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

Dr. Jared Stewart-Ginsburg is an Assistant Teaching Professor and the Program Coordinator of the Special Education Program at North Carolina State University. He earned his Ph.D. in Special Education at the University of North Carolina at Charlotte where he focused on increasing community support and involvement for youth with disabilities. Prior to the doctoral program, Jared served as an elementary school teacher in his home state of Florida and family resource coordinator in North Carolina. In his free time, he enjoys playing music, cooking, spoiling his hound, Bleu, and hiking with his wife.

Education

• Ph.D. in Special Education from The University of North Carolina at Charlotte

• M.Ed. in Child and Family Studies from The University of North Carolina at Charlotte

• Graduate Certificate in Early Childhood Mental Health from The University of North Carolina at Charlotte

• B.S. in Family, Youth, and Community Sciences from the University of Florida

Janelle Johnson is a Ph.D. student 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. student 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.

Jennifer Macko is a Ph.D. student in the Teacher Education and Learning Sciences: Educational Equity 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 early and appropriate diagnosis and intervention for autistic children, the development of neurodiversity-affirmative learning spaces, and collaborative parent-educator relationships for supporting students with disabilities. Her research interests include gender differences in autism symptomatology, gender disparities in autism diagnosis, and the impact of misdiagnosis and delayed diagnosis for autistic individuals assigned female at birth.  

Sylvia is a sophomore at NC State University dual majoring in the B.A. psychology and B.S. environmental engineering programs. Her research interests include the environmental and social impacts of family and early childhood community on mental health, the link between infrastructure, gender, race, and resources, and minimizing gender and racial disparities in autism and mental health diagnoses. She is passionate about working with children and fostering spaces of community dialogue and support. 

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.

Kayla Palazzo is a recent graduate of North Carolina State University who earned a Bachelor of Arts degree in Psychology. They were a Meredith Autism Practicum student during their time as a dual-enrolled student at Meredith College and North Carolina State University.  Kayla has a passion for encouraging mental, emotional, and behavioral health in young children and believes in self-advocacy and co-regulation as a means to supplement regulation and support. Prior to graduating, Kayla participated in various labs as a research assistant obtaining wealthy experience in humanities related research. They contributed to the Foster Parent Bill of Rights under the mentorship of Dr. Kate Norwalk, assisted with the Minority College Cohort Study under the supervision of Dr. Elan Hope, and conducted research using the Black Families Project data with the guidance of Dr. Cryer-Coupet. They are well-versed in their experience with diverse autistic populations. Additionally, being autistic themselves, Kayla is able to provide insight, co-regulatory support, and advice to various families while assisting them as a Registered Behavior Technician. Kayla's research interests include: supporting the mental, emotional, and behavioral well-being of young students; intersectionalities between racial disparities, diagnoses, socioeconomic status, and proper support needs; and appropriate classroom structures for students.