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CANDIDATES FOR MEMBER-AT-LARGE, DIVERSE ETHNIC AND MULTICULTURAL
GROUPS, 2009–2011
Rose Marie Matuszny
Ronald Tamura
ROSE MARIE MATUSZNY
Assistant Professor of Special Education
Appalachian State University
Boone, NC
Education:
Ph.D., Special Education (Minor in Educational Administration), the
Pennsylvania State University, 2004
M.Ed., Special Education, the Pennsylvania State University, 1987
B.A., Elementary Education (Minor in Social Psychology), University of
Wisconsin-Madison, 1982
Major Career Experience and Achievements:
| 2003–present |
Assistant Professor, Special Education,
Appalachian State University |
| 2000–2003 |
Pennsylvania State University, student
teacher supervision, co-taught special education courses
|
| 2000–2006 |
Grants: developed/received and reviewed
for the Bureau of Indian Affairs |
| 1999 |
Consultant/Research Assistant,
Hillsborough County Schools, FL, Alternate Assessment |
| 1987–1998 |
Teacher, Hillsborough County, FL,
K–6th grade, students with mild to moderate intellectual
disabilities |
CEC Leadership History:
Length of CEC Membership: 14 years
CEC Leadership Positions Held and Major
Achievements:
-
Member of CEC’s Division for Culturally and Linguistically
Diverse Learners (DDEL) for three years; CAN Coordinator for DDEL;
Secretary for DDEL Advisory Committee; Co-Chair for the CEC American
Indian Caucus; member of the Teacher Education Division (TED),
2008
-
Active in North Carolina CEC as Western Region Chair,
2007–present
-
Hillsborough County, FL, Chapter #194, Treasurer and Co-Chair of
the Social Committee, 1993–1995
Other Relevant Professional and Volunteer
Activities:
-
Several articles published in TEACHING Exceptional
Children, two articles in progress (primary focus: cultural and
linguistic diversity), 2005–present
-
Outstanding Presentation Award, International Association for
Special Education, Ninth Biennial Conference, Halifax, Nova Scotia, July
2005
-
Committee member on several university committees,
2003–present
-
Presenter, co-presenter for state and international conferences and
conventions, 2000–2008
-
Reviewer: American Journal of Education; textbook;
TEACHING Exceptional Children, 2001– present
-
U.S. Department of Education Student-Initiated Grant Award,
2000
-
Member of the National Indian Education Association,
1998–present
-
Rookie Teacher of the Year, Council for Exceptional
Children, Chapter #194 (Hillsborough County, Tampa, FL), 1989
-
American Indian Special Education Teacher Training Fellowship, The
Pennsylvania State University, 1985–1987 and 1998–2003
-
Annual Rackley Foundation Scholarship Award Recipient, 1985, 1999,
2000, and 2001
-
Served on various community service organizations (i.e., Girl
Scouts, fundraising, etc.), 1982–2007
-
Teacher Corps Grant Recipient, University of Wisconsin, Madison,
1979–1982
Candidate Statements:
Leadership. My experiences, ability to work collaboratively,
and dedication to and knowledge of diverse students/families will
contribute to the ongoing success of CEC. Our changing society and an
increasingly diverse student population require that CEC improve and
support greater sensitivity toward and understanding of issues that
teachers, administrators, and families face as they work together to
ensure that ALL students with disabilities are included, respected, and
benefit from special education supports.
Diversity. I believe it is through encouragement and
support for culturally relevant presentations and materials, cultural
diversity on CEC committees, and cultural awareness and sensitivity that
CEC can support respect for cultural diversity within the organization,
the profession, and schools.
Goals for CEC and the Field. To (1) encourage
increased participation of individuals from culturally and
linguistically diverse backgrounds as CEC members, international CEC
Board members, and CEC division committee members; (2) provide greater
support for improving cultural awareness and sensitivity toward students
and families; and (3) support an increase in the number of students with
disabilities who are included in general education settings.
 RONALD TAMURA
Assistant Professor
Department of Special Education and Reading
Southern Connecticut State University
New Haven, CT
Education:
Ph.D., University of Nevada, Las Vegas, 2004
Major Career Experience and Achievements:
| 2006–present |
Assistant Professor, Southern Connecticut
State University, Department of Special Education and Reading |
| 2005–2006 |
Assistant Professor, Central Connecticut
State University, Department of Special Education |
| 2004–2005 |
Educational Consultant, Connecticut State
Department of Education, Bureau of Special Education |
| 1997–2004 |
Teacher, Clark County School District
(students with learning disabilities, low-incidence disabilities, and
intellectual disabilities) |
| 1996–1997 |
Teacher, Portland Public Schools (students
with emotional and behavioral disorders) |
| 1992–1996 |
Teacher, Boston Higashi School (students
with autism)
|
| 1990–1991 |
Teacher, New England Center for Children
(students with autism) |
CEC Leadership History:
Length of CEC Membership: 8 years
CEC Leadership Positions Held and Major
Achievements:
-
CEC Division on Career Development and Transition (DCDT): Appointed
to Representative Assembly, 2008
-
Nominated for DCDT Vice-President (not elected), 2008
-
Proposal reviewer, CEC Annual Convention, Career
Development/Transition Strand, 2008
-
Member, DCDT Conference Planning Committee,
2007–present
-
Member, DCDT Government Relations Committee,
2007–present
-
Member, DCDT Human Rights and Cultural Diversity Committee,
2007–present
-
Conference Strand Coordinator, DCDT National Conference, Strand on
aligning transition-focused education, standards, and school reform,
2007
-
Proposal reviewer, CEC Annual Convention, Career
Development/Transition Strand, 2007
Other Relevant Professional and Volunteer
Activities:
-
I was a consultant for the Student Technical Assistance Response
Team (STAR), a grant-funded project that provided consultation to school
districts in Connecticut to support inclusive practices for students
with disabilities (specifically students with intellectual
disabilities). I completed over 60 individual cases using a
collaborative protocol that facilitates the student-based team to
identify issues, problem-solve, and create an action plan to implement
and to facilitate increased time for the students in the general
education setting. (2005–2008)
Candidate Statements:
Leadership. Having over 18 years of classroom teaching,
state-level, and faculty experience related to students with
exceptionalities provides me with the background necessary to have an
understanding of what would be needed to continue to contribute to the
on-going success of improving educational outcomes for individuals with
exceptionalities. My experience has allowed me to provide leadership and
consultation to school districts on inclusive practices, best practices,
and facilitating collaborative partnerships with families and
schools.
Diversity. I believe that we need to continue to
advocate for and develop standards of educational practice related to
over-identification and under-identification of students from diverse
cultures. We should also continue to identify as a priority the
development of programs to attract and retain special education teachers
from diverse cultures. Continuing to target behavior management and
assessment techniques would be a start to help address diversity issues
at the school, district, and state levels.
Goals for CEC and the Field. My goals for the
organization are to continue to improve educational outcomes for
individuals with exceptionalities, continue to set professional
standards, and continue to support professionals in the field of
exceptionalities. My goals for the profession are to continue to improve
the quality of teacher education programming, continue to improve the
accessibility of educational programming for students, and continue to
improve educational practices in the area of diverse cultures.
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