Under the leadership Chair, Kevin M.R. Mayne, the Board of Directors consists of researchers, educators, professionals, and parents who support individuals with learning disabilities. Serving as a voice of hope for these individuals and their families, the Board of Directors provides direction, oversight and guidance to the professional staff of LDW^®, as well as its Advisory and International Board of Advisors.

Executive Board

Kevin Mayne, Chair
Kevin Mayne is the Senior Vice President of Mitchell College in New London, Connecticut. He has been at Mitchell College for over 15 years and currently oversees the areas of Admissions, Financial Aid, and Communications/Public Relations, and Advancement. As a result of his commitment to working with students with learning disabilities, he created Mitchell’s innovative Post Grad year, Thames Academy. He has been in the field of higher education for 30 years, having also served as Dean of Admissions/Vice President for Institutional Advancement at Green Mountain College in Poultney, Vermont and as Director of Freshmen Admissions at Massachusetts College of Pharmacy and Allied Health Sciences in Boston, Massachusetts.

He has won numerous national design awards for his work in publications, advertising and multi-media and has presented nationally on a variety of topics including marketing, institutional branding, fund-raising, learning disabilities and post-graduate year opportunities.

Matthias Grünke, Ph.D., Ed.D., Vice-Chair
Chair of the Professional Advisory Board
Matthias Grünke is a full professor of special education at the University of Cologne. Before his current assignment, he was a full professor at the University of Oldenburg. He received his Masters degree in educational psychology from the University of Erlangen-Nuremburg and his Ph.D. as well as his postdoctoral degree ("Habilitation") in special education from the University of Cologne. Dr. Grünke is a trained behavior therapist and Montessori educator. His research has focused on the efficacy of teaching methods for learning disabled students and on professionalizing special education teachers.

Dr. Grünke published nearly 100 scholarly articles and books between 2000 and 2010. During the same time, he presented over 100 papers and posters at professional conferences. He is the editor or author of the (German) textbooks Interventions for Students with Learning Disabilities, Learning and Behavior Problems, Fostering Resiliency in Children and Youth with Learning Disabilities, and Teaching Students with Math Problems. Together with Dr. Jürgen Wilbert, he edits the German speaking and peer-reviewed journal Empirical Special Education and is one of the associate editors of Insights on Learning Disabilities: From Prevailing Theories to Validated Practices. He is a member of the editorial board of Aula Albierta, Journal of Rational-Emotive and Cognitive Behavior Therapy (in German), and Psicothema. In addition, he has served as a guest editor for Learning Disabilities: A Contemporary Journal and as an ad hoc reviewer for the German Journal of Educational Psychology.

Dr. Grünke is the vice president of Learning Disabilities Worldwide (LDW^®), the chair of the professional advisory board of the same organization, the vice chair of the scientific advisory committee of the German Association for Children with 22q11 Deletion Syndrome (KiDS-22q11), and a member of the Consortium for Empirical Research in Special Education (AESF), the European Association for Research in Learning and Instruction (EARLI), the German Association of Colleges and Universities (DHV), the German Association of Psychology (DGPs), as well as the German Association of Education (DGFE). He has taught undergraduate and graduate courses at the University of Cologne, the University of Leipzig, the University of Oldenburg, the University of Potsdam, and the State Study Academy of Saxony. Dr. Grünke has been a doctoral thesis supervisor at the Egyptian Beni Suef University, the University of Cologne, and the University of Oldenburg. He is a regular instructor for the Consortium for Behavior Modification (AVM), for the Institute for Behavioral Therapy, Behavioral Medicine, and Sexology (IVS), and for the German Institute for Rational-Emotive and Cognitive Behavior Therapy (DIREKT). He has served as a consultant for the German Federal Department of Education and Research (BMBF) and other renowned institutions.

Micheline Malow, Ph.D., Secretary
Micheline Malow is an Assistant Professor of Special Education at Manhattanville College in Purchase, New York. In addition to teaching courses in Exceptional Students and Instructional Strategies for Teaching Students with Learning and Behavioral Disorders, she has presented at numerous professional conferences, published articles on students with exceptional needs, friendship and teacher attitudes, and has co-authored a book for Greenwood Press, Adolescents and Risk (2008). Dr. Malow is co-editor of Strategies for Successful Learning, an online journal for general and special education teachers published by Learning Disabilities Worldwide.

Nicholas D. Young, Ph.D., Ed.D., Treasurer
Chair of the International Advisory Board
Nicholas D. Young has worked in diverse educational roles for over 20 years including serving as director of student services, principal, graduate professor, higher education administrator, and superintendent of schools. He holds numerous degrees from Austin Peay State University, Westfield State College, Western New England College, Union Institute & University, and American International College, including a Ph.D. in Educational Leadership and an Ed.D. in Educational Psychology. Dr. Young currently serves as the Past President of the Massachusetts Association of School Superintendents (MASS) as well as the Chair of MASS Small and Rural Schools Task Force. He has presented and published widely on a variety of topics in education and psychology and was named the Massachusetts Superintendent of the Year for 2010. Additionally, Dr. Young has served in the military for more than 26 years; and he is currently a field grade officer serving in a command assignment in the US Army Reserves.

Chief Executive Officer

Teresa Allissa Citro
Teresa Allissa Citro is the CEO of Learning Disabilities Worldwide. She is the co-editor of two peer-reviewed journals Learning Disabilities: A Contemporary Journal and Insights on Learning Disabilities: From Prevailing Theories to Validated Practices. In addition, Ms. Citro has edited 4 books and co-edited 4 books on learning disabilities and special education; several have received awards and others were translated into Spanish and Arabic.

She has produced 7 award-winning videos on several topics such as teacher training, selecting colleges/universities, children with learning disabilities openly discussing their feelings, and adults with learning disabilities discussing their past academic experiences. She co-produced two DVDs, one of which is in Greek, on teacher training and produced a CD, The Physician and the Child with Learning Disabilities as a resource for pediatricians.

Ms. Citro sits on the board of Alliance for a Healthy Tomorrow’s Work Task Force, and The Massachusetts Chapter of the American Academy of Pediatrics, Children’s Mental Health Task Force.

Board of Directors

Ioannis Agaliotis, Ph.D.
Ioannis Agaliotis is an Assistant Professor of Instructional Methodology for students with special educational needs in the Department of Educational and Social Policy at the University of Macedonia, Thessaloniki, Greece.

Dr. Agaliotis is the author of two books (in Greek): Learning Disabilities in Mathematics and Instruction for Students with Learning and Behavior Problems: An Eco-Adaptive Approach. Vol. 1: Eco-Adaptive Assessment. He is writer and co-producer of the DVD, Contemporary Approaches to the Assessment of Children with Learning Disabilities (in Greek). Dr. Agaliotis also served as past editor of Strategies for Successful Learning, an online magazine, and Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, a peer reviewed journal, which are published by Learning Disabilities Worldwide.

Dr. Agaliotis has presented at national and international conferences and has published articles on inclusive education, assessment and instruction for students with special educational needs, academic and social support for students with learning disabilities.

John Charema, Ph.D., Vice-Chair, International Advisory Board
John Charema is Director of Education and promoter of doctoral students at Zimbabwe Open University. Besides his Ph.D. in Counseling from the University of Pretoria, Zimbabwe, he holds numerous degrees from Nelson Mandela University, Manchester University, and University of Zimbabwe. Dr. Charema has authored several publications and books on special needs and counseling, including Counseling Parents of Pupils with Special Educational Needs and Teaching Mathematics to Children with Hearing Impairments.

Lois Favre, Ed.D.
Lois R. Favre is the Superintendent of Schools at the Bridgehampton Union Free School District in Bridgehampton, New York. Before joining the Bridgehampton team, she worked as an Assistant Superintendent for Curriculum and Instruction, a Pupil Personnel Services Director and a Special Education Teacher. She is well published in the field of education and has presented both nationally and internationally on topics such as differentiation, students who learn differently, change process, learning styles, leadership and best practices. Dr. Favre is co-editor of Strategies for Successful Learning, an online journal for general and special education teachers published by Learning Disabilities Worldwide.

Fabio Leoni
Fabio Leoni, is a member of the Department of Formation and Learning at University of Applied Sciences and Arts of Southern Switzerland in Locarno, Switzerland.

Jordan Rich
Jordan Rich has been a fixture on radio and TV for nearly thirty years. In 1996, Jordan signed on with WBZ News Radio 1030 as a fill-in talk host and eventually succeeded his longtime friend and mentor, the late Norm Nathan. Since then, Jordan has hosted the weekend late nights at WBZ, and his program is heard throughout much of the U.S. and Canada as well as worldwide on the Internet.

Along with his on-air work, Jordan Rich maintains a full schedule running his audio production and marketing firm Chart Productions, Inc. He has appeared on hundreds of local and national commercials and narrations for such clients as The Boston Symphony Orchestra and Boston Pops, Sullivan Tire, The New England Sports Network and Liberty Mutual. Jordan offer’s voice-over classes throughout the year and is responsible for having trained dozens of talented performers. Jordan is often out on the speaking circuit serving as master of ceremonies and auctioneer at dozens of events a year.

Celestino Rodríguez-Pérez, Ph.D.
Celestino Rodríguez Pérez is Associate Professor of Educational Psychology at the University of Oviedo. His teaching and research are directly related to ADHD, school life, writing difficulties and learning strategies and self-regulation.

Karen Russo, Ed.D.
Karen Russo is an Assistant Professor in the Child Study Department of St. Joseph’s College in New York, where she teaches both undergraduate and graduate level courses related to elementary education and literacy instruction. Before joining the college faculty, she was an Assistant Principal of a New York City elementary school, a literacy specialist, teacher mentor, staff developer, and adjunct professor at Queens College (CUNY). She has recently joined the panel of the New England/New York Comprehensive Center’s Teacher Quality Collaborative in the hope of improving and maintaining the quality of teacher preparation programs in the Northeastern United States.

Dr. Russo has presented at local, national and international conferences and has published articles on differentiating instruction, enhancing motivation of struggling readers and writers, and effective professional development for teachers. She has served as Guest Editor for Reading Writing Quarterly and Insights on Learning Disabilities: From Prevailing Theories to Validated Practices. Dr. Russo is co-editor of Strategies for Successful Learning, an online journal for general and special education teachers published by Learning Disabilities Worldwide.

Frank E. Vargo, Ph.D.
Dr. Frank Vargo is a professor of Graduate Studies in the Master of Arts with Concentrations in Psychology and Counseling of Union Institute & University. He holds a Doctor of Education in Educational Psychology; graduate degrees in school psychology, counseling, education; and a bachelor’s degree in music education.

In addition to his teaching responsibilities at Vermont College, Dr. Vargo is the director of his clinic, The Fireside Center for Psychological and Educational Services in Leominster, Massachusetts, and he is a pediatric developmental neuropsychologist at North Shore Children’s Hospital in Salem, Massachusetts. Dr. Vargo is a licensed psychologist and health care provider, a nationally certified school psychologist, a licensed educational psychologist, a certified guidance counselor, a certified school adjustment counselor and social worker, and a certified music teacher.

Dr. Vargo’s specializations also include the diagnosis and treatment of children and adults with learning disabilities and neurodevelopmental disorders, and he is a highly regarded adult, child, and family therapist. He is also an advisory council member for the Massachusetts Department of Education and he is a city school committee member.

Nathalis G. Wamba, Ph.D.
Nathalis G. Wamba is an Associate Professor at Queen College, CUNY. He was a Roothbert fellow and the recipient of numerous awards, including the Paul Lomax Doctoral Award for Scholarship and Leadership (1991), the New York University Delta Pi Epsilon Recognition Award (2001), the Teacher Appreciation Award from Brooklyn College (2001), the Samuel Eshborn Service Award (1991), and the New York University Chancellor’s Award for Community Service (1991). He was elected as a board member of Learning Disabilities Worldwide (2007), and board member for the Roothbert Fund Inc. (2003-present). He was also selected as First judge by the Delta Pi Epsilon Dissertation Awards Program Committee (1999) and invited to be a sponsor of the Delta Pi Epsilon Alpha Chapter at New York University (1996-2000).

Dr. Wamba's scholarly work focuses on critical theory, action research, school reform, learning disabilities and educational leadership, postmodernity and schooling. His work has appeared in Education and Urban Society, Academic Exchange Quarterly, Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, New Labor Forum, Teachers College Records, The Journal of Curriculum Studies and others. He is the co-editor of Learning differences: Research, Practice and Advocacy published in 2010 by Learning Disabilities Worldwide and the co-author of Exit Narratives: Reflections of Four Retired Teachers published in 2010 by University Press of America.