Research Team

Dr. Jamie Pearson, a former behavioral interventionist and program consultant, is an Assistant Professor of Special Education in the Department of Teacher Education and Learning  Sciences. Dr. Pearson earned her PhD in Special Education at the University of Illinois at Urbana-Champaign where she developed FACES, a parent advocacy program designed to support Black families raising autistic children. Her broad research interests are around supporting autistic children and their families. More specifically, her interests include (a) investigating disparities in the diagnosis of autism and access to services for Black families, (b) assessing the impact of parent-advocacy and empowerment training on family dynamics and child outcomes, (c) implementing classroom-based interventions that promote effective learning and engagement for underrepresented children with autism; and (d) building positive partnerships between educators and parents of children with disabilities. In her free time, Dr. Pearson enjoys baking, taking walks with her dog Parker, traveling, and spending time with her family.

Education

• Ph.D. in Special Education, University of Illinois at Urbana-Champaign

• M.A. in Psychology, North Carolina Central University

• B.A. in Psychology and Sociology, University of North Carolina at Chapel Hill

Jennifer Macko is a Goodnight Doctoral Fellow, CEC Division for Research Doctoral Student Scholar, and Ph.D. candidate in the Teacher Education and Learning Sciences: Educational Psychology program at North Carolina State University. She is dual-licensed as a K-12 Special Education (General Curriculum) and K-6 Elementary Education teacher with 20 years of experience working with students with disabilities in a variety of educational settings. Jennifer received her Bachelor of Arts in English Literature from Sonoma State University. She earned her Master of Arts in Teaching in special education at North Carolina State University, where she focused on the implementation of effective interventions for improving the educational outcomes of autistic students.  With the perspective and experience of a special education teacher who is a parent of an adult child with autism, Jennifer is passionate about and advocates for strengths-based and identity-affirming interventions for autistic students and the development of neurodiversity-affirmative inclusive learning spaces. Her research interests include sex/gender differences in the presentation of autistic traits, the impact of misdiagnosis and delayed diagnosis for autistic individuals assigned female at birth, and the development of identity-affirming interventions that support the unique needs of autistic females.  

Janelle Johnson is a Ph.D. candidate in the Teacher Education and Learning Sciences: Educational Equity program at North Carolina State University.  She gained a B.A. in Psychology at NC State as well, where she worked as an undergraduate research assistant in the Family Studies Lab.  After completing her M.A. Psychology program at Chapman University in California, she began her professional career in systemic therapy.  Currently, she is the Co-Owner and Clinical Director of a therapy and consulting group practice in Garner, NC.  Her interests include leadership development methods for students with invisible disabilities, the intersection of mental health and other marginalized identities, and systemic change in education and healthcare. 

Jetta K. Lewis is a Ph.D. candidate in the Educational Psychology program at North Carolina State University. She earned a Bachelor of Arts degree in Psychology from Winston-Salem State University and a Master of Arts in Clinical Psychology from North Carolina Central University. Jetta is a post-secondary educator who has much experience working in the university and community college settings. Her research interests include promoting mental health and effective learning strategies that foster student success. Jetta is passionate about working with students, specifically college students, to promote empowerment and self-advocacy. She also encourages students to be active in their learning which will ultimately aid in their success. Jetta currently enjoys spending time with her growing family as well as traveling to new places.

Anam is an OSEP-funded SPARC scholar and Ph.D. student in the Teacher Education and Learning Sciences: Educational Equity program at North Carolina State University. She holds a B.A. in Psychology from NC State and an MAT in Special Education from Meredith College, and is licensed in Exceptional Children: General Curriculum (K–12). With over eight years of experience supporting students with disabilities in both international school settings and North Carolina public schools, she has worked across resource, inclusion, and self-contained environments. She has also partnered with a local education equity nonprofit to implement reading fluency initiatives in North Carolina schools. Anam’s research and advocacy focus on improving access to, understanding of, and navigation within the special education system for students and families from marginalized communities. She is particularly committed to amplifying the voices of families who are often overlooked and excluded in educational decision-making processes. Additionally, she seeks to expand global dialogue around disability and special education by working with educators and communities in regions where disability remains stigmatized. Grounded in the belief that every child deserves an education that is responsive, affirming, and accessible, Anam works toward advancing a more equitable and culturally sustaining approach to special education.

Kylie Painter is a Ph.D. student in the Teacher Education and Learning Sciences: Educational Equity program at North Carolina State University where she is a OSEP-funded SPARC scholar. As a first generation college student, she earned a B.S. degree in Special Education with a concentration in Learning Disabilities from the University of South Carolina Upstate, where she was a SC Teaching Fellow. Later she completed a M.Ed degree in Special Education with concentrations in Intellectual and Emotional Disabilities from Converse University.  Additionally, Kylie earned a Certificate in Autism Spectrum Disorder through Converse University, becoming part of the first cohort in South Carolina to be credentialed in this area of disability. Shortly after, she went on to earn a M.S. degree in Curriculum & Instruction from Western Governors University. Kylie has served the realm of special education in the public school setting for 14 years in both North and South Carolina, working as a special education teacher, an Autism Specialist, and Exceptional Children’s Facilitator. International discovery and exploration have been a cornerstone of Kylie’s professional journey and passion, enriching her understanding of global educational equity and shaping her approach to teaching and advocacy. One of the most notable experiences for her that has fueled her passion for lifelong learning was completing a project through the European Union to support special education and disability advocacy in Central Asia.  Particularly in special education, the growing teacher vacancies and lack of teacher preparation in public schools are concerns that she aims to address through doctoral research. Specifically, her research interests revolve around the exploration of teacher preparation programs and their ability to address the needs of diverse classrooms, particularly for students with disabilities, as well as the impacts of leadership on students with disabilities. 

Monica Williams is an OSEP-funded SPARC scholar and Ph.D. student in the Teacher Education and Learning Sciences: Educational Equity program at North Carolina State University. She received her Master of Science in Communication Sciences and Disorders from North Carolina Central University and works as a licensed speech-language pathologist (SLP). Her experience as a Speech-Language Pathologist includes working with children aged 2 to 21 with disabilities in clinical, educational, and home environments. Her areas of focus include the impact of community involvement in the support of families of color with disabled children and expanding the application and knowledge of augmentative and alternative communication devices in education.  

Kayla is a Ph.D. student in the Applied Developmental Science and Special Education program at the University of North Carolina at Chapel Hill. She has worked with autistic individuals across the lifespan in a variety of capacities and settings including classrooms, group homes, and clinical settings. Kayla is an alumnus of NC State College of Education (Class of 2020). Her interests are researching evidence-based practice for secondary-aged autistic students, interdisciplinary collaboration, and supporting and empowering historically underrepresented families raising autistic children.