Board of Directors


Terence Stewart, Ed.D., M.S.

President

Terence Stewart is a fervent advocate for exceptional learners, their families, and the special education teachers who support them. He proudly serves as a Special Education Coordinator, 504 Coordinator, special education teacher, and a core member of the Multi-Tiered System of Supports (MTSS) team at a Title 1 school in the District of Columbia. Terence has played a vital role in revamping MTSS programs so that at-risk students receive evidence-based interventions at the first sign of struggle. Terence is also a key player in improving school-based policies for determining special education teachers’ caseloads to reduce teacher burnout and keep highly qualified teachers in the classroom. When Terence isn’t working with exceptional learners, he is grooming the next generation of teachers as an Adjunct Professor at American University’s School of Education. He also mentors first-year doctoral students. 

Terence earned a doctorate and bachelor’s degree from American University, and an MS from Central Connecticut State University. His research interests include special education teacher caseload policies and teacher burnout and attrition. He has presented his research at conferences such as the Council for Exceptional Children Convention.


Kelly Edwards Fox, M.S. Ed.

Vice President


Susan Danker, M.S.

Secretary

Susan Danker is a speech-language pathologist and partner of the Reading and Language Learning Center (RLLC).  She holds a Master’s degree in Communications Science and Disorders from Radford University, a Bachelor of Science in Communications Science and Disorders from Radford University and a Bachelor of Science in Psychology from Virginia Tech. She has been treating adults and children demonstrating disorders in phonology, articulation, language, reading and fluency since 1999. She also has experience with individuals exhibiting hearing  impairments, learning disabilities, attention deficit disorders as well as emotionally impaired children.

Susan is fully licensed in the Commonwealth  of Virginia as well as DC. She is a member of the American Speech-Language and Hearing Association (ASHA) and the International Dyslexia Association (IDA). She holds a certification as a Structured Literacy Teacher fromThe Center For Effective Reading Instruction since 2018. She began serving on the DC IDA Board in 2024 and is currently serving as the Secretary (2025).


Jeanett Tang-Yonemoto,  M.B.A., M.A.

Treasurer

Jeanett Tang-Yonemoto has over two decades of experience in finance at Bankers Trust/Deutsche Bank and Fannie Mae. She subsequently founded her own consulting business specializing in counterparty risks. Jeanett has held leadership positions on the boards and executive committees of independent schools’ parent associations and the board of a neighborhood non-profit, where she served as treasurer, co-chair of speaker conferences, and special event chair.

Jeanett holds MBA/MA joint degrees from The Wharton School and Johns Hopkins School of Advanced International Studies. She received a B.S. in Foreign Service from Georgetown University. She lives in Washington, D.C.



Sarah Irvine Belson, Ph.D.

Advisor

Dr. Sarah Irvine Belson serves as the Executive Director of the Institute for Innovation in Education (IIE) and is a Professor of Special Education and Early Literacy Intervention Leadership in the School of Education (SOE) at American University in Washington, DC. Dr. Belson earned her BA, MAE, and PhD from Arizona State University (ASU) and has worked in schools, school systems, industry, and higher education for over 30 years. Dr. Belson has supervised ECE, Elementary, and Secondary special education pre-service and in-service teachers in Arizona, and DC Public, Public Charter, and Independent Schools. Her current research explores educational opportunity for children with disabilities and teacher education policy in special education and teacher wellbeing. She also served or is serving as PI for a number of sponsored research projects, including funding from the US Department of Education, National Science Foundation, and DC’s Office of the State Superintendent of Education. Dr. Belson’s experience as a K12 special educator and her focus on interventions to increase educational equity and opportunity for children with disabilities is a cornerstone of her research and teaching.


Directors:

Bekah Atkinson, B.S., Health Sciences & Leadership Studies

  • Bekah Atkinson, director of admissions, has worked in schools serving students with language-based learning differences for over twenty-five years. She was previously director of admissions and registrar at the Chelsea School in Silver Spring, where she oversaw all aspects of enrollment, recruitment, assessment, retention, and financial aid. She also served in a variety of administrative leadership roles at Grace Episcopal Day School and The Gow School in South Wales, NY. In addition to supporting admissions functions, her roles at these schools included: directing and managing summer school programs; directing extended day, after-school and enrichment programs; and supporting business office functions. She jointly supports both the DC Capital Area branch of the International Dyslexia Association and WISER (Washington Independent Services for Educational Resources) by serving as a board member. Ms. Atkinson also has extensive experience in athletics, having coached and/or participated in high school and collegiate soccer, lacrosse, swimming and diving programs. Ms. Atkinson holds a B.S. in health sciences/leadership studies from Marietta College.

Jennifer Betts, Ed.M., Curriculum Teaching and Learning Environments

  • Jennifer is the Head of School of an independent school in Northern Virginia for students with dyslexia and language learning differences. Jennifer has served in leadership roles in language-based learning schools for more than twenty years. With over 40 years of experience in independent and public school education, Jennifer has served in a variety of positions, including elementary, middle and high school division head, middle and high school teacher, middle and high school student advisor, and high school soccer coach. She has also been a college instructor and student-teacher supervisor in New York. Jennifer co-authored an innovative activity and curriculum history series for grades 6-12, as well as published several articles on cooperative learning and access to programs for students who learn differently, as well as authored three children’s books about the adoption and subsequent adventures of her rescue terrier, Leon.

    As an educational consultant, Jennifer has designed and delivered workshops, seminars, and presentations on collaborative learning, teaching for critical thinking, and designing innovative curricula and classroom experiences. She has assisted faculties in identifying and implementing specific program changes related to school vision and reform, provided on-site consultation, observation for teachers, and guest speaker services. Involved in founding two schools, and completing the high school program at another, Jennifer has helped with faculty hiring and training, school program design, and curriculum development with a focus on equitable education and best practices for teaching and learning for all students. She holds an M.Ed. from Harvard and a B.A. from Wells College.

Kate DeVito Cohen, J.D.

  • Kathy (Kate) earned her B.S. in Special Education and the Visual and Performing Arts from Russell Sage College and her J.D. from Case Western Reserve University. She is a lifelong student with numerous graduate and professional credits in both education and law, including numerous updated multi-disciplinary seminars and trainings. She combines over 35 years of experience as a director of academic support, special education and mainstream classroom teacher both prior to and after her career as a family, juvenile, education attorney and judicial magistrate. She has been a speaker at local, state, and national education conferences and has authored a variety of publications in both law and education. She currently consults, tutors, and advocates for students with language based learning challenges in her solo ADVOCATING EDUCATION LLC practice. Beginning in 2021 she began serving on the DCIDA Board as an active member of the Program Committee where she has thoroughly enjoyed the opportunity to collaborate.   

Audrey Dolginoff, MA Special Education, LD

  • Audrey has taught in public and private schools and currently serves as the Director of Jurisdictional Services at the Lab School of Washington. She is experienced special education professional with a strong background in individualized education programs (IEPs), curriculum implementation, and instructional leadership. She holds a Master’s degree in Special Education from American University and a Bachelor’s degree in Liberal Arts from St. John’s College. 

    During her time in education, Audrey has held various roles including IEP Specialist, Math Coordinator, and Classroom Teacher. Audrey also gained extensive experience as a Special Education Instructional Facilitator and Resource Teacher in Las Vegas, NV. 

    Audrey’s commitment to professional growth is reflected in her contributions to accreditation self-studies, school improvement plans, and professional development presentations. She is dedicated to fostering inclusive learning environments and ensuring every student’s success.

Latesha Durkins, Ed.D. Education Policy & Leadership

  • Dr. Latesha Durkins is a dedicated early childhood educator and advocate for equitable education, particularly in the areas of early childhood and early literacy intervention. She is currently a Board member of the DC Chapter of the International Dyslexia Association. Dr. Durkins is also actively involved with the Dyslexia Alliance for Black Children, where she develops and co-facilitates workshops. The workshops focus on early literacy and dyslexia with families and educators to increase awareness and targeted support for Black students with dyslexia and other reading disabilities. Driven by her belief that all children deserve an education that empowers them to succeed, Dr. Durkins founded LiberatED Solutions LLC. As the Principal Consultant, she develops and facilitates workshops that center on early literacy, equity, advocacy, and dyslexia. She also designs professional development for early childhood educators and evaluates program quality  for early learning programs. Dr. Durkins is passionate about creating educational environments that honor the voices and experiences of marginalized communities. She is also an Adjunct Professor at American University, in Washington,DC, where she coaches Early Childhood Education Master’s of Arts students during their practicum and student teaching semesters. Her work with educators focuses on creating meaningful professional learning experiences that empower educators to help every child thrive.  Dr. Durkins earned her Doctorate in Education Policy and Leadership in conjunction with Early Literacy Intervention from American University, where her dissertation centered on collaborating with Black early childhood educators to improve literacy outcomes for Black children. She applied liberatory design—a human-centered approach—to guide her research, addressing systemic inequities within early childhood education related to early literacy. Her doctoral work underscores the importance of anti-racism, diversity, equity, and inclusion, and it advocates for systemic change to create educational environments where all children can thrive

Emma Garry, B.A. Elementary Education

  • Emma Garry (she/they) is a current, elementary school general education teacher at an independent school in Bethesda, Maryland. She holds a bachelor’s degree in Elementary Education from American University, where she graduated Summa Cum Laude. She became active in dyslexia advocacy during her time at AU, where she worked for the branch as the Online Platform Management Intern for two years. She is excited to once again be a part of DCIDA and help serve her local community!

Grace Giampietro Carrier, M.Ed. Special Education

  • Grace’s career in education continues to evolve but one goal remains at the forefront of all her efforts: Teach students to read and comprehend through literacy best practices. After earning a B.S. in Human Development from Virginia Tech, Grace earned a M.Ed in Special Education through VCU’s Richmond Teacher Residency. Grace taught students with low-incidence disabilities in Kindergarten-5th grade in Richmond’s highest-need schools before moving to the DMV to teach at The Lab School. In 2022, Grace formed Open Door Academy, a tutoring practice providing Orton-Gillingham based services to students ages 6-12, and continues this practice today. Grace is also an Instructional Support Specialist at Holy Trinity School in Georgetown working with the school’s youngest readers. Grace is proud to be a DCIDA Board Member because it aligns with her goals and enables her to “create a future for all individuals who struggle with dyslexia and other related reading differences so that they may have richer, more robust lives and access to the tools and resources they need.” #UntilEveryoneCanRead ! 

Susan Jaffe, Ed.D., Special Education

  • Susan is currently teaching at the George Washington University in the School of Disability Studies. She holds a doctorate in Special Education from The George Washington University; a Masters Degree in Education (reading specialist) from The Johns Hopkins University; a Master’s degree in Special  Education from The George Washington University; and a Bachelor of Science from The University of Michigan. She has been working as a special educator for almost fifty years working in public and private school settings. Prior to teaching at GW, she was at American University for ten years working with undergraduate and graduate students supervising and teaching various courses related to reading. She began serving on the DC/IDA board in 2022 and is enjoying this opportunity to work and collaborate with other members in the group.

Shenise Miller, Ed.D., Education Policy & Leadership

  • Shenise Miller, Ed.D., is an educator, researcher, and advocate specializing in literacy, academic success, and supporting culturally and linguistically diverse individuals with (dis)abilities. She serves as the Associate Director of Academic Services at Georgetown University and as an adjunct faculty member in the School of Education at American University. Her work focuses on equitable education, retention strategies, and decolonized research approaches.

Nadia McNeil-Thomas, M.Ed. Master Teacher

  • Nadia McNeil-Thomas currently serves as the Program Director for Reading Partners, DC, providing tutoring support to elementary students across the DC.   Nadia has worked and served in the education field for over 20 years in various capacities. Her past work includes serving as the Academic Tutoring and Mentoring Partner for AARP Foundation Experience Corps DC Metro Branch, Education Director and Program Director for Out of School Time Non-Profit organizations. She also served at the National Youth Service in Kingston, Jamaica, Reading is Fundamental in DC, and Hands on Atlanta in Atlanta, GA. She holds a Master’s Degree in Education from Regent University, a BS in Business Management from Georgetown University, where she was a collegiate track and field athlete, and a certificate in Early Childhood Education from Trinity University.  She considers herself on a mission field to enhance the education of youth, particularly those in low-income areas who are considered at-risk.

Erin Phillips, M.S. Communications

  • Erin has specialized in marketing communications for over 20 years. Her experience includes leading marketing strategy and live events at both enterprise scale and within early and growth stage startup companies. Erin launched her own marketing communications practice in 2019 and has worked with clients including venture capital firms Index Ventures and Initiate Ventures, Osmosis LLC (acquired by Ticketmaster), Zocalo Health, Twelve Labs AI, and Aspen Ideas: Health. She not only provides communication audits and strategy, but leads implementation and optimization of the strategies she recommends, partnering with clients for long-term engagements to ensure impactful and  enduring outcomes.  Prior to starting her own practice, she was the Director of Marketing at The Atlantic, where she led many of the company’s signature events including The Aspen Ideas Festival and the White House Correspondents Dinner. Before that she managed the Board of Directors and Major Donor Relations at The Aspen Institute, directing marketing and events communications for over 30 programs annually, including the Annual Dinner at the Plaza Hotel in New York, leadership lecture series in New York, Aspen, San Francisco and Washington DC, and the book launch for Walter Isaacson’s official biography of Steve Jobs. She began her career in marketing and special events at VOGUE magazine. Erin holds a B.A. from William & Mary in English and a MS in Health Communications from Boston University. She lives in McLean, Virginia with her husband, two sons and yellow English Labrador who enjoys napping most of the day.

Charmelle Smith, M.Ed., Special Education

  • Charmelle Smith has over 13 years of dedicated service in Special Education, I have led classrooms, facilitated Individualized Education Program (IEP) processes, and provided instructional coaching to teachers. I hold a master’s degree in Advanced Special Education, a Graduate Certificate in Autism Spectrum Disorder, and have completed Orton-Gillingham training through the Institute for Multi-Sensory Education (IMSE). Her passion for inclusive education is reflected in her leadership of professional development sessions and presentations at conferences, such as the CAST Universal Design for Learning Symposium. In 2022, she led the District of Columbia’s inaugural Dyslexia 101 course as the first Dyslexia Specialist under D.C. Law 23-191, addressing the Dyslexia and Other Reading Difficulties Amendment Act of 2020/ As a proud mother of two, Ms. Smith’s advocacy was fueled by supporting my own daughter’s dyslexia diagnosis in first grade. She currently serves on the boards of the DC Chapter of the International Dyslexia Association (DCIDA) and the Learning Disabilities Association of Virginia (LDAVA). By day, she teaches 5th-grade special education in Arlington Public Schools, focusing on creating accessible literacy experiences for all students.

Randi Stone, Ed.D. Education Policy & Leadership

  • Randi Stone has worked in education for 15 years. She started her teaching career in her hometown of Chicago as a Pre-K teacher. She has served in various roles from elementary school teacher to director of instruction to literacy coach in both charter and traditional public school settings. She is a graduate of the Harvard Graduate School of Education. In 2024, she completed her Ed.D. at American University as part of the Early Literacy Intervention cohort. She currently serves as a Professional Development Specialist for Really Great Reading, working to translate research to practical classroom application. Additionally, she works as an Adjunct Professor in American University’s School of Education. Her research is focused on culturally responsive implementation of Science of Reading (SoR) informed policy. She lives in northwest Washington D.C. with her husband and two young sons.


Share this page with your friends…
FacebooktwitterlinkedinmailFacebooktwitterlinkedinmail