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Jamie Pearson

Assistant Professor of Special Education

528C Poe Hall

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Dr. Jamie Pearson, a former ABA therapist and program consultant, is an Assistant Professor of Special Education in the Department of Teacher Education and Learning Sciences. Dr. Pearson earned her PhD in Special Education at the University of Illinois at Urbana-Champaign where she developed FACES, a parent advocacy program designed to support African American families of children with autism.

Selected Scholarly Publications

  • Articles Published in Referred Journals
  • Pearson, J.N. & Meadan, H. (2021). FACES: An Advocacy Intervention for African American Parents of Children with Autism. Intellectual and Developmental Disabilities. 59 (2), 155-171. DOI: 10.1352/1934-9556-59.2.155
  • Pearson, J.N., Traficante, A., Denny, L.M., Malone, K., & Codd, E. (2020). Meeting FACES: Preliminary Findings from a Community Workshop for Minority Parents of Children with Autism in Central North Carolina. Journal of Autism and Developmental Disorders. 50 (1), 1-11. 10.1007/s10803-019-04295-4
  • Pearson, J.N., Meadan, H., Malone, K., & Martin, B. (2020). Parent and Professional Experiences Supporting African American Children with Autism. Journal of Racial and Ethnic Health Disparities. 7 (2), 305-315. 10.1007/s40615-019-00659-9
  • Pearson, J.N., Akamoglu, Y., Chung, M., & Meadan, H. (2019). Building Family- Professional Partnerships with Culturally, Linguistically, and Economically Diverse Families of Young Children. Multicultural Perspectives, 21 (4), 208-216.
  • Akamoglu, Y., Meadan, H., Pearson, J.N., & Cummings, K. (2018). Getting Connected: Speech Language Pathologists’ Perceptions of Building Rapport via Telepractice: A Pilot Study. Journal of Developmental and Physical Disabilities. 30, 569- 585.
  • Pearson, J.N., Hamilton, M-B., & Meadan, H. (2018). “We Saw our Son Blossom”: A Guide for Fostering Culturally Responsive Partnerships to Support African American Autistic Children and their Families. Perspectives of the ASHA Special Interest Groups, 3, 84-97.
  • Pearson, J.N., & Meadan, H. (2018). African American Mothers’ Perceptions of Diagnosis and Services for Children with Autism. Education and Training in Autism and Developmental Disabilities. 53, 17-32.
  • Burke, M. B., Meadan, H., Patton, K., Pearson, J.N., Cummings, K., & Lee, C. E. (2018). Advocacy for children with social-communication needs: Perspectives from parents and school professionals. Journal of Special Education. 51, 191-200.
  • Book Chapters
  • Pearson, J.N., Hamilton, M.B., Stansberry, L., & Hussein, D. (2021). Empowering families by utilizing culturally responsive strategies in the education of children with multi-layered identities. In E. Harkins, M. Fuller, & L Brusnahan (Eds) Diversity, Autism, and Developmental Disabilities: Guidance for the Culturally Sustaining Educator.
  • Bentz, J., Pearson, J., & Witt, M.A., (2016). Study Abroad Australia: Practice and Research. In A. Heejung (Eds.), Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers. Hershey, PA: IGI Global.
  • Other Scholarly Publications
  • Pearson, J. (2016). From Parents to Teachers: Supporting African American Families of Students with Autism. DADD Express, 27. 1, 8.

Courses Taught

  • ELM 440 Teaching Children with Special Needs in the Elementary Classroom


Ph.D. Special Education The University of Illinois at Urbana-Champaign

M.A. Psychology North Carolina Central University

B.A. Psychology and Sociology The University of North Carolina at Chapel Hill

Area(s) of Expertise

My broad research interests are around supporting families of children with autism spectrum disorder. More specifically, my interests include (a) investigating disparities in the diagnosis of autism and access to services for African American families, (b) assessing the impact of parent-advocacy and empowerment training on family dynamics and child outcomes, (c) implementing classroom-based interventions that promote effective learning and engagement for underrepresented children with autism; and (d) building positive partnerships between educators and parents of children with disabilities.