Antonis Katsiyannis, Ed.D., Professor of Special Education in the Eugene T. Moore School of Education at Clemson University received his doctorate from the College of William & Mary in special education administration. After completing his degree in 1989, Dr. Katsiyannis was employed by the Virginia Department of Education in the Federal Monitoring Unit and taught at the University of Nebraska at Kearney. He teaches courses in assessment, applied behavior analysis, and legal and policy issues. He has published extensively in the areas of legal and policy issues associated with special education in professional journals, such as Behavioral Disorders, Exceptional Children, Remedial and Special Education, and the Journal of Special Education. He also is actively involved in the field of behavioral disorders by serving as a member of the executive board of the Council for Children with Behavioral Disorders, as a member of the board of directors for the Midwest Symposium for Leadership in Behavior Disorders, and as a member of professional journal editorial boards.
Larry Kortering, Ph.D., is a professor in special education at Appalachian State University and directs a grant on using Universal Design for Learning in the areas of algebra and biology. He has worked as a public school teacher and rehabilitation counselor. His current interests focus on helping high school teachers develop programs that are more responsive to the needs of youth at risk of dropping out and helping them to succeed in today's high stakes testing environment. As part of this interest, he has conducted interviews with school dropouts and annually surveys more than 1,000 high school students. These efforts help provide a unique perspective on high school, that of the student as a consumer.
Paul J. Riccomini, Ph.D., Assistant Professor of Special Education in the Eugene T. Moore School of Education at Clemson University. Dr. Riccomini holds a Ph.D. from Pennsylvania State University in special education. He has teaching experience in both the regular and special education classroom at middle and high school levels. Dr. Riccomini has taught undergraduate and graduate instructional methods courses, introduction to exceptional learners, teaching students with mild disabilities in the inclusive classroom, and supervised practicum and student teachers in special education. He has given professional presentations in curriculum-based measurement for reading, mathematics, and spelling; effective mathematics instruction; error analysis procedures in mathematics; using instructional technology to improve the quality of preservice education programs; and early reading assessment using Dynamic Indicators of Basic Early Reading Skills (DIBELS). Dr. Riccomini has conducted several research studies and published articles in the areas of mathematics problem solving strategies, error analysis procedures, and instructional technology.