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ADVISORY COUNCIL

The National Early Childhood Transition Center Advisory Council consists of an array of stakeholders. Ongoing input from members on data collection, analysis, and dissemination occur electronically through foci work groups and face-to-face during an annual meeting.

Parent Representatives

Lori Denise Concha, CCS Ranchos de Taos, NM
Sara Gelser, MAIS Corvallis, OR
Melanie Tyner-Wilson, M.S. Lexington,KY
Nancy Peeler, Ed.M. Lansing, MI

619 Representatives

Susan D. Crowther, M.Ed.
Louisiana Dept. of Education

Jim J. Lesko, Ed.D.
Delaware Dept. of Education

Teacher Representatives

Andrea Nielsen, M.A.S Lexington, KY
Natasha Hagen, Lexington, KY
Tiffany Wheeler, M.A. Lexington, KY
Diana Allen, EI/ECSE Specialist Corvallis, OR

Part C Representatives

Andy Gomm, M.S.W New Mexico Dept. of Health
Pamela Roush West Virginia Dept. Health and Human Resources

What's New

Latest research brief describes a study of preschool teacher temperament and potential implications of teacher temperament on children’s transition and school adjustment; The Temperament Task Orientation Cluster among Preschool Educators

Exciting new findings on the socially validated practices that facilitate transitions for young children with disabilities; National Validation Survey Technical Report #3 and related Transition Alert

See our new research brief on Family Outcomes

The Beach Center on Disability is a site sponsored by the University of Kansas, under the direction of Dr. Ann Turnbull. This site promotes NECTC products and findings.
Click to link to the Beach Center Transition Knowledge Bank

Announcing the NECTAC National Early Childhood Transition Initiative.
Click here.

Send comments, suggestions to NECTC Management
For data related questions please send to NECTC Research
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The National Early Childhood Transition Center is supported through a cooperative agreement, PR Award # H324V020003, through the US Department of Education, Office of Special Education Programs. However, the contents of this site do not necessarily represent the positions or policies of the Office of Special Education or the US Department of Education, and readers should not assume endorsement by the federal government.

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