thank you to all who made the dreams of Dr. Wild come true!
Dr. Wild will begin her career as a visiting assistant professor at The Ohio State University in September. She will be coordinating the Program in Visual Impairments for the university.
Dissertation Abstract: Students’ with Visual Impairments Conceptions of Causes of Seasonal Change
Stacy Kelly, Ed. D. - Northern Illinois University
Dr. Stacy Kelly is pictured on the far right during the AER NCLVI Research Showcase in Chicago, Illinois
Dr. Stacy Kelly graduated with her doctor of education degree (Ed.D.) from Northern Illinois University on Friday, August 8th, 2008. This terminal degree would not have been accomplished without the financial and professional support of the National Center for Leadership in Visual Impairment (NCLVI) and the U.S. Department of Education, Office of Special Education Programs (OSEP) Cooperative Agreement H325U040001. Dr. Kelly would like to express her gratitude for this doctoral fellowship program.
Her dissertation was titled, "Correlates of Assistive Technology Use by Students Who Are Visually Impaired in the U.S.: Multilevel Modeling of the Special Education Elementary Longitudinal Study" and her dissertation director was Dr. Gaylen Kapperman. This dissertation study investigated the assistive technology use of students who are visually impaired in the U.S. through a secondary analysis of the Special Education Elementary Longitudinal Study (SEELS). The aim of this study was to estimate the level of assistive technology experience with text-to-speech devices and screen reading software nationwide and investigate some of the contextual circumstances that may contribute to the use of this special technology for the blind. Analysis of the data showed that the vast majority of students with visual impairments in the U.S. were not using assistive technology during each of the three measured time periods. It was determined that any change in assistive technology use as the three years of the survey progressed was not statistically significant. The findings were discussed in terms of implications for interventions and potential changes in policy or practice.
Dr. Kelly looks forward to the opportunity to work for the American Foundation for the Blind (AFB) as their Policy Research Associate beginning this fall.
Dr. Derrick Smith Awarded Dissertation of the Year Award by the Council for Exceptional Children, Division for the Visually Impaired.
Derrick Smith, Ed. D.,
Texas Tech University
- Dissertation Abstract by Dr. Derrick Smith
Assistive Technology Competencies for Teachers of Students with Visual Impairments: A Delphi Study - Dr. Derrick Smith Awarded Dissertation of the Year Award by the Council for Exceptional Children, Division for the Visually Impaired
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