Corey Peltier, PhD
ResearchGate Profile
OU College of Ed Profile

Corey Peltier completed his undergraduate degree in elementary education from the University of Maryland in College Park. During his internship and first year teaching, he realized his inadequacy in working with individuals with disabilities. This prompted him to pursue a graduate degree in Special Education at the University of Maryland. While working on his Master’s Degree he met Dr. Paula Maccini who inspired him to pursue a career in higher education. He moved to College Station and completed his doctoral degree in Special Education from Texas A&M University under his advisor, Dr. Kimberly Vannest. His research focus is to improve mathematical outcomes for students at-risk and identified with disabilities by (a) identifying effective instructional strategies, interventions, and assessment methods, (b) analyzing coaching models to improve practice, and (c) pre-service teacher preparation.

Tiffany Peltier

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. While at Texas A&M, Tiffany evaluated students at the Texas A&M Reading Clinic and led courses for pre-service teachers on effective elementary reading instruction, assessment, methods, and the structure of language.  She has also taught pre-kindergarten, kindergarten, and 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.  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 interests include pre-service and in-service teacher knowledge and training in structured literacy and dyslexia as well as effective early reading instruction, screening, and intervention.

Andy Heuer, MEd

Andy didn’t set out to be a teacher, receiving his B.A. in Communication from Trinity University in San Antonio, TX.  But with great fortune, he quickly found both his passion and purpose in special education.  Andy went on to earn his M.Ed. in Special Education from the University of Oklahoma and was privileged enough to be a special education teacher for sixteen years, working with students with high-incidence and severe/profound disabilities in every grade from pre-kindergarten to high school, in both public and private settings.  These diverse experiences revealed special education to be a field of study uniquely positioned to offer a path forward toward a more egalitarian and efficacious education for all.  Andy is driven by the conviction that children thrive when provided with environments that truly embrace imagination, technology, and the power of our individual differences.  Returning to OU to pursue his Ph.D., Andy strives to be both a scholar and advocate for innovation, blending skills and interests derived from his undergraduate work, to craft and explore different models and methodologies so that the educational circumstance of a child does not come to dictate their destiny.

Leslie Mathews, MAEd

Leslie Mathews received a B.S. in Special Education from Union University with teaching endorsements ranging from birth to 12th grade in mild/moderate disabilities. She later pursued her M.A.Ed. in Special Education from the same university where she served as a graduate assistant, adjunct faculty, then assistant professor. She has 15 years of teaching experience in public and private schools in Kentucky, South Carolina, Tennessee, and Oklahoma where she has taught pre-kindergarten through 4th grade special education, middle and high school math, and special education pre-service teachers. Currently, Leslie is the Director of Special Services at Grove School in Shawnee, OK while she pursues her doctorate in Special Education at the University of Oklahoma. Her research interests include evidence-based practices in reading and math, attention-deficit hyperactivity disorder, and special education teacher preparation programs.