2018 DCDT Elections

DCDT 2018-2019 Candidates for Open Board Positions

Vice President. The Vice President serves as President-Elect in the event of resignation or absence or inability to serve as the President-Elect and performs other responsibilities as designated by the President, particularly serving as chair of the Conference Planning Committee. The person elected as Vice-President serves a four-year term. The first year, the elected officer will serve as Vice-President, and subsequent years as President-Elect, President, and finally as Past-President.

Vicki_Mitchell.pngVicki Mitchell

Vickie Mitchell has been a special and general education teacher, special education administrator, and Transition Specialist for a regional education service center in Texas. For twelve years, she worked with school districts and state regional centers, as a consultant, providing training and technical assistance on transition services, vocational education, community partnerships, and co-presenting with parents at conferences. She jointly trains students and teachers on self-determination strategies at the elementary and secondary levels. Dr. Mitchell is currently an Associate Professor at Sam Houston State University (SHSU) in Texas and the Eleanor & Charles Garrett Endowed Chair in Special Education. As a new faculty member, she proposed the creation of a center, which is now known as the Eleanor & Charles Garrett Center on Transition and Disability Studies. In October 2017, Dr. Mitchell was awarded the Donn Brolin Award for State/Province Leadership and Service for 2016-2017 at the National/international DCDT Conference in Milwaukee, Wisconsin. In previous years, she received two gubernatorial appointments. One appointment was to serve on the Continuous Advisory Committee on Special Education for the Texas Education Agency where she served as Co-Vice Chair and later, as Chair of the state committee. The other gubernatorial appointment was to the Texas Council for Developmental Disabilities where she served as Chair of the Public Policy Committee. Dr. Mitchell is a member of several DCDT committees and a member of the Texas DCDT where she served as the Vice President, President, Past President, and currently serves as the Public Policy Representative.

John_.png                                  John McNaught

John has been working in the field of special education for over 20 years. John received his undergraduate degree from the University of Richmond, his Master of Education Degree from James Madison University and is currently enrolled in the doctoral program at the University of West Georgia.  He started his career at a residential wilderness school for at-risk youth and youth with emotional disabilities. John also worked in a public high school as a special education teacher and supervised a community based work-study program for students with disabilities. He was one of the first individuals in the state of Virginia to implement student-directed IEP meetings, and he worked diligently as an educator to bring the student’s voice to the forefront. For the past thirteen years, John has worked at the Virginia Department of Education’s Training and Technical Assistance Center at James Madison University as a coordinator, focusing on transition and self-determination. John is a founding member of the Virginia Department of Education’s I’m Determined Project and has served as the State Coordinator for the past nine years. Under his leadership, I’m Determined has grown from 9 pilot schools to over 80 participating school divisions in Virginia and over 30 states across the nation. For the past five years, John has also served as co-director of the Virginia Department of Education’s Region 5 Training and Technical Assistance Center at James Madison University.

John has been a member of CEC and DCDT for the past thirteen years. He served on the executive board of the Virginia Chapter of DCDT from 2007 through 2012 in the capacity of treasurer, vice president, president, and past president. John served as the Southeastern Representative for DCDT from 2014-2017 and is currently serves on the Representative Assembly.

. The Secretary shall keep accurate minutes of all general meetings of DCDT and of meetings of the Committee. He/She shall carry on correspondence as necessary in regard to matters as delegated by the President.

Lenna Jo Landmark

Leena Jo Landmark is an associate professor in the Department of Language, Literacy, and Special Populations at Sam Houston State University (SHSU) in Huntsville, Texas. She is also the associate director of the Eleanor and Charles Garrett Center on Transition and Disability Studies at SHSU. Before coming to SHSU, she was an associate professor at Ohio University and a research scientist at Texas A&M University. She researches topics such as self-determination, transition planning, family involvement, leadership experiences, and postsecondary educational practices, all related to individuals with disabilities. As a teacher educator, she strives to instill the importance of having a transition perspective, no matter what age or grade level teachers are or will be teaching. She holds Texas educator certifications in pk-12 generic special education and the principalship, and she taught students with disabilities at the secondary level for seven and a half years. She has been a member of DCDT for approximately 10 years and is ready to serve the professional organization that has inspired and given her so much support over the years.

John Schaefer

John Schaefer is an Assistant Professor of Special Education at Cleveland State University. Before earning a PhD from Ohio State University, John worked as a special education teacher in a variety of settings, including working with individuals with intellectual and development disabilities transitioning to adulthood. As a faculty member, he currently teaches courses on family engagement and multi-disciplinary teaming, directs the special education program’s student teaching experience, and serves as the chair of the special education program at Cleveland State. As a researcher, John is interested in evaluating the effectiveness of peer-mediated interventions and assistive technology to support inclusion for all young adults, especially those with more moderate to severe disabilities. He regularly presents at the DCDT and CEC annual conferences and has published in journals like Career Development and Transition for Exceptional Individuals (CDTEI), Exceptional Children, Remedial and Special Education, Journal of Vocational Rehabilitation, and Teaching Exceptional Children. John serves his community volunteering with a local Autism parent resource and advocacy organization, Milestones. He also collaborates with a multi-disciplinary team of CSU faculty and community partners to organize and run regular events offering families of children with cognitive and motor impairments accessible recreation experiences in their local community. So far with DCDT, John serves on the editorial board of CDTEI and works with the DCDT Research Committee as the chair for the sub-committee on student and early career researchers.

Andrea Suk

Andrea L. Suk joined the University of Oklahoma Zarrow Center in 2016 as a Doctoral Sooner Scholar. Andrea obtained her bachelor's degree as a Learning Behavior Specialist from Bradley University. She has taught in both Illinois and Arizona as a high school special education teacher where she also quickly developed the role of preparing students for careers after graduation. Upon completing her Master's degree in transition through the University of Kansas, she became a transition specialist in Texas. During this time, Andrea completed over 150 transition plans for students in both high school and middle school settings.

Andrea has received distinct recognition for her leadership as the ACE (Architecture, Construction and Engineering mentor group for high school students) mentor of the year in Phoenix, the Wal-mart Teacher of the Year (Glendale, Arizona), and is a Target Grant Field Trip recipient. Andrea is also a certified therapeutic horseback riding instructor for the Professional Association of Therapeutic Horsemanship (PATH) International.

As a doctoral student, Andrea has been consistently involved and committed to DCDT publication meetings, student committee meetings, and the employment student research group. Additionally, Andrea is a CEC student committee member and was integral in recommending and connecting CEC representatives to leaders in the field for the student forum on family collaboration. Andrea also participated in the Higher Education Consortium for Special Education (HECSE) Summit in Washington D.C. After her participation in this summit, Andrea led the effort to create a webinar for future doctoral applicants to the HECSE summit.

Subdivision Regional Representatives: These Regional Representatives shall serve as a liaison to Board officers, the Sub-division officers within their region, and other professionals that share in the delivery of career information to exceptional individuals. They will assist in the recruitment of new members through conversations, presentations, social functions at conferences, and in their own state and regional transition events and conferences.  They will assist on a regional basis with the initiation and maintenance of subdivisions acting as a liaison between state sub-divisions and the national DCDT Board.

Northeast Region
(Connecticut, Illinois, Indiana, Maine, Massachusetts, Michigan, New Hampshire, New York, Ohio, Pennsylvania, Rhode Island, Vermont and Wisconsin) 

Claire Papay

Clare Papay is a Senior Research Associate at Think College at the Institute for Community Inclusion, UMass Boston, where she conducts research on inclusive higher education for students with intellectual disability. Clare works primarily for the National Coordinating Center for the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) model demonstration program funded by the US Department of Education, Office of Postsecondary Education. In this role, she conducts evaluation of the TPSID projects and provides technical assistance on inclusive higher education. She spearheaded the development of an affinity group on research in inclusive higher education, bringing together researchers in the field to discuss research methods and issues.

Prior to joining Think College, she was assistant professor and director of inclusive special education programs at Arcadia University. At Arcadia, she also she co-founded and directed a two-year certificate program for students with intellectual disability that focuses on academic coursework, employment, and social inclusion in university life. She has a PhD. and an M.Ed. in Special Education, both from Lehigh University. For her dissertation research, Best Practices for Transition to Adult Life for Students with Intellectual Disabilities: A National Perspective Using the National Longitudinal Transition Study-2, she was the runner-up for the Pat Sitlington Student Research Award for the Council for Exceptional Children's Division on Career Development and Transition. Clare’s research focuses on the transition to postschool life for students with intellectual disability with a particular focus on the potential of postsecondary education for improving life outcomes for these individuals.


Northwest Region (Alaska, Idaho, Iowa, Kansas, Minnesota, Missouri, Montana, Nebraska, North Dakota, Oregon, South Dakota, Washington and Wyoming) 

Megan Burke-Brunscheen

Megan Burke-Brunscheen graduated with a BA from William Penn University, an MAE from Clarke University and an Ed.S. from Drake University. She has had the opportunity to teach in special education classrooms and general education classrooms; a PK-12th grade principal and currently is a special education consultant for Grant Wood Area Education Agency in Cedar Rapids, Iowa. She is the President of the Iowa Division on Career Development and Transition (DCDT) and the Monticello Community School District Foundation. She has presented at national and local conferences on the topic of transition.  Her passion is secondary special education; not just impacting students, but also creating better, more effective teachers.

Access to voting will be coming to DCDT members through our email list soon. Only current DCDT members are permitted to vote in DCDT elections. If you are interested in joining DCDT please go to our membership page.