IESC Advisory Board Members

Dr. Alfredo J. Artiles
Dean of the Graduate College and the Ryan C. Harris Professor of Special Education at Arizona State University 

Dr. Artiles is Dean of the Graduate College and the Ryan C. Harris Professor of Special Education at Arizona State University. His scholarship focuses on educational equity related to disability intersections with race, social class, language and gender, teacher learning in urban contexts, and policy. He directs the Equity Alliance and was elected Vice President of AERA. He served on the White House Advisory Commission on Educational Excellence for Hispanics and has advised the National Research Council, the National Academy of Education, and the Kennedy Foundation, among others. Dr. Artiles is an AERA Fellow, a former Spencer Foundation/ National Academy of Education Postdoctoral Fellow and was a Resident Fellow at Stanford University’s Center for Advanced Study in the Behavioral Sciences. He edits the Teachers College Press book series “Disability, Culture, & Equity.” Recent publications include World Yearbook of Education: Assessment inequalities (Routledge) and Inclusive education: Examining equity on five continents (Harvard Education Press). 



Dr. Kenneth A. Card
Assistant Superintendent for Curriculum and instruction at Huntington School District in New York 

 Dr. Card graduated from the University of Stony Brook (M.A., B.A). He began his career as a Social Studies Teacher. He continued his graduate studies at Dowling College where he earned a doctorate in Educational Administration, Leadership and Technology. He has had a broad range of educational experiences, including building-level and central office (Principal and Director of Huntington’s school district adult continuing education program). Dr. Card’s prior experience includes serving his country in the United States Navy from 1982 to1989. He is currently assistant superintendent for curriculum and instruction at Huntington School District in New York. 


Dr. Fabienne Doucet
Associate Professor of Education in The Steinhardt School of Culture, Education, and Human Development at New York University

Dr. Doucet brings an interdisciplinary perspective to her research and teaching in Early Childhood Education, given her training in human development and family studies, which stands at the crossroads of developmental psychology, sociology, and anthropology. Her research examines how immigrant and U.S.-born children of color and their families navigate education in the United States and how taken-for-granted beliefs, practices, and values of the U.S. educational system position children and families who are linguistically, culturally, and socioeconomically diverse at a disadvantage. Dr. Doucet is committed to addressing equity and injustice in education, and to bringing the educational experiences of marginalized groups to the center of inquiry. She has received numerous honors and awards, most recently a grant from the Society for Research in Child Development to launch a research initiative on child development in Haiti, and a Fulbright-Hays fellowship to conduct research on educational reform in Haiti. Dr. Doucet is Content Area Director for the programs in Early Childhood Education in the Department of Teaching and Learning, Chair of the Haiti Working Group at the NYU Steinhardt Institute for Human Development and Social change, an affiliated faculty member of the NYU Center for Latin American and Caribbean Studies, and a research associate of the Interuniversity Institute for Research and Development (INURED), Haiti. Doucet has a Ph.D. in Human Development and Family Studies from the University of North Carolina at Greensboro and was a National Science Foundation and Spence Foundation postdoctoral fellow at the Harvard University Graduate School of Education.

Dr. Edward Fergus
Assistant Professor of Educational Leadership and Policy

Eddie Fergus is an applied researcher. His work explores the effects of educational policy and practice as it intersects the lives of populations living in vulnerable conditions. More specifically his policy work extrapolates the relationship between discipline codes of conduct, gifted program practice, and academic referral processes and the educational outcomes of low-income and racial/ethnic minority student populations. This work also outlines policy and practice changes in order for schools to develop as protective environments for vulnerable populations. Fergus consultants on these policy and practice changes with state departments of education (e.g., California and Texas) and U.S. Department of Justice on disproportionality. Additionally, his publications include basic research on educational outcomes of populations in vulnerable conditions, and data workbooks focused on monitoring policy and practice changes.

Mr. Satish Moorthy
New York City Liaison to the US Department of Education’s National Center on PBIS

 Mr. Moorthy has worked for over 16 years in the educational, social service, and mental health fields serving children and youth with special needs. He has served as Director of NYC PBIS at RSE-TASC/NYCDOE since 2009, after working as a director, coordinator, and positive behavior support coach supporting students with disabilities at District 75. Prior to joining the NYCDOE, Mr. Moorthy worked in the field of human rights as a policy advocate, trauma-based mental health practitioner, and teacher for immigrant and refugee children and youth in Chicago, IL. Mr. Moorthy holds dual Master degrees in Public Policy and in Clinical Social Work from the University of Chicago, and a Bachelor degree in English Literature from the University of California, Berkeley. He serves on the Interagency Working Group of the New York State Office of Mental Health- Promise Zones Initiative, and the PBIS Advisory Group of the Northeastern United States. He is the New York City Liaison to the US Department of Education’s National Center on PBIS, and currently serves as an elected Board Member of the international Association for Positive Behavior Support (APBS). Mr. Moorthy has presented papers on trauma and children, and school-wide positive behavior support at local, state, national and international conferences. 

Dr. Pedro Noguera
Distinguished Professor of Education and Director of Center for the Study of School Transformation

Pedro Noguera is a Distinguished Professor of Education in the Graduate School of Education and Information Sciences at UCLA. His research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts.  He is the author of eleven books and over 200 articles and monographs. He serves on the boards of numerous national and local organizations and appears as a regular commentator on educational issues on CNN, MSNBC, National Public Radio, and other national news outlets. Prior to joining the faculty at UCLA he served as a tenured professor and holder of endowed chairs at New York University (2003 – 2015) Harvard University (2000 – 2003) and the University of California, Berkeley (1990 – 2000). From 2009 – 2012 he served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor. In 2014 he was elected to the National Academy of Education. Noguera recently received awards from the Center for the Advanced Study of the Behavioral Sciences, from the National Association of Secondary Principals, and from the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.

Mrs. Yvonne Sinisgalli
Parent Support Liaison at the Long Island Parent Center

Mrs. Sinisgalli is at the Long Island Parent Center, where she is the Parent Support Liaison. Yvonne Sinisgalli is a highly motivated and compassionate individual who has made it her mission to serve parents and caretakers of children with special needs. Presently, she works as the Bilingual Education Outreach Coordinator for the Long Island Parent Center, while also juggling role of mother to a child with a disability. Yvonne is also an Adjunct Professor at LIU where she teaches in the Special Education & Literacy Department and is the Coordinator of Student Teaching. Prior to that, she was an educator for the NYC Board of Education. Yvonne has made it her lifelong commitment to work with parents of children with disabilities. She is currently the Co Chair of the New York State Commissioners Advisory Panel for Special Education. Also she manages the responsibilities of SEPTA President in her school district. Her broad, yet detailed background in education, psychology, and Spanish language has enabled Ms. Sinisgalli to successfully reach out to parents in the Hispanic community. The combination of Ms. Sinisgalli’s expertise and endless resources has helped foster solid connections with culturally diverse regions across Long Island. 



Mr. Larry Spring
Superintendent of Schenectady School District in New York

Mr. Spring graduated from the University of Rochester (M.S.) and SUNY Geneseo (B.A.). He began his career as an Inclusion Social Studies teacher in Irondequoit, New York. He has had a broad range of educational experiences, including building-level and central office (Assistant Principal, Assistant Superintendent for Instruction and Director of Learning). He received the NYS Model School Integration Specialist Margaret Warner Fellowship Scholarship. He is currently Superintendent of Schenectady School District in New York and the former Superintendent for the School District of Cortland Enlarged City School District in New York. 






Dr. Audrey A. Trainor
Associate Professor of Special Education; Content Director, Programs in Special Education

Audrey A. Trainor studies equity and diversity in special education, focusing on post-secondary transitions for adolescents with learning and behavioral/emotional disabilities. A central purpose of her work is to improve inclusive transition education and post-school outcomes for adolescents with high-incidence disabilities who have been made vulnerable by limited access to educational opportunities. Using capital theory, her projects examine how economic, cultural, and social capital coalesce and function as levers for power and agency in special education processes. Her recent research includes a secondary analysis of the second National Longitudinal Transition (NLTS2) funded by the Institute of Education Sciences, and qualitative interview studies with parents of children with disabilities.

In her most recent book, Transition by Design: Improving Equity and Outcomes for Adolescents with Disabilities (2017), Trainor focuses on the importance of culturally responsive and culturally sustaining transition research and practice. Beginning in 2017, she will begin a new IES-funded project examining the transition experiences of English learners with disabilities. This project, Factors Associated with Postsecondary Success for English Language Learners with Disabilities: A Mixed Methods Exploration, is a collaborative effort with NYU (Audrey Trainor and Heather Woodley) and SRI (Lynn Newman).

Her interest in research methodology has led to her examination of the policy-driven initiatives such as the identification of evidence-based practices, and the development of a conceptual framework for culturally responsive intervention research. Additionally, she has published a book and multiple articles on the peer review process for qualitative research, research ethics, and criteria for excellence in research. Trainor is a past president (2012-13) of the Council for Exceptional Children's Division on Career Development and Transition. Prior to her career in postsecondary education, she was a special education high school teacher working with students with high-incidence disabilities for nearly a decade.. 


 Dr. Aydin Bal

Assistant Professor of Rehabilitation Psychology and Special Education.

Aydin Bal is an assistant professor at the University of Wisconsin-Madison, Department of Rehabilitation Psychology and Special Education. Dr. Bal examines the racialization of psychological problems, racial disproportionality in special education, systemic transformation, and expansive learning. As a practitioner, Dr. Bal has worked with youth from historically marginalized communities and refugees experiencing behavioral difficulties such as post-traumatic stress disorder (PTSD) from South Sudan, Turkey, the Russian Federation, and the United States. He recently edited (with J. Lo Bianco) Springer’s Learning from difference: Comparative accounts of multicultural education.

His recent studies focus on analyzing racial disproportionality in local education systems and developing culturally responsive intervention methodologies. Dr. Bal has developed the Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS) framework and the Learning Lab methodology. In Learning Labs, local stakeholders (students, families, educators, education leaders, and community representatives) collectively design culturally responsive behavioral support systems in their schools. Dr. Bal has been leading a mixed-methods formative intervention study to the CRPBIS Learning Labs in the state of Wisconsin.


 Dr. Taucia Gonzalez
Assistant Professor of Rehabilitation Psychology and Special Education

Taucia Gonzalez, Ph.D., is an assistant professor at the University of Wisconsin-Madison in Rehabilitation Psychology and Special Education. Her research foci are twofold. The first strand examines opportunity to learn through robust literacies for English language learners (ELLs) with learning disabilities, which she is currently examining through a youth participatory action research after-school club funded by the Spencer Foundation. The second strand of her research focuses equity and inclusion by preparing teachers to work at the intersection of ELLs and disability. Dr. Gonzalez’s work bridges general and special education and has been featured in journals such as the Journal of Multilingual Research and the European Journal of Special Needs Education. She currently serves as an advisory board member on New York University’s Technical Assistance Technical Assistance Center on Disproportionality. Dr. Gonzalez has spent over 15 years working in and with Latino/a communities as an educator and educational researcher.


Dr. Ian Roberts
Turnaround Specialist 

Dr. Ian Roberts is a school turnaround leader whose work history includes being a Commissioned Military Officer, Law Enforcement Officer, Middle and High School teacher and principal of the New York Board of Education, Baltimore City Schools, the District of Columbia Public Schools, and a Middle/High School Superintendent for the St. Louis Public Schools.  He has also served as an Adjunct Professor/lecturer in graduate schools and nationally recognized leadership programs, and is a former Olympic Track and Field Athlete (2000 Olympic Games in Sydney, Australia).








Daniel J. Losen
Director of the Center for Civil Rights Remedies

 Daniel J. Losen is director of the Center for Civil Rights Remedies, an initiative at the Civil Rights Project/Proyecto Derechos Civiles (CRP).  He has worked at the Civil Rights Project since 1999, when it was affiliated with Harvard Law School, where he was a lecturer on law. Losen's work concerns the impact of law and policy on children of color and language minority students including: the reauthorization of the Elementary and Secondary Education Act with a focus on promoting diversity, access to effective teachers, and improving graduation rate accountability; the IDEA and racial inequity in special education; school discipline and revealing and redressing the “School-to- Prison Pipeline;” and protecting the rights of English learners to equal educational opportunity. On these and related topics he conducts law and policy research; publishes books, reports, and articles and works closely with federal and state legislators to inform legislative initiatives. Both for The Civil Rights Project, and independently, he provides guidance to policymakers, educators and advocates at the state and district level. Before becoming a lawyer, Mr. Losen taught in public schools for ten years, including work as a school founder of an alternative public school.

Dr. Wendy Cavendish
Associate Professor of Teaching and Learning

 Wendy Cavendish is an Associate Professor in the Department of Teaching and Learning at the University of Miami School of Education and Human Development. Her interdisciplinary research focus includes the practices and processes in schools and other social institutions (e.g., criminal justice system) that facilitate and support successful transition of youth both into and out of special education. She examines how these systems intersect with policy and practice for marginalized populations. She is currently a visiting research scholar at Roosevelt House Public Policy Institute at Hunter College (2015-2017). Her work has been published in the Journal of Learning Disabilities, Journal of Special Education, Journal of Youth & Adolescence, Journal of Emotional and Behavioral Disorders, and Journal of Adolescence as well as numerous research reports and book chapters.

Dr. Lauren Katzman
Executive Director of the Urban Special Education Leadership Collaborative

Dr. Lauren Katzman, Ed.D is the Executive Director of the Urban Special Education Leadership Collaborative, an organization of 110 school districts in 29 states, representing approximately 13% of the nation’s students with disabilities. The goal of the Collaborative is to focus on the civil rights aspects of special education by sharing and influence knowledge, research, and policy to increase inclusive special education services and decrease the disproportionate representation of culturally and linguistically diverse students in special education classification, placements, and discipline. Prior to this work, she served as the Assistant to the Superintendent for Special Education Services for the Newark Public Schools and the Executive Director of Special Education in the New York City Department of Education. In both of these positions, she developed and led significant reform efforts, working to improve special education services on issues such as the segregation of students with disabilities, the overrepresentation of students of color in special education, the connection between disability and student dropout, and the school-to-prison pipeline. Dr. Katzman has also served as Associate Professor of Special Education at Boston University and co-authored the book Effective Inclusive Schools: Effective Inclusive Schools: Designing Successful Schoolwide Programs with Dr. Thomas Hehir, former Director of the Office of Special Education Programs at the U.S. Department of Education. She was a special education teacher for 14 years in St. Louis, New Jersey, and New York City and has conducted program evaluations of the special education services for the District of Columbia Public Schools, the state of Massachusetts, Ithaca Public Schools, and the New York City Department of Education. She holds an Ed.D. in Administration, Planning, and Social Policy from the Harvard University Graduate School of Education. 

Dr. Monique Habersham
Assistant Principal in the Wyandanch (NY) Union Free School District

Dr. Habersham has been an educator for 27 years.  She began her teaching career in the New York City Public School System at the Mary McLeod Bethune Middle School in Brooklyn in 1988.  Dr. Habersham has taught Special Education in grades 1-12 in Brooklyn, Queens and Long Island, and Gifted and Talented Education in Roosevelt Long Island.  She worked as a Special Education School Improvement Specialist for Nassau Board of Cooperative Education Services Regional Special Education-Technical Assistance Support Center (RSE-TASC) providing technical assistance and job embedded coaching in Part 200 Regulations, Disproportionality, Cultural Responsive Teaching Practices and Specially Designed Instruction. She is a graduate of Nassau Community College, (A.A.S. 1982), S.U.N.Y Binghamton (B.A. 1985), C.U.N.Y Hunter College, (M.S.1993) and Hofstra University (Ed. D. 2014).  She is a recipient of the Walmart’s Teacher of the Year Award 2003 and currently works as an Assistant Principal in the Wyandanch (NY) Union Free School district.