Add Endorsement in Special Education - Faculty

COHORT LEADER AND FACULTY ADVISER:
B. Lynn Coupland, MEd, has served for several years as a Portland State supervisor for ESL practicum and Special Education student teaching. Prior to joining Portland State, she enjoyed a two-year special assignment in Japan where she developed an ESL program for elementary schools. Ms. Coupland was the director of student support services for the Kootenay-Columbia School District in British Columbia prior to retirement from that position in 2000. Her responsibilities included all facets of ESL, special education, aboriginal education, and district student discipline. She has worked with English language learners as a special education teacher, principal, and director.

Chris Borgmeier, PhD, is an associate professor in the Department of Special Education. He leads the positive behavior support focus area and teaches classes related to behavior and classroom management. His areas of professional emphasis include school-wide positive behavior support, functional behavioral assessment, school reform, behavior analysis, and behavior management in the classroom.

Julie Esparza Brown, EdD, is an assistant professor in the Special Education Department at Portland State University. She has a doctorate from Portland State University, a master’s in special education from the University of San Diego and a bachelor’s of music at Willamette University with a specialization in music therapy. She completed her school psychology training at San Diego State University. She taught in bilingual, special education at all levels in San Diego and Vancouver, Washington for almost 15 years and worked as a practicing bilingual school psychologist.

Tiffany Jones, MS, is a full-time instructor for PSU. She holds two teaching licenses and has been teaching students and providing mentoring and behavior consultation to teachers in elementary and special education settings since 1987. She earned her bachelor's degree from Warner Pacific College and her masters in special education from Portland State University. Ms. Jones teaches literacy courses, leads part-time cohorts through the licensure process, and supervises students during their practicum and student teaching experiences.

Sheldon Loman, PhD, is an assistant professor in the Department of Special Education. He teaches courses in assessment and instruction for individuals with significant disabilities. His areas of professional emphasis include: instructional practices for individuals with significant disabilities, inclusive education, educational systems change, positive behavioral supports, and functional behavioral assessment.

Regina Moreno, EdD, has been working in the field of special education for nearly 30 years. She is currently a senior faculty member for PSU in the Graduate School of Education in the Counselor and Special Education department. Ms. Moreno is a doctoral candidate with her primary focus on paraprofessionals in relationship to the instruction of students with significant disabilities. Her area of expertise includes the assessment, program development and instruction of individuals with significant disabilities, including students with ASD. Ms. Moreno provides consultative support to schools and families in need of special education services for students with disabilities in Oregon and Washington State. Her private practice includes providing staff development services, site-based training, workshops, student behavioral/educational program development, and other supports to school districts and families.

Amanda Sanford, PhD, is an assistant professor of special education who teaches courses in literacy methods and assessment. Her professional emphasis focuses on research and consultation for prevention of reading difficulties, reading assessment, intervention, response to intervention, and schoolwide systems of reading instruction and positive behavior supports. Dr. Sanford consults with and provides professional development to schools, districts, and the state department of education in using assessment to guide instruction and effective instructional practices.