Webcast Details

Back by popular demand! Join Dr. Staci Carr (VCU-RRTC), Dr. Catherine Martin (GMU-TTAC), and Erin Saxon (ODU-TTAC) for Part 2 of our engaging conversation on Transition Taxonomy 2.0! This time, we’re diving deeper into practical applications at every level - elementary, middle, and high school. Through real-world examples and expert insights, we’ll explore how to build strong transition programs, foster student independence, and engage families and agencies every step of the way. If you're looking for actionable strategies to make transition planning more effective and impactful, this is a discussion you won’t want to miss!

Bios:

Staci Carr received a master's degree in education from Harvard University and a second master's degree in Psychology from Virginia Commonwealth University, and a B.A. in Psychology from Oakland University. Since 1993, Staci has been working and conducting research in the field of Autism Spectrum Disorder, specifically Social Skills Training. She has worked in Michigan, New York, Massachusetts, Rhode Island, and Virginia, developing programs to support children with varying abilities in various settings. In December 2014, Staci earned a Ph.D. in Developmental Psychology from Virginia Commonwealth University.

Catherine Martin earned her Ph. D. in Special Education from George Mason University and has certificates for teaching students with autism and students with disabilities who access the general education curriculum. As a Ph.D. student, she worked in intervention research for four years. She taught special education for Fairfax County Public Schools for 8 & 1/2 years and has a master's in special education and doctoral classes at Marymount University. She strives to improve outcomes for students with disabilities and their families.

Erin Saxon is an educational specialist at the VDOE’s Training and Technical Assistance Center at Old Dominion University. The scope of Erin’s work includes supporting educators and administrators across VDOE Superintendent’s Study Regions 2 and 3 in early childhood special education and early literacy. She joined TTAC ODU with experience as an early childhood special education teacher and division-wide ECSE teacher specialist. In addition to her role with TTAC, Erin is an adjunct instructor for the Department of Human Movement Studies and Special Education at ODU. She is encouraged by collaborative efforts within the field that aim to improve outcomes for children and students with disabilities.