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CANDIDATES FOR PRESIDENT ELECT, 2009

Jacqueline Mault
Scott Sparks

JACQUELINE MAULT
Professor
Special Education Program
Heritage University
Toppenish, WA
 
Education:
Ph.D., Special Education, University of Oregon, 1984
M.S., Special Education, Oregon College of Education, 1978
B.A., Child Development, Eastern Washington University, 1970

Major Career Experience and Achievements:

CEC Leadership History:
Length of CEC Membership: 30+ years

CEC Leadership Positions Held and Major Achievements:

Major achievements include participating in the establishment of the Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) and participating in the reorganization of the CEC governing structure.

• Member, Board of Directors, 2000–2005
• Member, Executive Committee, 1999
• Member, Ethnic and Multicultural Concerns Committee
• Member, Program Advisory Committee, CEC Symposia on Multicultural Special Education, 1988, 1990, 1998
• Secretary, DDEL, 1990–1992
• Associate Editor, Exceptional Children, 1980–1982
• Member, Publications Committee,1980–1982
• Member, Working Advisory Committee for American Indian Special Education Project, 1977–1980
• Field Editor, TEACHING Exceptional Children, 1974–1975

Other Relevant Professional and Volunteer Activities:

• Mentors and provides professional support for Head Start Program and Tribal School, 2008
• Private consulting with schools, colleges, state department of education, Indian tribes, and preschool programs, 1974–present
• Field Editor, Journal of American Indian Education, 1991–1992
• Field Reviewer, Bureau of Education for the Handicapped (BEH), National Indian Education Media Center, and National Institute of Health, for several years between 1974–1992
• Training/Technical Assistance provider for National Head Start Office
• Advisory Committees/Task Forces
  • Candidate has served on local, regional, and national advisory committees/task forces, which focused on early intervention, cultural and linguistic diversity, Native American research, parent involvement, alcoholism, and counseling.

Candidate Statements:
Leadership. My professional experience, which includes the application of organizational, collaborative, and leadership abilities, would be effectively applied in fulfilling CEC's mission. My CEC leadership experience would bring a valued understanding of CEC's organizational structure.

Diversity. Suggested strategies for developing and advancing diversity within CEC and the profession include: (1) implementing even more proactive strategies that would develop and maintain working relationships with organizations/agencies that serve culturally and linguistically diverse populations; and (2) providing support for CEC's diverse constituency that would encourage more involvement in CEC.

Goals for CEC and the Field. My goals for the next three years would be to support the leadership within CEC in continuing to accomplish CEC's mission; to respond effectively and in a timely manner to identified needs within the CEC constituency; and to promote the advocacy of changing governmental policies to ensure that the needs of individuals with exceptionalities, including culturally and linguistically diverse populations, are addressed appropriately.

SCOTT SPARKS
Professor
Ohio University, College of Education
Athens, OH

Education:
Ph.D., Special Education/Mental Retardation, University of Florida, Gainesville, 1981
M.A., Special Education/Mental Retardation, University of South Florida, Tampa, 1978 
B.A., Special Education/Mental Retardation, University of South Florida, 1973  

Major Career Experience and Achievements:

CEC Leadership History:
Length of CEC Membership: 31 years

CEC Leadership Positions Held and Major Achievements:

• CEC Professional Standards and Practices Committee Member, 2005–present
• Knowledge and Skills Subcommittee Chair, 2005–present
• Program Chair, 2004 (New Orleans) and 2005 (Baltimore) CEC Annual Conventions
• Program Co-Chair, CEC Division of Culturally and Linguistically Diverse Children (DDEL) Symposium, Diversity in the New Millennium, 2000
• Faculty Advisor for Ohio University SCEC, 1986–present
• Member, CEC Board of Governors, 1982–1986, 1979–1981
• Division on Developmental Disabilities (DDD)
  • Professional Standards Committee Chair, 2003–present
  • Knowledge and Skills Subcommittee Member-DDD Representative, 1998–present
  • Proposal Reviewer, CEC Annual Convention, 2006–2008
  • Burton Blatt Humanitarian Award recipient, 2002
  • CEC Representative Assembly Member from CEC-DDD, 2001
  • DDD Offices Held: Governor, 1998–2001; Diversity Committee Chair, 1991–2003; Past President, 1990–1991; President, 1989–1990; President-Elect, 1988–1989; Vice President, 1987–1988; Secretary, 1986–1987
  • Florida Subdivision on MR/DD (currently DDD); Founder of this subdivision and its first President, 1977–1979

Other Relevant Professional and Volunteer Activities:

• Editorial board of three CEC journals: TEACHING Exceptional Children, Multiple Voices (DDEL), and Education and Training in Developmental Disabilities (DDD), 2008

Candidate Statements:
Leadership. My many years of active participation and leadership within the CEC family bring me to a point of wisdom as is consistent with my Native American heritage. I see myself as having gained wisdom through my many positive CEC experiences to a degree that I am ready to lead the organization. I have supported change in the organization and see CEC as leading the profession of special education.

Diversity. Diversity is achieved through active recognition of it from a positive perspective. We can do this as an organization through our journals, position statements, professional standards, and membership recruitment and retention activities. We need to target ethnic and other diverse groups with membership campaigns that are designed with their cultural perspective in mind and in a variety of media forms and formats.

Goals for CEC and the Field. My goals over the next three years include: (1) focus on membership recruitment and retention; (2) continue to grow CEC's international influence; (3) support the concept of Evidence-Based Practices and its implementation into CEC structure (4) support the continued CEC leadership in teacher standards and partnership with NCATE; (5) continue positive collaborations between CEC and its Divisions; (6) help the Board of Directors make appropriate and timely decisions on matters critical to the field; and many more that space prevents me from stating.