CURRICULUM VITAE - UWG format



CURRICULUM VITAE (UWG format; updated 9/2012)

Margaret A. (Meg) Cooper

Special Education

Department of Clinical and Professional Studies (CPS)

University of West Georgia

Carrollton, GA 30118

mcooper@westga.edu

(678) 839-6158

Education (ACADEMIC ACHIEVEMENT)

| |Degree |Institution |Dates |Area |

| |Ph.D. |Kent State University; Kent, OH DISSERTATION: The impact of individual|1981-1985 |Special Education (emphasis in Severe |

| |1985 |and group instructional arrangements on skill acquisition by students | |Disability) |

| | |with severe multiple handicaps | | |

| | |University of Alabama in Birmingham; |1980, 1981 |Educational Psychology |

| | |Birmingham, AL | |(nondegree) |

| |M.S. |George Peabody College for Teachers (now part of Vanderbilt |1976-1977 |Special Education (Multi-Handicapped, |

| |1977 |University); Nashville, TN | |Mental Retardation, Assessment) |

| | |honors rating on Comprehensive Examination | | |

| | |Wright State University; Dayton, OH |1974, 1975 |Special Education |

| | | | |(nondegree) |

|B.A. |Antioch College; Yellow Springs, OH |1971-1974 |Psychology |

|1974 |FIELD PROJECT: Home versus institutional care: An identification of | | |

| |variables which parents see as necessary for home care of a mentally | | |

| |retarded child | | |

| |University of Washington; Seattle, WA |1972 |Special Education |

| | | |(nonmatriculated) |

| |University of Hartford; West Hartford, CT |1969-1971 |Elementary Education |

Employment History – Colleges and Universities (Faculty Positions)

| |

|Date |Title |Institution and Department |

| | | |

|1996-current |Associate Professor |Department of Special Education & Speech-Language Pathology; (State) University of|

| | |West Georgia |

|1990-1996 |Assistant Professor |Department of Special Education, West Georgia College (State University of West |

| | |Georgia) |

|1985-1990 |Assistant Professor |Department of Rehabilitation & Special Education, Auburn University |

| |(non-tenure track) | |

|1990 |Adjunct Assistant Professor |Department of Special Education, Peabody College of Vanderbilt University |

|1988; 1989 |Adjunct Instructor |Department of Special Education and College of Continuing Education, University of|

| | |Alabama |

|1984 |Adjunct Instructor |Department of Reading and Special Education, Florida State University |

|1981-1985 |Graduate Research Assistant; |Department of Special Education, Kent State University (some in conjunction with |

| |Instructor; Assistant Instructor |Children’s Hospital Medical Center of Akron) |

|1977-1981 |Instructor; Field Exper. |Department for the Education of Exceptional Children and Youth, University of |

| |Coordinator |Alabama in Birmingham |

|1978-1981 |Coordinator/Assistant |Educational Clinic, Department for the Education of Exceptional Children & Youth, |

| |Director |University of Alabama in Birmingham |

Employment History – Other Educational Settings/Positions

| |

|Date |Title |Agency & Location |Responsibilities |

|Winter, 1989 |Surveyor |University of Alabama in Birmingham; |Administering questionnaire for national survey of consumers of |

| | |Birmingham, AL |services for individuals with developmental disabilities |

|1985-1990 |Motor/Program Consultant |Project AIM, Auburn University; Auburn, AL|Designing/modifying equipment, developing positioning/handling |

| | | |guidelines, and suggesting intervention for preschoolers with |

| | | |motor/multiple; Assessment of children with low incidence |

| | | |disabilities |

|1983-1985 |Program Coordinator |School Age Services Program, Children’s |Coordinating and providing direct instruc-tion in a demonstration |

| | |Hospital Medical Center of Akron; Akron, |service, research, & training program serving pupils with severe to|

| | |OH |profound mental retardation and other handicapping conditions; |

| | | |Participating in training of teachers and therapists in |

| | | |Neurodevelopmental Treatment (NDT) and intervention in motor |

| | | |function |

|1981-1983 |Graduate Research |Kent State University; Kent, OH |Providing direct programming and evaluation in demonstration |

| |Assistant | |service, research and training programs serving infants, |

| | | |preschoolers, & school-aged pupils with moderate/severe/multiple |

| | | |handicaps |

|1981-1982 |Resource Consultant |Positive Education Progrm. (Cuyahoga |Providing training to teachers to increase capacity to serve |

| | |County Boards of Education & Mental |children with severe behavior disorders in less restrictive |

| | |Health); Cleveland, OH |settings |

|1977-1978 |Teacher |Springdale Center, Jefferson County Board |Providing direct educational services to pupils with |

| | |of Education; Birmingham, AL |severe/multiple handicaps |

|Summer, 1977 |Educational Diagnostician|Model Vision Project/Child Study Center, |Administering and interpreting educational assessments, working |

| | |Peabody College; Nashville, TN |within a multidisciplinary team clinic setting |

|1974-1976 |Instructor II |Green County Board of Mental Retardation; |Providing direct educational services to infants, toddlers, and |

| | |Xenia, OH |preschoolers demonstrating developmental and other disabilities |

|Summer, 1973 |Counselor |Southeast Region for Deaf-Blind, Intensive|Providing direct care and educational services to children with |

| | |Summer Training Program; Sanitorium, MS |dual sensory impairment attending a respite care and intensive |

| | | |training summer camp program |

|Fall, 1972 |Assistant Teacher |Deaf-Blind Project, Center for |Assisting in training of children with dual sensory impairment |

| | |Developmental and Learning Disorders, |within a UAF setting |

| | |University of Alabama in Birmingham; | |

| | |Birmingham, AL | |

|January-June, |Assistant Teacher |Experimental Education Unit, Child |Assisting in educational programs for children with mild/moderate |

|1972 | |Development and Mental Retardation Center,|delays/handicaps, within a UAF setting |

| | |University of Washington; Seattle, WA | |

|Summer, 1971 |Child Care Worker |Fernald State School, Com-monwealth of |Providing direct care and training of young children with mental |

| | |Massachu-setts; Waltham, MA |retardation and other handicaps within a residential facility |

|Summer, 1969 |Assistant Counselor |Behavioral Educational Projects, Inc.- |Assisting in care and educational programming for young children |

| | |Camp Freedom; Ossipee, NH |with moderate/severe handicaps in an intensive training summer camp|

| | | |program |

TEACHING

College/University Courses Taught

UWG:

|Behavior Analysis Applications (graduate; restricted to students completing BCBA coursework) |

|Preschoolers with Disabilities (graduate) |

|Explorations of Quality Teaching (alternative practicum course; graduate) |

|Professional Seminar (graduate) |

|Practicum II: Special Education (section for Adapted Curriculum graduate program) |

|Collaboration and Inclusion: Severe Disabilities (graduate) |

|Communication and Assistive Technology: Severe Disabilities (graduate) |

|Autism: Characteristics and Instruction (graduate) |

|Medical, Physical, and Sensory Aspects of Disability (graduate) |

|Secondary Instruction and Transition: Severe Disabilities (graduate) |

|Curriculum & Instructional Strategies: Severe Disabilities (graduate) |

|Characteristics and Assessment: Severe Disabilities (graduate) |

|Language, Communication, and Technology – Mild Disabilities (undergraduate) |

|Ethics, Policies, and Procedures (undergraduate; separate sections for majors in Speech-Language |

|Pathology and majors in Special Education) |

|Educational Evaluation of Children with Disabilities (undergraduate) |

|First Year Experience (UWG 1101; undergraduate; cotaught; not taught as part of teaching load) |

|Language and Communication of Children with Disabilities (undergraduate) |

|Medical Aspects/Assistive Technology (undergraduate) |

|Introduction to Special Education (undergraduate) |

|Policies and Procedures in Special Education (graduate and undergraduate) |

|Characteristics of Mental Retardation (graduate and undergraduate) |

|Curriculum in Special Education (undergraduate) |

|Curriculum & Methods - Mild Mental Retardation (graduate and undergraduate) |

|Curriculum & Methods - Moderate/Severe/Profound Mental Retardation (graduate and undergrad.) |

|Characteristics of Developmentally Delayed Preschoolers (graduate) |

|Curriculum & Materials in Special Education - Preschool (graduate) |

|Curriculum & Materials in Special Education - Autism (graduate) |

|Medical Aspects of Disability (graduate) |

|Special Topics in Special Education (various topics) (graduate and undergraduate) |

|Observation/Field Experiences in Special Education (undergraduate) |

|Practicum I (undergraduate) |

|Practicum II (undergraduate) |

|Practicum III - Mild Mental Retardation and Moderate/Severe/Profound Mental Retardation |

| |sections (undergraduate) |

|Student Teaching in Special Education (Mild Mental Retardation) (undergraduate) |

|Student Teaching in Special Education (Moderate/Severe/Profound Mental Retardation) (undergr) |

|Student Teaching Seminar (Special Education-Mental Retardation) (undergraduate) |

|Practicum in Special Education - Mild Mental Retardation and Moderate/Severe/Profound |

| |Mental Retardation sections (graduate) |

|Supervision of Special Education - Mental Retardation (graduate) |

|Research Seminar in Special Education (graduate) |

other IHEs:

(Note: Some course names reflect earlier terminology and non-people-first language.)

|Intervention in Motor Development for Infants, Toddlers, & Preschoolers (undergraduate and grd.) |

|Methods of Teaching Preschool Handicapped (graduate) |

|Education of Preschool Handicapped (graduate) |

|Advanced Study of Exceptionality (graduate) |

|Educational Diagnosis for Special Learning Problems: Birth - 7 Years (graduate) |

|Parents of Exceptional Children (undergraduate and graduate) |

|Education of the Physically Handicapped (graduate) |

|Special Topics in Special Education (undergraduate) |

|Graduate Practicum: Multiply Handicapped (graduate) |

|Teaching the Severely/Profoundly Mentally Retarded (graduate) |

|Curriculum for the Multiply Handicapped (graduate) |

|The Severely Multiply Handicapped (undergraduate and graduate) |

|The Moderately Mentally Retarded (undergraduate and graduate) |

|Practicum: Severe Multiple Handicaps (undergraduate) |

|Practicum: Moderate Mental Retardation (undergraduate) |

|Survey of Exceptionality (undergraduate and graduate, major and nonmajor sections) |

|Curriculum for the Mentally Retarded (graduate) |

|Teaching the Mentally Retarded (graduate) |

|Graduate Practicum: Mental Retardation (graduate) |

|Directed Independent Study in Special Education (undergraduate and graduate) |

|Internship/Student Teaching in Mental Retardation (undergraduate) |

|Pathophysiology of Childhood Handicaps (School of Nursing course) (undergraduate and grad.) |

|Special Topics in Special Education: Physical Management (undergraduate) |

|Methods and Practices for the Educable Mentally Retarded (undergraduate and graduate) |

|Content Domains for Moderately, Severely, and Profoundly Handicapped Individuals |

| |(undergraduate and graduate) |

| |

|Readings and Research (Independent Study) in Special Education (undergraduate and graduate) |

|Nature and Needs of the Severely Handicapped (graduate) |

|Methods and Materials for the Severely Handicapped (graduate) |

|Practicum: Severely Handicapped (graduate) |

|Diagnostic and Prescriptive Assessment (undergraduate and graduate) |

|Nature and Needs of the Crippled and Other Health Impaired (graduate) |

|Methods and Materials for the Crippled and Other Health Impaired (graduate) |

|Practicum: Crippled and Other Health Impaired (graduate) |

Direction of Individual Student Work (1996-current only)

• independent studies: SPED 6785 Spring 2007; SPED 8784 Spring 2010, Fall 2010, Spring 2011

• Ed.D. Dissertation Committees

o member: Robert McLeod (successfully completed 2007)

o member: Kelly Williams, Joy Singleton, Aleah Brown

o currently working as projected chairperson: Tris Gilland, Amy Wagner

o I also have been consulted regarding dissertations by three former undergraduate students who are now in doctoral programs in other institutions

• Ed.S. Comprehensive Examination Committees:

o 1997-8, chairperson of 1 committee

o 1998-9, member of 4 committees (estimate)

o 2000-2001, chairperson of 1 committee and member of 2 committees

o 2001-2002, chairperson of 2 committees and member of 2 committees

o 2002-2003, chairperson and research design person for 1 committee, research design person for 2 committees, and third member of 1 committee

o 2003-2004, chairperson and research design person for 4 committees

o 2004-2005, chairperson and research design person for 2 committees and research design person for 8 committees;

o 2005-2006, chairperson and research design person for 5 committees and research design person for 4 committees

o 2006-2007, chairperson and research design person for 3 committees, research design person for 7 committees, third member of 1 committee

o 2007-2008, chairperson and research design person for 3 committees, chairperson for 1 committee, and research design person for 8 committees

o 2008-2009 on sabbatical Spring, 2009 so not assigned officially to any committees, but provided research methodology and analysis assistance to 4 students

o 2009-2010, chairperson of 6 committees (4 under current system, 2 under new system), second committee member (research design person) for 4 committees, third committee member for 3 committees

o 2010-2011, chairperson of 2 committees, third member of 2 committees

o 2011-2012, chairperson of 7 committees, co-chairperson of 1 committee, third member of 1 committee

o 2012-2013, chairperson of 10 committees (in progress)

SERVICE TO INSTITUTION (1996-current only)

COMMITTEES:

| |University: |

| |* |Program Assessment Leaders (PALS) (Education Unit committee), 2010-2011 |

| |* |Accreditation (NCATE) Steering Committee (Education Unit committee), 2009-2011 (secretary) |

| | |Assessment Advisory Committee (Education Unit committee), 2007-2010 (member; occasional secretary) |

| |* |Professional Education Faculty (PEF), 2003-2010 (member) |

| | |Informal committee examining Grade Appeals Policies, 2008 (member) |

| |* | |

| |* | |

| |* |Academic Procedures and Policies Committee (AP&P; a Faculty Senate committee), 2005-2007, member (also served some as secretary) |

| |* |Undergraduate Academic Programs Committee (UAPC; a faculty Senate committee), 2003-2005, member (substituted once as secretary); |

| | |1999-2001 (attended five times as a substitute and/or to present programs) |

| |* |Post-Tenure Appeals Committee, 2005-2006 (member) |

| |* |Teacher Education Advisory Committee (TEAC; Education Unit committee), 1997-2003, member (2000-2001 and 2001-2002, secretary); also |

| | |frequently substituted for COE at large member or COE representative of professional studies program in 2003-2004 and 2004-2005; |

| | |chairperson of Assessment Subcommittee for two consecutive years |

| |* |Personnel Policies Advisory Committee, 2002 (member) |

| |* |Student Services Committee (a Faculty Senate committee), 1996-1997 (member) |

| |* |Core Curriculum/Semester Conversion Committee, 1997-1998 (COE representative) |

| |* |Measuring Student Growth Committee (subcommittee of TEAC), 1998-1999, 1999-2000 |

| | |(chairperson), 2000-2001 (chairperson) |

| |* |STEPS Task Force, 1998-1999 and 1999-2000 (member) |

| |* |Instructional Strategies Committee (STEPS Task Force committee), 1998-1999 and 1999- |

| | |2000 (member); chairperson of subcommittee |

| |* |Search Committee for COE Dean, 2000-2001 (member) |

| |* |Committee on Graduate Studies (COGS), 2000-2001, 2003 (attended several times as a substitute and/or to present programs) |

| |* |substituted for one of the COE representatives on Faculty Senate, 2002 |

| |College of Education: |

| |Also see Education Unit committees identified at University level |

| |* |Faculty Development Retention and Mentoring (FDMR), 2011-current (member) |

| |* |NCATE Standard One Committee, 2009-2011 (secretary) |

| |* |Faculty Governance Committee, 2005-2006, member (alternate, 2002-2005; substituted at and/or attended many meetings, 2004-2005) |

| |* |Handbook Committee (ad hoc committee of Faculty Governance Council), 2004 and 2005 (member) |

| |* |Syllabus Committee (ad hoc committee of Faculty Governance Council), 2006 (chairperson) |

| |* |Personnel Committee, 2001-2004 (member; continued to attend some meetings for several months in 2005 since there was no replacement |

| | |representative immediately available) |

| |* |Field Experiences Advisory Committee, 1996-1999 and 2000-2003 (member) |

| |* |Promotion and Tenure Advisory Committee, 1996 (chairperson), 1999 (member), 2000 (chairperson), 2001 (member), 2002 (chairperson), 2003|

| | |(chairperson), 2004 (chairperson), 2006 (chairperson); 2009 (chairperson); 2010 (member); 2011 (chairperson) |

| |* |Post-Tenure Review Committee, 1997 (chairperson), 2000 (member), 2002 (member), 2005 (member), 2007 (chairperson), 2008 (chairperson) |

| |* |Ed.D. Interview/Admissions Committee, 2000-2003 (member); assisted in review of materials and ratings of candidates 2012 |

| |* |Awards (and Scholarships) Committee, 1997-1998 (member) and 2001 (temporary chairperson) |

| |* |Regents Awards Nomination Committee: Research, 2001-2002 (member) |

| |* |Technology Requirements Committee, 2001, 2004 (member) |

| |* |Search Committee for GPAT (Georgia Project on Assistive Technology) staff member to be housed at UWG, 2000-2001 (member) |

| |* |Search Committee for undergraduate advisors, 1999 (member) |

| |* |Student Teaching Seminar Instructors’ Committee, 1998-1999 (chairperson) |

| |* |TMC Advisory Committee, 1998-1999 (member) |

| |* |Summer Opportunity School Committee, 1996-1997 (member) |

| |* |Teacher Education Appeals Committee, 1996-2000 (member; also substituted several times, 2001-2006) |

| |* |coordinated collection of holiday gift monies for COE custodians, 2004-2010 |

| |* |substituted for absent interim chairperson on Administrative Council, October, 2003, and in many NCATE/PSC accreditation activities, |

| | |2004-2005 |

| |Departmental/Program: |

| |* |Department/Programs Naming Committee, 2012 (member) |

| |* |SED & SLP/DCSI Leadership Team, 2009-2011 |

| |* |SED Graduate Programs, 2007-2010 (member) |

| |* |SED Assessment subcommittee, 2008-2010 (chairperson) |

| |* |SED M.Ed. Portfolio/Comprehensive Examination subcommittee, 2004-2010 (member/ chairperson) |

| | |SED & SLP Personnel Procedures, 2002-2019 (chairperson); DCSI Personnel Procedures, 2009-2010 (chairperson) |

| |* |Comprehensive Community Clinic committee, 2008-2009 (member) |

| | |SED & SLP/ SED Appeals committee, 2000-current, member (as called) |

| |* |SED & SLP/SED Awards & Scholarship Committees, 1996-2002 (frequently chairperson); continued to coordinate many of the related |

| |* |activities, 2002-current, even though the committee itself no longer formally exists |

| |* |Programs in Mental Retardation (various formal and informal committees and assigned duties), 1996-2007 (chairperson) |

| | | |

| | | |

| |* | |

| |* |New Program Development Committees: 2004-2006, chairperson of committee on development of M.Ed. program in Adapted Curriculum (Severe |

| | |Disabilities); 2004-2006, participated in work of committee on development of M.Ed. program in Special Education-General Curriculum; |

| | |2005-2006, participated in work of committees on development of new B.S.Ed. dual certification program in ECE and ECE-Special |

| | |Education–General Curriculum and new M.Ed.-initial certification program in Special Education-General Curriculum; 2009-2010, |

| | |participated in program revision for B.S.Ed. and M.Ed. programs in Special Education-General Curriculum |

| | |MEd program(s) committee, 2007-current (chairperson since 2009) |

| | | |

| | | |

| |* | |

| |* |Pre-Tenure Review Committee, 1999 (chairperson), 2000 (chairperson), 2002 (chairperson), 2003 (chairperson), 2004 (chairperson), 2007 |

| | |(chairperson), 2008 (member), 2009 (member), 2010 (chairperson), 2011 (member); 2012 (chairperson) |

| | |Pre-Tenure Review Committee for Department of Physical Education & Recreation, 2007 (member) |

| |* |Pre-Tenure Review Committee for Department of Media & Instructional Technology, 2008 (member) |

| | | |

| |* | |

| |* |Promotion and Tenure Advisory Committee, 1996, 1997, 1998 (chairperson), 2000 (chairperson), 2004 (chairperson), 2005 (chairperson), |

| | |2009 (chairperson), 2011 (chairperson), 2012 (member) |

| | |Promotion and Tenure Advisory Committee for Department of Media & Instructional Technology, 2008 (member) |

| |* |Promotion and Tenure Advisory Committee for Department of Leadership and Instruction, 2012 (member) |

| | | |

| |* | |

| |* |2706/6706 (Introduction to Special Ed. class) Committee, 2001-2002 (continued to serve through 2003 as informal member to assist |

| | |committee operation) |

| |* |Search and Screen Committee for faculty positions in Speech-Language Pathology, 1996-1997, 1999-2000, 2000-2001, 2001-2002; also |

| | |participated in on-campus interview activities throughout this period |

| |* |Search and Screen Committee for faculty positions in special education: Behavior Disorders, 1996-1997, chairperson; Behavior Disorders, |

| | |Mental Retardation (2), and general special education, 1997-1998, chairperson; Mental Retardation and instructor positions, 1999-2000; |

| | |various positions, 2000-2001 and 2001-2002 (chairperson/co-chairperson); instructor, 2002-2003; various positions, 2005-2006 and |

| | |2007-2008; also participated extensively in on-campus interview activities throughout this period; Special Education (mild |

| | |disabilities), 2011 (chairperson); Special Education (mild disabilities), 2012; also participated extensively in on-campus interview |

| | |activities throughout this period, for candidates in all department program areas |

| |* |Search and Screen Committee for department chairperson, 1999-2000 and 2000-2001 (member) |

| |* |M.Ed. Comprehensive Examinations Revision Committee, 2000-2004 (chairperson) |

| |* |Departmental Brochure Committee, 1999-2000 (member) |

| |* |Committee on Review of Teacher Education Admission Requirements, 2000-2001 (chairperson) |

STUDENT EXAMINATION COMMITTEES:

| |* |M.Ed. Comprehensive Examination committees: 1996-7, chairperson of 7 committees and |

| | |member of 3 committees; 1997-8, chairperson of 10 committees and member of 2 |

| | |committees (estimate); 1998-9, chairperson of 5 committees and member of 2 committees; 1999-2000, chairperson of 2 committees and |

| | |member of 7 committees; 2000-2001, member |

| | |of 19 committees (also read responses for several SLP students); 2001-2, member of 10 |

| | |committees; 2002-2003, chairperson of 1 committee and member of 14 committees; 2003- |

| | |2004, member of 11 committees, including one in MGE; 2004-2005, chairperson of 4 |

| | |committees and member of 19 committees; 2005-2006, chairperson of 5 committees and member of 7 committees; 2006-2007, chairperson of 8|

| | |committees and member of 6 committees; 2007-2008, chairperson of 5 committees and member of 7 committees; 2008-2009, chairperson of 9 |

| | |committees and member of 5 committees (on sabbatical Spring 2009); 2009-2010, chairperson of 5 committees and member of 10 |

| | |committees; 2010-2011, chairperson of 15 committees and member of 20 committees; 2011-2012, chairperson of 23 committees and member of |

| | |20 committees |

| |* |As the coordinator of the MED programs in Adapted Curriculum (2007-2011) and General Curriculum (2009-current), also responsible for |

| | |coordinating activities related to Comprehensive Examinations, including revision (in coordination with other faculty in special |

| | |education) and distribution of guidelines, planning and implementing initial meetings with groups of students, coordinating |

| | |notifications, and collecting, compiling, and storing student products |

PROGRAM COORDINATION

| |* |1990-2007 – B.S.Ed program in Mental Retardation; during 2006-2007 responsible for winding down this deactivated program. |

| | |coordinated the NDIC program in Mental Retardation through 2006; also coordinated programs for students remaining in the M.Ed. program |

| |* |in Mental Retardation after the advisor for that program left in 2000; coordination involved extensive program and materials |

| | |development and monitoring of program and students; the programs in Mental Retardation were identified (by the Unit Assessment |

| | |committee/coordinator) as the only initial preparation education programs at UWG meeting requirements for assessment of field |

| | |experiences |

| |* |2007-2011 – M.Ed. program in Special Education-Adapted Curriculum (deactivated due to budget issues) |

| | |2009-current – M.Ed. program in Special Education-General Curriculum: This program is quite complex in that it includes an initial |

| |* |certification option. Data from 2009 indicated that this program was the largest graduate program at UWG in terms of number of |

| | |graduates; data from 2011 indicated that this program was the third largest graduate program at UWG in terms of number of students |

| | |enrolled. A couple years ago two of the three faculty members who had primary responsibility for this program left and one of the two |

| | |was replaced just last month (the other one was not replaced), so it has been a time consuming challenge. Responsibilities include |

| | |recruiting, pre-admission advisement, admission of students, development and implementation of orientation sessions, serving as a |

| | |back-up to the other advisor in the program and to the graduate practicum coordinator, leading program assessment and improvement |

| | |activities, processing graduation paperwork, and working with adjunct personnel teaching in this program. |

| | |2009-2012 – Special Education Programs coordinator: Except for personnel, budget, and certain administrative matters, this position |

| | |involved many tasks and responsibilities similar to those of a department chairperson, with oversight of four different programs |

| | |(B.S.Ed. program, two M.Ed. programs [one including several different tracks], and an Ed.S. program), each of which also had a program |

| | |coordinator, and coordination of faculty participation (including adjunct personnel teaching up to approximately one-half of course |

| | |sections). |

| |* | |

| | | |

COUNSELING (ADVISING):

* one of two advisors for M.Ed. program in Special Education-General Curriculum, 2009-current; Fall 2011 assigned approximately 165 advisees in this program (with approximately 20 being inactive); also assist with advising the other students (approximately 85 in Fall 2011, with approximately 10 being inactive); these figures were based on program database. Evaluations on the SED & SLP Advising Survey, used for students to provide anonymous feedback on advisors and advisement, have yielded consistently high ratings (almost all scores of 5 on a 5-point scale); any negative comments focused on program variables (e.g., concern about deactivation of the program or previous/other advisors).

|* |advisor for M.Ed. program in Special Education-Adapted Curriculum, 2007-2011 – 7-20 advisees per year |

|* |advisor for M.Ed. program in Special Education-Interrelated – assigned approximately 50 advisees since Fall, 2003; program discontinued |

| |and last advisee in this program graduated Summer 2010 |

|* |advisor for B.S.Ed. program in area of Mental Retardation until 10/02; at one point official count was 138 advisees and at the time I saw |

| |approximately 90-110 students for advisement during each registration period during the academic year; subsequently, undergraduate |

| |students were advised in the Advising Center, although I did career advising, met with students regularly for placement applications and |

| |individual conferences following each field experience, and participated in academic advising as requested; currently provide limited |

| |support to students in new B.S.Ed. program in Special Education-General Curriculum |

|* |advisor for Nondegree Initial Certification program in Mental Retardation up through Summer, 2005 – but assigned to only approximately 6 |

| |advisees; did extensive advising of prospective students for this program; program subsequently discontinued |

|* |wrote and revised (approximately yearly) Advising Handbook for B.S.Ed. program in Special |

| |Education-Mental Retardation until 2002-3 academic year |

|* |assisted with college-wide advising activities (e.g., attended and advised at 12 Orientation sessions during Summer, 2002) |

STUDENT ORGANIZATIONS:

|* |faculty advisor, West Georgia Student Council for Exceptional Children (SCEC), chapter |

| |#356 of the international Council for Exceptional Children, 1990-2002; continue to manage |

| |checking account for this group and organized one meeting a year (annual panel of experienced teachers presenting) through 2006; |

| |facilitated attendance at two international special education conferences by 4-7 UWG SCEC student members, as well as involvement of 2 |

| |student members in a presentation at the CEC conference in 2004 |

| |also prepared and delivered programs for UWG’s chapter of SPAGE (Student Professional |

|* |Association of Georgia Educators), UWG’s CEC chapter, and UWG’s chapter of NSSLHA (National Student Speech Language Hearing Association) |

OTHER EDUCATIONAL ACTIVITIES (UWG – SELECTED):

|* |working with Dr. Kim Metcalf, representatives of SSTAGE (Student Support Team Association of Georgia Educators), and selected COE/UWG |

| |personnel in development of innovative module-based SST endorsement program - current |

|* |coordinate activities related to the SACS assessment system, including development and organization of regular reporting materials for |

| |use by program faculty; reviewing and adjusting faculty input prior to posting; obtaining information from adjuncts/temporary faculty, |

| |adding in the other components required for their coursework with assistance from program coordinators; and posting items on SACS |

| |assessment website, 2010-current |

|* |coordinated and prepared major portions of NCATE/PSC reports for special education programs, including numerous support materials for 2011|

| |accreditation visit; also coordinated and prepared SED assessment information for SACS accreditation |

|* |was instrumental in establishing the Michele May and Nancy Ellen Pollard endowed scholarship, which provides annual support to a student |

| |majoring in Special Education |

|* |loaned individual journals to the Division on Early Childhood of the Council for Exceptional Children so that the complete publication |

| |could be available to members online |

|* |prepared major portion of NCATE/PSC Continuing Approval Report for special education programs and numerous support materials for 1999 |

| |NCATE/PSC accreditation visit; prepared |

| |portions of materials and coordinated many departmental-level activities for the 2004 NCATE/PSC accreditation visit; cowrote the Program |

| |Improvement Plan for special education programs |

|* |received almost $3,000 from the UWG Student Technology Fees committee for a project titled Software Applications for Teachers of Pupils |

| |with Severe Disabilities; placed multiple copies of two different types of software in the Speech Clinic, SED & SLP department, and COE |

| |computer lab |

|* |worked on PT3 (Technology) grant, primarily on identifying strategies for integration of technology standards into coursework; also |

| |attended assessment and development forums/ activities |

|* |provided workshops/individual consultation to teachers and administrators in local schools |

| |(Bremen City, Carroll County, Carrollton City, Cobb County, Dekalb County, Haralson County, Heard County, Paulding County, others) ongoing|

|* |provided individual consultation to parents of children with disabilities in Alabama, Florida, |

| |Georgia, and Virginia on a limited basis ongoing |

|* |provided workshops, materials, and consultation through the West Georgia Facilitated |

| |Communication Regional Resource Center; Georgia “state trainer” in Facilitated Communication (one of twelve individuals); also listed as |

| |National Facilitated Communication resource contact for state of Georgia (one of three individuals) through 2010 |

|* |arranged field testing for the one of the GACE tests, Georgia’s new teacher certification tests, coordinating with other faculty and other|

| |testing |

|* |provided support to junior faculty and adjunct faculty (mostly, but not solely in the SED & SLP department) in syllabus preparation, peer |

| |review, advising and working with students, materials preparation (e.g., for promotion and tenure dossiers), support for accreditation |

| |agency visits, etc. - ongoing; did a portion of a presentation regarding service responsibilities (“Productive Service”) for interested |

| |COE faculty; outside reviewer in pretenure review of a faculty member in Special Education at Monmouth College in New Jersey; agreed to |

| |engage in formal mentoring relationship with Dr. Kim Griffith, new faculty member joining program in Fall 2012 |

|* |supported and/or led selected departmental endeavors, for example: catalogued videotapes held by the TMC for use by SED & SLP faculty; led|

| |review of official syllabi and catalog information to identify and address discrepancies; developed questionnaire for use in assessing |

| |preferences and concerns of students taking SED & SLP courses in summer, 2001 (information was key in decision making regarding course |

| |delivery patterns; revised and repeated survey in Summer, 2002) |

|* |taught classes for other faculty members (selected): SPED 2704 (Gambrell, Hess, Kosater, Smith); SPED 2706 (Bolton, Dwight, Hess, |

| |LeGrande); SPED 3701 (Stafford); SPED 3706 (Harris, Jackson, Johnson, Stafford); SPED 3702 (Flanagan, Johnson, Smith); SPED 4706 (Bolton, |

| |Murphy, Smith); SPED 4710 (Smith, Nicholas); SPED 4761/2 (Stafford); SPED 6785 (Larkin); SPED 7723 (Stafford); SPED 8783 (Larkin, Frazier |

| |Trotman) |

|* |cotaught three sections of UWG 1101, First Year Experience, with personnel from COE and RCOB Fall 2004 and Fall 2005; attended regular |

| |meetings and other training/participation activities; cotaught 2 sections each with personnel from COE and other units of UWG Fall 2007, |

| |Fall 2008, and Fall 2010; co-taught 4 sections with personnel from COE and Excel Center Fall 2012 |

COMMUNITY ACTIVITIES (SELECTED; related to professional discipline):

|* |International Rett Syndrome Foundation, member of the Educators’ Network, 2011-current |

|* |Briggs and Associates – Human Rights committee member, 2010-current; assisted with accreditation visit, 2009 |

| |board member of Responding with Care, 1996-1999 |

|* | |

|* |board member of Friends of Autism Services Trust (FAST), 1998-2000 |

|* |member, Inclusion Project Steering Committee (sponsored in part by the Governor's Council on Developmental Disabilities); 1993-2000; |

| |involved support of inclusion activities, including |

| |planning of an annual conference. Co-coordinator and presenter of the Higher Education Teacher Preparation sessions for 1995 inclusion |

| |(“Better All Together II”) conference. |

|* |member, Georgia Consortium on Severe/Low Incidence Disabilities, 1993-2000 |

|* |member, Atlanta Consortium on Intellectual Disability, 1991-2000 (cochair, 1993) |

|* |member, Georgia Interagency Coordinating Council (for Early Intervention Services); cochair, Personnel Preparation Committee; July, |

| |1992-June, 1994 |

CONSULTANCIES/WORKSHOPS (SELECTED; FORMAL ENDEAVORS/INVITED PRESENTATIONS):

|The arc (formerly, Association for Retarded Citizens) of Georgia annual conference; 10/04. Area: |

| |“Balanced Perspectives” (making decisions regarding need for intervention and various resources for families). |

|Down Syndrome Today (Global Rehabilitation Conferences); 3/03. Area: instruction and |

| |Programming for the child with Down Syndrome. |

|Rome area Georgia Learning Resources System (Northwest Georgia Preschool Consortium); 2/02. |

| |Area: children identified as medically fragile in the preschool program. |

|Troup County School System (GA); LaGrange, GA; 8/99. Area: activity-based instruction. |

|State of Alabama, Alabama Disabilities Advocacy Program (ADAP); Montgomery, AL |

| |(headquarters); 1992-2000. Area: assessment services and advice regarding appropriate educational services for children and youth with|

| |disabilities (included testimony as an expert witness in due process hearing and federal trial in the Statum case). Also work on a |

| |limited |

| |basis with other lawyers who practice in this area. |

|Laurel Heights Hospital; Dekalb Co.; 1997-8. Area: mental retardation. |

|West Central Georgia area Georgia Learning Resources System; Grantville, GA; 4/97 and 5/97 |

| |Area: inclusion (three presentations). |

|State of Texas, Region V Texas Education Service Center; Beaumont, TX; 10/95. Area: life skills |

| |for students with severe and profound disability. |

|State of Texas, Region IV Texas Education Service Center; Houston, TX; 2/95. Area: assessment |

| |and programming for students with severe multiple handicaps. |

|TRACES (Teaching Resources Technical Assistance Project in the area of Deaf-Blind); Duncan & |

| |Ardmore, OK; April, May, & September, 1994 and April, 1995. Area: assessment and |

| |general consultation regarding inclusion of a youngster with severe multiple disabilities. |

|Cobb County School System (GA); 10/93. Area: management of challenging behaviors in |

| |educational settings. |

|Monsky Developmental Clinic; Montgomery, AL; 1992 and 1993. Area: assessment and |

| |programming suggestions for schoolage youngsters with severe multiple handicaps. |

|Great Lakes Regional Center for Deaf-Blind Education, Ohio State University; Columbus, OH; |

| |7/92. Area: sensory assessment and programming for students with dual sensory impairments/multiple disabilities. |

|Alabama Institute for Deaf and Blind; Talladega, AL; 7/92. Area: best practices in services to |

| |youngsters with dual sensory impairments. |

|REACH, Inc., Haralson/Carroll Respite Options; 3/92 - 6/94. Area: training for respite care |

| |providers. |

|Georgia Learning Resources System, Coastal and Southeast Centers; Statesboro, GA; 2/92. Area: |

| |assessing and instructing preschoolers with severe and profound communication and |

| |behavior disorders. |

|Mississippi State Department of Education, Annual Deaf-Blind Project Workshop; Jackson, MS; |

| |9/91. Area: educational assessment, planning, and implementation of programming for students with dual sensory impairments. |

|Northwest Georgia Infant Preschool Council; Dalton, GA; 6/91. Area: feeding. |

|Georgia Division for Early Childhood (Council for Exceptional Children); Macon, GA; 5/91. |

| |Area: assessment and intervention techniques for the preschool child with severe |

| |handicapping conditions. |

|Save the Children: Carroll County, GA; 3/91. Area: caring for youngsters with disabilities - basic |

| |concerns. |

|Georgia College; Milledgeville, GA; 1991-1992. Area: orthopedic, health, and severe/multiple |

| |handicaps. |

|Alabama Institute for Deaf & Blind, Region 6; 2/91. Area: program planning for youngsters with |

| |multiple handicaps. |

|Project AIM, Auburn University, Auburn, AL; 12/90 & 2/91. Area: adaptive seating. |

|Muscogee County Schools; Columbus, GA; 12/90. Area: community-based vocational training |

| |for students with moderate/severe mental retardation. |

|West Virginia Schools for Deaf & Blind; Romney, WV; 7/90. Area: assessment, feeding, & leisure |

| |skills for students with multiple handicaps. |

|Parent Infant Preschool Program, Alabama Institute for Deaf & Blind, Region 6; Auburn & |

| |surrounding area, AL. Area: physical management, assessment, early cognitive/ |

| |communication skills, & general program development for youngsters with sensory impairment. 1987-1991. |

|TASH Technical Assistance Project for Single State and Multi-State Deaf-Blind Centers; Watonga, |

| |OK; 7/90. Area: program and classroom restructuring. |

|Summer Special Education Institute, Utah State University; Logan, UT; 6/90. Area: assessment |

| |of preschoolers with severe/multiple handicaps. |

|East Alabama Early Intervention Organization; Opelika, AL; 5/90. Area: handicapping |

| |conditions (introduction). |

|State of Alabama, Jacksonville State University Preschool Technical Assistance Center; |

| |Jacksonville, AL; 4/90. Area: physical management of youngsters with motor impairments. |

|State of Alabama, Auburn University Preschool Technical Assistance Center; Auburn, AL; 2/90. |

| |Area: medical and health problems - implications for educational settings. |

|East Alabama Early Intervention Organization; Opelika, AL; 9/89. Area: positioning, handling, |

| |and feeding youngsters with motor impairment. |

|TASH Technical Assistance Project for Children and Youth who have Dual Sensory |

| |Impairments; Charlotte, NC; 9/89. Area: general program consultant. |

|Oklahoma State Department of Education, Fall Deaf-Blind Conference (for Parents); Oklahoma |

| |City, OK; 9/89. Area: integrated therapy. |

|Alabama Deaf-Blind Multihandicapped Association; Auburn, AL; 8/89. Area: Resources & |

| |policy. |

|Athens (Alabama) City Schools; 7/89. Area: Assessment of a student with multiple handicaps. |

|TASH Technical Assistance Project/Oklahoma Department of Education inservice training; |

| |Ardmore, OK; 7/89. Areas: "best practice" services for students with dual sensory/severe/ |

| |multiple handicaps; nondiscriminatory assessment; integrated therapy; positioning & |

| |handling. |

|TASH Technical Assistance Project for Children and Youth who have Dual Sensory Impairments; |

| |Putnam City, OK & Mobile, AL; 1988-1989. Area: general program development & assessment. assessment. |

|Oklahoma State Department of Education, Special Education Division; Moore, Oklahoma City, |

| |and Watonga, OK; 1989; 4/90. Areas: integrated therapy, assessment, physical management, general program development and "best |

| |practice" IEPs (technical assistance and workshops). |

|State of Texas, Region XIV Education Service Center; Abilene, TX; 6/89. Area: classroom |

| |applications of NDT (neurodevelopmental treatment). |

|State of Alabama, Auburn University Preschool Technical Assistance Center & Wiregrass Regional |

| |Resource Center; Auburn, AL; 5/89. Areas: assessment of youngsters with multiple |

| |handicaps; physical management of youngsters with physical handicaps. |

|Association for the Education and Rehabilitation of the Blind & Visually Impaired (AER), |

| |Alaska chapter; Anchorage, AK; 5/89. Area: vision assessment and intervention for youngsters with severe handicaps. |

|Caddo Parish School Board; Shreveport, LA; 5/89. Area: assessment of students with multiple |

| |handicaps; classroom applications of NDT. |

|Mid-Eastern Ohio Special Education Regional Resource Center; Cuyahoga Falls, OH; 4/89. |

| |Area: assessment of students with severe/multiple handicaps. |

|State of Texas, Region VII Education Service Center; Kilgore, TX; 3/89. Areas: assessment of |

| |students with multiple handicaps; classroom applications of NDT. |

|Great Lakes Area Regional Center for Deaf-Blind Education; Chicago, IL; 9/89 & 3/89. Area: |

| |Sensory assessment for students with dual sensory impairments. |

|TASH Deaf-Blind Technical Assistance Project; Ardmore, OK; 1987-1988. Area: program |

| |consultant. |

|Baldwin County (AL) Schools/Southwest Alabama Regional Inservice Center; Fairhope, AL; 8/88. |

| |Area: "best practice" educational programming for youngsters with severe/multiple |

| |handicaps. |

|TASH Technical Assistance Project/Oklahoma Department of Education inservice training; |

| |Wagoner, OK; 7/88. Area: planning and implementing "best practice" services for students |

| |with dual sensory/severe/multiple handicaps. |

|State of Texas, Region VI Texas Education Service Center, Huntsville, TX; 3/88. Area: |

| |ecological assessment and programming. |

|Georgia Learning Resources System, West Georgia Center; Columbus, GA; 9/87. Area: “best |

| |practices" instruction of youngsters with severe/profound handicaps. |

|Oklahoma State Department of Education and Oklahoma Federation Council for Exceptional |

| |Children; Oklahoma City, OK; 10/87. Area: teaching and classroom management strategies |

| |for youngsters with multiple handicaps. |

|Annual Conference of the Iowa Chapter of the Association for Persons with Severe Handicaps; |

| |Ames, IA: 10/87. Area: assessment, program, planning, and classroom planning for students with severe multiple handicaps. |

|State of Texas, Region VI, Education Service Center, Assessment & Support Services Seminar; |

| |College Station, TX; 9/87. Area: assessment and programming for students with severe/profound handicaps. |

|Georgia PINES-INSITE Program, Atlanta Area School for the Deaf; Clarkston, GA; 9/87. Area: |

| |functional vision assessment and programming for children with multiple handicaps. |

|BaBaldwin County (AL) Schools, multihandicapped program; 9/87. Area: general program |

| |consultant (assessment, programming, classroom management, adaptive equipment, |

| |positioning and handling). |

|Monsky Developmental Clinic; Montgomery, AL; 1987. Area: assessment of young children, and |

| |use of the Uzgiris-Hunt Ordinal Scales of Psychological Development. |

|South Alabama Research and Inservice Center; Mobile, AL; 8/87. Area: integrated programs for |

| |students with multiple handicaps. |

|Parent Infant Program, Alabama Institute for Deaf and Blind; Talladega, AL; 8/87. Area: |

| |handling, positioning, and feeding youngsters with motor involvement. |

|TASH Technical Assistant Project/Oklahoma Department of Education inservice training; |

| |Wagoner, OK; 7/87. Area: instructional strategies for students with severe/multiple |

| |handicaps. |

|Auburn University, Department of Rehabilitation & Special Education, Deaf-Blind Project; |

| |Auburn, AL; 4/87. Area: Assessment and program planning for deaf-blind children. |

|Georgia State University, Georgia Learning Resources System, Low Incidence Workshop; |

| |Atlanta, GA; 3/87. Area: integrated programming for the medically fragile child. |

|University of Washington, Deaf-Blind Inservice Training Project; Seattle, WA; 1/87. Area: |

| |assessment and intervention strategies for young children with severe handicaps (including |

| |deaf-blindness). |

|Montgomery County Schools; Montgomery, AL; 10/86. Area: positioning and physical management. |

|Shelby County Schools; Columbiana, AL; 10/86. Area: group programming, interactive |

| |language, educational programming for students with severe/multiple handicaps. |

|New Jersey State Department of Education, Division of Special Education, Conference on |

| |Assessment of Students with Low Incidence Handicaps; Woodbridge, NJ; 9/86. Keynote |

| |address - Challenges and solutions: Assessment of young severely handicapped children. |

|University of Kentucky, Department of Special Education course on Home Intervention for the |

| |Multihandicapped Sensory-Impaired Child; Louisville, KY; 8/86. Areas: needs, assessment, programming considerations. |

|Auburn University, Department of Rehabilitation & Special Education; Auburn, AL; 6/86. |

| |Assistant in 5-day "Introduction to NDT (Neurodevelopmental Treatment)" course. |

|TASH Technical Assistance Project; Choctaw, OK; 5/86. Area: program consultant. |

|State of Texas, Region VII Educational Service Agency; Kilgore, TX; 4/86. Area: behavior |

| |management with visually handicapped multihandicapped children. |

|Project AIM; Auburn, AL; 1985-1986. Areas: Classroom and behavior management for infant and |

| |preschool programs. |

|Alabama-Guatemala, PATH Special Educational Training Project; Auburn, AL; 11/85. Areas: |

| |behavior management, severe and physical handicaps. |

|Weaver High School, Summit County Board of Mental Retardation; Akron, OH; 10/84. Area: |

| |programming for students with multiple handicaps. |

|RISE Project, University of Alabama; Tuscaloosa, AL; 5/84. Area: program consultant. |

|Mid-Eastern Ohio Special Education Regional Resource Center; Cuyahoga Falls, OH; 2/84. Area: |

| |classroom management in programs for students with severe behavior handicaps. |

|Children's Hospital Medical Center of Akron; Akron, OH; 3/83 and 4/83; San Francisco, CA; |

| |11/83. Area: assistant instructor for 3-day "Introduction to Neurodevelopmental Treatment" courses. |

|Kent State University, Special Education Department; Kent, OH; 1983. Classes in Introduction to |

| |Developmental Disabilities & Community Services and Psychological Aspects of Special Education. Area: basic neurobiology and relevance|

| |to individuals with developmental disabilities. |

|Positive Education Program, Summer Training Institute; Cleveland, OH; 7/83. Areas: behavior |

| |management, language programming. |

|Diagnostic & Guidance Clinic/Children's Center; Montgomery, AL; 1980-1982, 1984, 1986, 1987, |

| |1989. Area: program consultant (assessment and intervention). |

|Alabama State Department of Mental Health; Birmingham, and Mobile, AL; 9/80, 1/81. Area: |

| |assessment and programming for individuals with severe mental retardation and multiple handicaps. |

|Alabama State Department of Education; Montgomery, AL; 11/80. Area: assessment of |

| |students with severe/multiple handicaps. |

|Birmingham City Schools; Birmingham, AL; 1979-1980. Area: behavior management, |

| |educational diagnostician. |

|Shelby County Board of Education, COHI and SPMH Center; Columbiana, AL; 1979-1982; 1986. |

| |Area: program consultant. |

|Blount County (Alabama) Schools, Special Learning Center; 10/79. Area: behavior management. |

|Jefferson County Association for Retarded Citizens, SPMH Program; Birmingham, AL; Summer, |

| |1979, 1980, and 1981. Area: program coordinator. |

|Cerebral Palsy Center; Birmingham, AL; 1979. Area: behavior management, educational |

| |diagnostician. |

|Birmingham Area Council for Exceptional Children; Birmingham, AL; 2/79. Area: behavior |

| |management. |

|State of Florida, Deaf-Blind Seminar; Gainesville, FL; 1/79. Area: needs, curricula, vision |

| |training for students with multiple handicaps. |

|DEECY, University of Alabama in Birmingham; Birmingham, AL; 1978-1979. Area: consultant on |

| |grant-funded TIP (Teaching Improvement Project) re: educational assessment. |

|University of Virginia Regional Workshop; Charlottesville, VA; 8/78. Area: evaluation of |

| |individuals with multiple handicaps. |

|Union Parish School Board; Farmersville, LA; 7/78. Area: educational evaluator. |

|Baldwin County Board of Education; Bay Minnette, AL; 6/78. Area: early cognitive development. |

|Day Care Services, Inc.; Birmingham, AL; Summer, 1978. Area: educational evaluator. |

|Alabama Education Association Transportation Division; Birmingham, AL; 3/78. Area: |

| |transporting students with severe/multiple handicaps. |

|Center for Developmental and Learning Disorders (Sparks Center) University of Alabama in |

| |Birmingham; Birmingham, AL; 1978-1981; 1986; 1987. Area: educational assessment; severe/multiple handicapping conditions. |

Professional Growth and Development

MEMBERSHIP/OFFICES IN PROFESSIONAL SOCIETIES (current):

|* |American Association of University Professors (AAUP; treasurer for UWG chapter, 2005-2009) |

|* |American Association on Intellectual and Developmental Disabilities (AAIDD; formerly, AAMR) |

|* |Autism National Committee (AutCom; lifetime member; on conference committee for 1997 national conference; also an advocacy organization) |

|* |Autism Society of America (and Greater Georgia chapter; also an advocacy organization) |

|* |the Council for Exceptional Children (CEC; attended multiple international conferences), including the following divisions:: |

| |Council for Educational Diagnostic Services (CEDS) (reactivated membership in this division) |

| |Division for Early Childhood (DEC) |

| |Division on Autism and Developmental Disabilities (formerly the Division on Mental |

| |Retardation and Developmental Disabilities/Developmental DisabilitiesMental |

| |Retardation) (attended several national conference) |

| |Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) |

| |Division for Physical, Health and Multiple Disabilities (formerly the Division for Physical and Health Disabilities (on proposal |

| |selection committees for DPHD division presentations |

| |at international CEC conferences (2 years); on Committee on Critical Issues for 2005- |

| |2006; on Set Work Group, the committee charged with development of revised |

| |standards for teachers of pupils with physical and health disorders; Treasurer, 2009- |

| |current; member of Executive Board (monthly meetings), 2009-current; member of |

| |Severe/Multiple Disabilities committee, 2004-2006 and 2009-current, including |

| |service as defacto committee chairperson; member of Finance committee, 2010- current (monthly meetings, frequent defacto |

| |representative of this committee on |

| |Executive Board)). I have been asked several times to accept additional roles (e.g., |

| |Vice President and President), but have declined due to time and travel involved. |

| |Pioneers Division |

| |Teacher Education Division (TED; attended 3 national conferences, 2 held in conjunction |

| |with the Division on Technology and Media) |

| |Technology and Media Division (TAM; attended 2 national conferences) |

| |membership in the Georgia federation and local (UWG) chapter |

| |worked with selected divisions/units on development, validation, and revision of standards – Division on Visual Impairments; Division|

| |on Early Childhood; Division for Physical, Health and Multiple Disabilities; paraeducator standards; and common core standards |

|* |International Society for Augmentative and Alternative Communication (ISAAC)/United States Society for Augmentative and Alternative |

| |Communication (USAAC) |

|* |TASH (formerly the Association for Persons with Severe Handicaps; lifetime member; |

| |member, Local Planning Committee for 1994 national conference; attended multiple international conferences) |

| | |

Membership in disability-related organizations that have a primary focus as an advocacy group:

*the arc (formerly the Association for Retarded Citizens; attended Georgia conference one year)

*National Mucopolysaccharidosis Society (National MPS Society)

*International Rett Syndrome Foundation

PUBLICATIONS:

|Anderson, S., Bucholz, J. L., Cooper, M., & Hazelkorn, M. (2012). Using narrated literacy- |

| |based behavioral interventions to decrease episodes of physical aggression in elementary students with disabilities. Submitted for |

| |review. |

|Cooper, M. (2010). Cognitive assessment of nonverbal young children who have significant motor |

| |disability: Challenges and solutions. Physical Disabilities: Education and Related Services, XVIII, 19-33. |

|Baldwin, J., Heller, K. W., Cooper, M., Coleman, M. B., Mezei. P., & Avant., J. (2009). Initial special |

| |education teachers knowledge and skills standards for individuals with physical and health disabilities. In Council for Exceptional |

| |Children, What every special educator must know: Ethics, standards, and guidelines (4th ed.). Arlington, VA: Author. |

|Cooper, M. (1991). Teaming: Integrated services within a neurodevelopmental framework. In M. |

| |B. Langley & L. Lombardino (Eds.), Neurodevelopmental strategies for managing communi- |

| |cation disorders in children with severe motor dysfunction (pp. 297-327). Austin, TX: Pro-Ed. |

| |

|Campbell, P. H., Garner, J.B., Cooper, M., & Wetherbee, R. (1986). Strategies for identifying and |

| | selecting instructional priorities. In Integrated Services Project, Integrated programming. Cuyahoga Falls, OH: Mid-Eastern Ohio |

| |Special Educational Regional Resource Center. |

|Campbell, P. H., McInerney, W. F., & Cooper, M. A. (1984). Therapeutic programming for |

| |students with severe handicaps. American Journal of Occupational Therapy, 38, 594-602. |

|McCormick, L., Cooper, M., & Goldman, R. (1979). Training teachers to maximize instructional |

| |time provided to severely and profoundly handicapped children. AAESPH Review, 4, 301-310. |

Note: Merrill (Pearson) Publishing Company asked me to submit a prospectus for a book and then gave me the choice of writing that book or of updating (writing the fourth edition of) an existing book, Developing and Implementing Individualized Education Programs. I selected to revise the existing book and that work has been in progress.

MANUSCRIPTS IN LIMITED CIRCULATION:

|Cooper, M. (1996). Facilitated Communication training: Suggested guidelines for the state of |

| |Georgia (revised draft). (Prepared for the Georgia Governor’s Council on Developmental Disabilities.) |

|Codeveloper of the Curriculum Interface Model for Programmatic Assessment (CIMPA), an inter- |

| |face of developmental and functional approaches to assessment of students with severe |

| |multiple handicaps. Developer of 8/95 revision of this instrument. |

|Developer of the Springdale Early Cognitive Developmental Checklist, an assessment instrument |

| |designed for use by teachers in the evaluation of individuals functioning between birth and |

| |the 30-month developmental level. |

|Codeveloper of the Early Motor Assessment Tool, an assessment instrument designed for use by |

| |teachers in the evaluation of gross and fine motor skills in individuals with (multiple) |

| |handicaps functioning between birth and the 24-month developmental level. |

PRESENTATIONS AT PROFESSIONAL CONFERENCES

|Cooper, M. A. (2011, December). Teaching elementary students with severe disabilities to |

| |participate in shared story readings. Presentation at the annual TASH conference, Atlanta, |

| |GA (TASH – formerly known as the Association for Persons with Severe Disabilities). |

|Anderson, S., Bucholz, J., & Cooper, M. (2011, December). Social storiesTM decrease aggression |

| |in students with significant developmental disabilities or autism. Presentation at the annual TASH conference, Atlanta, GA (TASH – |

| |formerly known as the Association for Persons with Severe Disabilities). |

| | |

|Cooper, M. and others (2011, April). Need a professional home? Severe/Multiple disabilities and |

| |home/hospital placements. Panel presentation at the annual international convention of the Council for Exceptional Children, National |

| |Harbor, MD. (lead presenter and organizer) |

|Cooper, M. (2011, April). Instructional content and strategies for students with profound |

| |intellectual disability. Presentation at the annual international convention of the Council for Exceptional Children, National Harbor, |

| |MD. |

|Cooper, M. (2010, April). The Mucopolysaccharidoses: Information for educators. Poster session |

| |presented at the annual international convention of the Council for Exceptional Children, Nashville, TN. |

|Cooper, M. (2009, December). Single subject research integrated into a teacher preparation |

| |program in severe disabilities. Poster session presented at the annual international conference of TASH (formerly the Association for |

| |Persons with Severe Handicaps), Pittsburgh, PA. |

| |

|Cooper, M. (2008, December). Integrating health care routines and instruction for students with |

| |severe multiple disabilities. Poster session presented at the annual international conference of TASH (formerly the Association for |

| |Persons with Severe Handicaps), Nashville, TN. |

|Cooper, M. (2008, April). A primer on physical and health disorders in youngsters with |

| |severe/multiple disabilities. Presentation at the annual international convention of the Council for Exceptional Children, Boston, MA. |

|Cooper, M. (2007, April). Cognitive assessment of nonverbal young children who have |

| |significant motor disabilities. Presentation at the annual international convention of the Council for Exceptional Children, Louisville, |

| |KY. Note: This presentation was selected as a Showcase Presentation by CEC’s Division on Physical and Health Disorders – each division |

| |picks one presentation annually to highlight in this manner. |

|Cooper, M. (2006, April). Integrating health care routines and instruction for students with severe |

| |multiple disabilities. Presentation at the annual international convention of the Council for Exceptional Children, Salt Lake City, UT. |

| |Note: This presentation was selected as a Showcase Presentation by CEC’s Division on Physical and Health Disorders. |

|Larkin, M. A., Goodman, J., Cooper, M. A., & Pollard, N. E. (2005, November). Strategies for |

| |meeting the challenges of mentoring faculty in teacher preparation programs. Presentation at the annual conference of the Teacher |

| |Education Division (TED) of the Council for Exceptional Children, held jointly with the CEC’s Division on Technology and Media, Portland,|

| |ME. |

|Larkin, M. L., Pollard, N. E., & Cooper, M. A. (2004, November). Maintaining faculty diversity |

| |through effective mentoring. Presentation at the annual conference of the Teacher Education Division of the Council for Exceptional |

| |Children. Albuquerque, NM. |

| | |

|Cooper, M. A. (2004, October). Goals and activities for pupils with profound intellectual |

| |disability. Presentation (poster session) at the annual conference of the Division on Developmental Disabilities (DDD) of the Council for|

| |Exceptional Children, Las Vegas, NV. |

|Stafford, A., Cooper, M. A., Carden, A., & Frisby, B. (2004, April). Teacher candidates |

| |effecting student change: From foundation to penthouse. Presentation at the international conference of the Council for Exceptional |

| |Children, New Orleans, LA. Two of the presenters were students in the undergraduate program. |

|Pollard, N. E., & Cooper, M. (2003, November). A college-based alternative certification |

| |program. Presentation at the annual conference of the Teacher Education Division of the Council for Exceptional Children, Biloxi, MS. |

|Cooper, M., Stafford, A., & Pollard, N. E. (2003, April). Measuring teacher candidates’ ability |

| |to bring about positive student change. Presentation at the annual convention of the Council for Exceptional Children, Seattle, WA. |

|Stafford, A., Cooper, M., & Pollard, N. E. (2002, November). Measuring teacher candidates’ |

| |ability to bring about positive student change. Presentation at the annual conference of the Teacher Education Division of the Council |

| |for Exceptional Children, Savannah, GA. |

|Cooper, M. (2001, March). Goals and activities for pupils with profound disabilities. Presentation |

| |at the fourth annual Intellectual Disabilities conference, Macon, GA. |

|Cooper, M. (2001, January). Activity-based instruction: A model for serving youngsters with |

| |severe/profound disabilities in inclusive and noninclusive settings. Presentation at the annual conference of the Council for Exceptional|

| |Children, Georgia Federation, Athens, GA. |

|Cooper, M. (1997, November). Communication is the key - Facilitated communication. |

| |Presentation at the annual conference of the Autism National Committee Decatur, GA. |

|Cooper, M. (1996, November). Intervention in meaningful contexts for students with profound |

| |disabilities. Poster session presented at the annual international conference of TASH (formerly the Association for Persons with Severe |

| |Handicaps), New Orleans, LA. |

|Cooper, M., & Smith, P. (1995, December). Physical management and instructional adaptations |

| |for students with significant motor disabilities. Presentation at the annual TASH conference, |

| |San Francisco, CA. |

|Cooper, M. (1995, October). Teaching self-help skills to children with multiple handicaps. |

| |Presentation at the Fall Conference of the West Virginia Schools for the Deaf and Blind, Romney, WV. |

|Cooper, M. (1995, October). Positioning and feeding children with multiple handicaps. |

| |Presentation at the Fall Conference of the West Virginia Schools for the Deaf and Blind, Romney, WV. |

|Cooper, M. (1993, November). Making augmentative communication decisions: Systematic |

| |comparison of response to stimulus sets. Presentation for the annual conference of the Association for Persons with Severe Handicaps |

| |(TASH), Chicago, IL. |

| |

|Cooper, M. (1993, October). Best practices in education for learners with multiple handicaps |

| |Presentation for the Fall Conference of the West Virginia Schools for Deaf and Blind, |

| |Romney, WV. |

|Cooper, M. (1993, March). Appropriate curriculum for preschoolers with severe disabilities. |

| |Presentation for the annual Georgia Preschool Special Education Conference, Smyrna & |

| |Tifton, GA. |

|Cooper, M. (1992, October). Educational considerations for students with severe handicaps. |

| |Presentation for the annual Conference on Exceptional Children (North Carolina Department |

| |of Public Instruction), Charlotte, NC. |

|Cooper, M. (1991, November). Instructional implications of sensorimotor stage performance for |

| |learners with severe handicaps. Presentation at the annual conference of the Association for |

| |Persons with Severe Handicaps, Washington, D.C. |

|Cooper, M. (1991, October). Best practices for learners with multiple disabilities. Presentation at |

| |the Fall Conference of the West Virginia Schools for the Deaf and the Blind, Romney, WV. |

|Cooper, M. (1990, May). Integrated services in therapy and education. Presentation at Focus '90, |

| |the annual British Columbia Conference for Those Living and Working with Children and Adults with Severe to Moderate Disabilities, |

| |Victoria, British Columbia, Canada. |

|Cooper, M. (1990, May). Meaningful assessment strategies for students with profound handicaps. |

| |Presentation at Focus '90, the annual British Columbia Conference for Those Living and |

| |Working with Children and Adults with Severe to Moderate Disabilities, Victoria, British Columbia, Canada. |

|Cooper, M., & Crews, B. (1990, February). Functional assessment strategies for youngsters with |

| |moderate/severe handicaps. Presentation at the annual superconference of the the Alabama Federation Council for Exceptional Children, |

| |Tuscaloosa, AL. |

|Cooper, M. (1989, October). Conducting a comprehensive assessment of students with multiple |

| |handicaps. Presentation at the 2nd annual Educational Assessment Teacher Conference, |

| |Alexandria, LA. |

|Cooper, M. (1989, September). Functional assessment/intervention. Presentation at the Alabama |

| |Early Intervention Conference, Birmingham, AL. |

|Cooper, M. (1989, May). Integrated contextual programming for students with severe multiple |

|handicaps. Presentation at Focus '89, the annual British Columbia Conference for Those |

| |Living and Working with Children and Adults with Severe to Moderate Disabilities, Victoria, British Columbia, Canada. |

|Cooper, M. (1989, April). Use of a contextual activity-based format for instruction of youngsters |

| |with severe multiple handicaps. Presentation at the annual convention of the Council for Exceptional Children, San Francisco, CA. |

|Cooper, M. (1988, March). Assessment of students with severe multiple handicaps: Two |

| |approaches. Presentation at the annual convention of the Council for Exceptional Children, Washington, D.C. |

|Cooper, M. (1988, February). Physical management techniques for the classroom: Integrated |

| |treatment for youngsters with severe multiple handicaps. Presentation at the annual superconference of the Alabama Federation Council for|

| |Exceptional Children, Birmingham, AL. |

|Crews, W. B., & Cooper, M. (1987, November). What skills are important? Employers' point of |

| |view. Presentation at the annual Southeastern Regional American Association on Mental Deficiency Meeting and Training Institute, |

| |Nashville, TN. |

|Cooper, M. (1987, February). Services to students with severe handicaps in integrated public |

| |school settings. Presentation at the annual superconference of the Alabama Federation |

| |Council for Exceptional Children, Montgomery, AL. |

|Cooper, M., & Crews, W. B. (1986, November). Comparisons of the effectiveness of individual- |

| |isolated and group-contextual instructional arrangements. Presentation at the annual |

| |conference of the Association for Persons with Severe Handicaps, San Francisco, CA. |

|Cooper, M. (1986, April). Use of a group activity format for instruction of students with severe |

| |multiple handicaps: Research and applications. Presentation at the annual convention of the Council for Exceptional Children, New |

| |Orleans, LA. |

|Cooper, M. (1986, February). Use of a group activity format for instruction of students with severe |

| |multiple handicaps. Presentation at the annual superconference of the Alabama Federation Council for Exceptional Children, Montgomery, |

| |AL. |

|Cooper, M. (1985, December). Skill acquisition by students with severe multiple handicaps under |

| |individual-isolated and group-contextual instructional arrangements. Presentation at the |

| |annual conference of the Association for Persons with Severe Handicaps, Boston, MA. |

|Cooper, M. (1985, February). Meeting educational and therapeutic needs of students with severe/ |

| |multiple handicaps within age appropriate contexts: Combining developmental and functional curricular approaches. Presentation at the |

| |annual superconference of the Alabama |

| |Council for Exceptional Children, Birmingham, AL. |

| | |

|Cooper, M., Gent, P., & Hanlon, M. J. (1984, November). Public school programming for school- |

| |aged students with severe handicaps: Efficacy data. Presentation at the annual conference of |

| |the Association for Persons with Severe Handicaps, Chicago, IL. |

|McInerney, W., Cooper, M., & Mulhouser, M. B. (1984, April). Selected best practices in educa- |

| |Tion tion for students with severe handicaps. Presentation at the annual convention of the Council |

| |for Exceptional Children, Washington, DC. |

|Cooper, M. (1992, November). Educational considerations for students with severe handicaps. |

| |Presentation at the 44th annual conference on Exceptional Children of the North Carolina |

| |Department of Public Instruction, Division of Exceptional Children's Services, Charlotte, NC. |

|Cooper, M., & Campbell, P. (1983, December). Programming for severely multi-impaired |

| |students. Presentation at the annual state convention of the Ohio Federation Council for |

| |Exceptional Children, Cincinnati, OH. |

|Macke, P., & Cooper, M. (1983, November). Use of simple electronic devices to improve educational |

| |programming and data collection procedures in classrooms for severely handicapped students. |

| |Presentation at the annual conference of the Professional Association for the Retarded, |

| |Columbus, OH. |

|Cooper, M., Macke, P., & McInerney, W. (1983, November). Intervention in toilet training, |

| |rumination, and stereotypic behavior within a classroom environment. Presentation at the |

| |annual conference of the Association for the Severely Handicapped, San Francisco, CA. |

|McInerney, W., Macke, P., & Cooper, M. (1983, October). Appropriate public school education |

| |and the issues of educability with profoundly handicapped persons. Presentation at the |

| |conference of the American Association on Mental Deficiency, Region 6, Dayton, OH. |

|McInerney, W., Becker, M., Clegg, K., & Cooper, M. (1982, November). Demonstration of |

| |contingency awareness, memory, and communication skills in profoundly mentally retarded |

| |multiply handicapped young children. Presentation at the annual conference of the Association |

| |for the Severely Handicapped, Denver, CO. |

SPECIAL ACTIVITIES RELATED TO PROFESSIONAL GROWTH AND DEVELOPMENT (SELECTED)

• attended approximately 10 webinars, primarily related to course content (assistive technology, particularly AAC; severe disabilities; preschool special education; autism) in the past 3 years

• joined GA DOE Resource Board approximately 5 years ago in order to participate in selected training activities pertinent to teachers of children with severe disabilities in Georgia public schools; participated in four specific training activities, one face-to-face, in addition to using the Resource Board to enhance my skills related to Georgia policies and information related to teaching in the new M.Ed. program in Severe Disabilities (Adapted Curriculum) (this small program is currently deactivated due to budget issues

• served as expert witness and independent educational evaluator regarding pupils with disabilities and the nature of their educational program/programming for Gordon, Silberman, Wiggins, and Childs (Birmingham, AL law firm); various Alabama locations, 1993-2002 (periodically)

• attended 7-day class offered through the Georgia Project for Assistive Technology in summer, 2004; InTech class; earned credit for meeting the Georgia Technology requirement for teacher certification

• attended Better All Together (Georgia inclusion) conferences in 2002 and 2006

• reviewer for several publishing companies (selected (reviewed for Merrill Publishing Co.):

| |* |sixth edition of Exceptional Individuals in Focus (Patton et al.) |

| |* |Individualized Education Programs: Perspectives and Strategies, a proposed book |

| |* |the GibCo Universal Dynamo for Special Education and Gifted Education Programs, a |

| | |computer software program for management of special education data and development of IEPs |

| | |

GRANT PREPARATION

|* |Collaborative Change Initiative for Inclusion -- assisted with preparation and was identified |

| |as Project Codirector -- submitted to BellSouth Foundation in response to their Re-Creating Teacher Education Initiative (not funded). |

|* |College of Education research grant -- project on Facilitated Communication conducted in |

| |in conjunction with Carroll County Schools and the Friends of Autism Services Trust (funded) |

|* |Author and Project Director - Graduate Teacher Training Program in Severe Multiple |

| |Handicaps (84.029-B, Training Personnel for the Education of the Handicapped); submitted to the Office of Special Education and |

| |Rehabilitation Services, U.S. Department of Education, February, 1989 for first of 5-year funding cycle; $43,172 requested (funded) |

|* |Junior Author (Dr. Martin Diebold, Project Director) - Inservice Training for School |

| |Personnel Serving Severely Handicapped and Deaf-Blind Students (Innovative Programs for Severely Handicapped Children); submitted to the|

| |Office of Special Education and Rehabilitation Services, U.S. Department of Education for first of 3-year funding cycle; $138,211 |

| |requested (not funded) |

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