Skip Navigation


Skip Side Navigation

Zarrow Center Personnel

Kendra Williams-Diehm, Ph.D.

Headshot of Dr. Kendra Williams-Diehm

Interim Zarrow Family Chair in Learning Enrichment

Vita: Kendra Williams-Diehm (doc)


Dr. Kendra L. Williams-Diehm is an associate professor in the Special Education program in the Department of Educational Psychology and currently serves as the Interim Director for the Zarrow Center on Learning Enrichment. In 2016 she received the Brian E. and Sandra O’Brien Presidential Professorship. Her primary research interests include comprehensive transition services with a focus on self-determination and post-secondary outcomes for students with disabilities.  A secondary research interest focuses on the role culture and family plays in both the education of and outcomes for students from diverse backgrounds. She has authored numerous journal articles and book chapters as well as having received funding support at the federal, state, and local level. Dr. Williams-Diehm is involved in teaching special education coursework at both the undergraduate and graduate level. Prior to coming to the University of Oklahoma, she was at the Beach Center on Disability at the University of Kansas where she conducted research looking at self-determination of students in secondary schools. She holds a doctorate degree in transition services and low-incidence disabilities from Texas A&M University.

Donna Willis

Administrative Assistant


Donna Willis is the administrative assistant and office manager at the Zarrow Center for Learning Enrichment and served on the TAGG development team. She graduated from the University of Oklahoma in May 2011 with her bachelor’s degree in psychology and earned an AAS in Horticulture Technology-Horticulture Therapy option from Oklahoma State University-Oklahoma City in May 2014.

Sooner Scholars & Dean's Fellow

Belkis Choiseul-Praslin


Belkis Choiseul-Praslin, M.Ed.

Vita: Belkis Choiseul-Praslin (doc)


Belkis Choiseul-Praslin joined the Zarrow Center for Learning Enrichment in the Fall of 2017 as a Sooner Scholar doctoral student. She is pursuing a Ph.D. in Special Education with a focus in transition and applied behavior analysis (ABA). Belkis obtained her bachelor’s degree from Florida State University and was accepted as a D.C. Teaching Fellow with The New Teacher Project (TNTP) in 2013. She began teaching as a special education resource teacher for 11th and 12th grade students in Washington, D.C., and became the D.C. Public Schools transition liaison for her school. Most recently, Belkis worked as the transition coordinator for a special education campus where she oversaw work and community opportunities for adult students with moderate and severe disabilities. Belkis earned her master’s degree in Education Policy and Leadership with a focus on teacher leadership and literacy from American University in Washington, D.C., in the Fall of 2016. Belkis’ research interests include (a) employment skills and work opportunities for students with severe disabilities, (b) self-determination and transition practices for adult-aged students, (c) transition education in urban environments, and (d) diversity and cultural awareness.  

Malarie Deardorff


Malarie Deardorff, M.Ed.



Malarie Deardorff joined the Zarrow Center in the Fall of 2016 as a Sooner Scholar pursuing a Ph.D. in Special Education with a focus in transition and applied behavior analysis (ABA). Prior to her studies at the University of Oklahoma, Mrs. Deardorff taught elementary special education for six years in the Tulsa area. Most recently, she taught prekindergarten through sixth grade in a resource classroom for students with mild/moderate disabilities. In the Spring of 2016, Mrs. Deardorff earned her Master’s degree in Special Education from Concordia University. She has Oklahoma teaching certifications in mild/moderate special education, elementary education, and early childhood education. Mrs. Deardorff’s research interests include (a) self-determination and transition practices for elementary students with disabilities, (b) positive behavior intervention supports, and (c) teacher preparation.


Heather Eisel, M.Ed.


Heather Eisel joined the Zarrow Center in the Fall of 2019 as a Sooner Scholar to pursue a Ph.D. in Special Education with a focus in applied behavior analysis (ABA) and secondary transition. She earned her master’s degree in Special Education from the University of Oklahoma in Spring 2019. Prior to her studies at the University of Oklahoma, Mrs. Eisel was a special education teacher for students with learning and emotional/behavioral disabilities and a Project Director at the National Center for Disability Education and Training (NCDET) at OU. She has worked as a dedicated advocate for individuals with disabilities for over 20 years. Mrs. Eisel’s research interests include (a) Applied Behavior Analysis, (b) emotional and behavioral disabilities, (c) teacher attrition and retention, (d) Acceptance and Commitment Therapy (ACT), and (e) secondary special education transition.

image of Mindy Lingo


Mindy Lingo, M.Ed.

Vita: Mindy Lingo (doc)



Mindy E. Lingo joined the Zarrow Center in 2016 as a Doctoral Sooner Scholar. Mindy received her bachelor’s degree from the University of Central Oklahoma in special education with certifications in mild-moderate and severe-profound disabilities for students in kindergarten through 12th grade. Additionally, in 2014 she earned her Master’s degree in special education at the University of Oklahoma, where her specialty focus was transition education.  She has 15 years of teaching experience in Texas, Arkansas, and Oklahoma. She has served as a special education department head and district transition leader. She received the Masonic Teacher of Today award in 2012 and 2014. Mindy’s experience includes working with students in self-contained programs to team teaching in general education at both the elementary and secondary level. Research Interests: Transition Education and Behavioral Interventions

Peltier's Head Shot


Tiffany Peltier

Vita: Tiffany Peltier (pdf)


Tiffany Peltier’s passion for reading instruction began at Texas A&M University where she received a B.S. in Interdisciplinary Studies and went on to earn her M.Ed. in Curriculum and Instruction with an emphasis in Reading and Language Arts. After earning her Master’s degree, Tiffany evaluated students at the Texas A&M Reading Clinic and instructed courses for undergraduate pre-service teachers on elementary reading instruction, assessment, methods, and the structure of language.  She has also taught pre-kindergarten, kindergarten, and four years of first grade in public and private school settings in Texas, Maryland, and North Carolina, as well as third through seventh grade reading classes in Addis Ababa, Ethiopia. While teaching in Maryland, she was awarded the Connie Belin & Jacqueline N. Blank Fellowship in Gifted Education. Driven by her interest to improve student reading achievement and understand best practices in pre- and in-service teacher instruction, Tiffany is currently pursuing her doctorate in Special Education at the University of Oklahoma. Her research interests include pre-service and in-service teacher knowledge and training in reading, reading difficulties, and dyslexia.

Joshua picture


Joshua M. Pulos

Vita: Joshua Pulos (doc)



Joshua Pulos joined the Zarrow Center for Learning Enrichment in Fall of 2016 as a Sooner Scholar Doctoral Student.  He is pursuing his Ph.D. in Special Education with an emphasis in Applied Behavior Analysis (ABA) and Secondary Transition.  Prior to beginning his studies at the University of Oklahoma, Joshua worked for Oklahoma City Public Schools as an Instructional Supervisor in Special Education Services.  He coordinated and delivered professional development for all things special education to both general education teachers and special education teachers in the areas of accommodations/modifications, behavior management/ relationship building via the Mandt System, co-teaching, the alternate state assessment for students with significant disabilities, and secondary transition.  In October 2015, Joshua was awarded the Andrew Halpern Early Career Practitioner Award per the Council for Exceptional Children’s Division on Career Development and Transition.  This award honors a secondary teacher who is in their first five years of teaching and has demonstrated outstanding, innovative, and committed services to the career education and transition of secondary students with disabilities.  His research interests include (a) intellectual/developmental disabilities, (b) self-determination, (c) students with disabilities who identify as lesbian, gay, bisexual, transgender, and/or queer (LGBTQ), (d) teacher preparation, and (e) transition education.

picture of Tracey Sinclair


Tracy E. Sinclair, M.Ed.

Vita: Tracy Sinclair (doc)



Tracy E. Sinclair began her doctoral studies in the Educational Psychology Department in Fall 2016 as a Dean’s Fellow. Tracy is a current graduate research assistant. She obtained her undergraduate degree from the University of Michigan in Elementary Education with a concentration in Early Childhood, Fine Arts, and Language Arts. Tracy taught a 2nd and 3rd grade loop and then kindergarten for four years in Salem, Michigan. She received her Master’s Degree from Tennessee Technological University in Special Education. Upon moving to Crossville, Tennessee, Tracy took a position at the high school level teaching courses in Basic Geometry and Biology in the co-teaching setting. Tracy and her teaching partner taught together for six years. While at CCHS, she helped to develop and implement a School-Wide Positive Behavior program, served as the Special Education Department Chair for many years, and provided key support for implementation of RTI2 at the high school level. Tracy was named the County Level Teacher of the Year for grades 9 -12 in the 2015 school year. Tracy has provided professional development at the local, regional, state, and national levels in Positive Behavior Intervention & Supports, Successful Co-Teaching Strategies, and Best Practices in Inclusion. Her research interests include Applied Behavior Analysis/Positive Behavior Intervention & Supports, Post-Secondary Outcomes for All Students, and Teacher Preparation Programs.

picture of Andrea Suk


Andrea Suk, M.S.Ed.

Vita: Andrea Suk (pdf)


Andrea L. Suk joined the Zarrow Center in 2016 as a Doctoral Sooner Scholar.  Andrea obtained her bachelor’s degree as a Learning Behavior Specialist from Bradley University.  She has taught in both Illinois and Arizona as a high school special education teacher where she also quickly developed the role of preparing students for careers after graduation. Upon completing her Master’s degree in transition through the University of Kansas, she became a transition specialist in Texas.  During this time, Andrea completed over 150 transition plans for students in both high school and middle school settings.  Andrea has received distinct recognition for her leadership as the ACE (Architecture, Construction and Engineering mentor group for high school students) mentor of the year in Phoenix, the Wal-mart Teacher of the Year (Glendale, Arizona), and is a Target Grant Field Trip recipient.  Andrea is also a certified therapeutic horseback riding instructor.  Research interests: Transition Assessment and Transition Education