Postsecondary Disability Specialist
ADD & Life Coach
Dr. David Parker earned a Ph.D. in Special Education with a focus on postsecondary programming from the University of Connecticut. He specializes in working with high school and college students with learning disorders, ADHD and Autism Spectrum Disorders (ASD) but also coaches adults in many types of professions/life circumstances.
A former high school Special Education teacher, Dr. Parker has run Disability Services offices at UNC-Chapel Hill, the University of Connecticut, and Washington University in St. Louis.
He helps students develop more effective learning and organizational strategies with his Strategy Instruction Services. Dr. Parker also helps students and families find a “good fit” college environment with his College Search services. Additionally, he helps teens and adults develop more productive and thriving lives with his ADD/Life Coaching services.
Dr. Parker conducts Career Assessments that can be particularly helpful for college-bound students, college students seeking career clarity, and adults in career transition.
He is an active researcher, serves on several peer-reviewed journal boards, and has published numerous books and articles. Finally, Dr. Parker is a frequent presenter at state, national, and international conferences. He has conducted training on postsecondary programming for students with disabilities in Italy, Austria, Kuwait and Japan.
In his free time, Dr. Parker enjoys traveling, independent films, exploring new restaurants and working in his yard/gardens.
- Ph.D. in Special Education, University of Connecticut, Storrs, CT (2004).
- M.S. in Counseling, Indiana University, Bloomington, IN (1992).
- B.S. in Special Education, Indiana University, Bloomington, IN (1983).
- 2008 to Present – Postsecondary Disability Specialist/ADD & Life Coach, CRG, Indianapolis, IN.
- 2010 to 2015 – Executive Editor, Journal of Postsecondary Education and Disability, Association on Higher Education and Disability (AHEAD).
- 2008 to 2010 – Research Associate, College of Education, Wayne State University, Detriot, MI.
- 2007 to 2009 – Learning Specialist, Disability Resources/Cornerstone: The Center for Advanced Learning, Washington University, St. Louis, MO.
- 2004 to 2007 – Director, University Program for College Students with Learning Disabilities; Assistant Professor in Residence, Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT.
- 2002 to 2007 – Instructor and Faculty Member, Neag School of Education, University of Connecticut, Storrs, CT.
- 2002 to 2004 – Professional Development Center Coordinator, Neag School of Education, University of Connecticut, Storrs, CT.
- 2002 to 2003 – Research Assistant, Universal Design for Instruction to Ensure Students with Disabilities Receive a Quality Education, University of Connecticut, Storrs, CT.
- 2001 to 2002 – Learning Specialist, University Program for Students with Learning Disabilities, University of Connecticut, Storrs, CT.
- 1992 to 2001 – Assistant Director, Learning Disability Services, University of North Carolina at Chapel Hill, Chapel Hill, NC.
- 1990 to 1992 – Private School Director, Bloomington dePaul School, Bloomington, IN.
- 1989 to 1990 – Teacher, Bloomington dePaul School, Bloomington, IN.
- 1987 to 1989 – Co-Coordinator, The Overseas Student Teaching Project, Indiana University School of Educations, Bloomington, IN.
- 1987 to 1989 – Adjunct Faculty, Department of Special Education, Indiana University, Bloomington, IN.
- 1985 to 1987 – Curriculum Development/Strategic Instruction, The dePaul School, Louisville, KY.
- 1983 to 1985 – Special Education Teacher, Franklin Community High School, Franklin, IN.
Related Professional Activities
- Editorial Board Member (peer review journals): Journal of Postsecondary Education and Disability (Association on Higher Education and Disability), 2010 – present; Career Development for Exceptional Individuals (Council for Exceptional Children), 2005 – present; Learning Disabilities Research & Practice (Council for Exceptional Children), 2006 – present; Journal of Attention Disorders, 2014 – present
- Disability Consultant, Educational Testing Services (ETS), 1998 – present
- Study Abroad Consultant, Trained academic and student affairs personnel in U.S., Europe, Japan on international disability issues, Institute for the International Education of Students (IES), 2000-2005
- Member/Facilitator, National Summit on Transition Documentation, which developed the Nationally Endorsed Template for the Summary of Performance, 2004 – 2005
- Co-Chair, LD-ADHD Special Interest Group, Association on Higher Education and Disability, 1997 – 1999
- AHEAD Honor for Meritorious Contribution, Association of Higher Education and Disability (2015)
- One of three Reviewers of the Year, Career Development for Exceptional Children (2008)
- “Dominic Award” recipient for excellence in documentation review, Educational Testing Services (2005)
- Honorable Mention, Journal of Developmental Education Outstanding Article (2004)
- Recipient, Vivienne Litt Memorial Scholarship, University of Connecticut, Storrs (2003)
- Finalist, Graduate Teaching Assistant Award, University of Connecticut, Storrs (2003)
- Recipient, Learning Disabilities Services Director’s Award, University of North Carolina at Chapel Hill (2001)
- Association on Higher Education and Disability (AHEAD)
- Attention Deficit Disorder Association (ADDA)
- Council for Exceptional Children (CEC)
- Learning Disabilities Association of America
- Field, S. & Parker, D.R., Editors (2016). Becoming Self-Determined: Creating Thoughtful Learners in a Standards-Driven, Admissions-Frenzied Culture. Charlotte, NC: Association on Higher Education and Disability.
- Parker, D.R., Field, S., & Hoffman, A. (2012). Self-Determination Strategies: Case Studies of Adolescents in Transition (2nd ed.). Austin, TX: PRO-ED.
- Goodin, S.G., Parker, D.R., Shaw, S., & McGuire, J.M. (2004). Program Evaluation of Postsecondary Student Services: From Theory to Practice. Waltham, MA: Association on Higher Education and Disability.
- Parker, D.R., Nelson, N., & Merrill, A. (2016). Promoting students’ resilience and grit: Cultural challenges and campus opportunities. In S. Field & D.R. Parker (Eds.), Becoming self-determined: Creating thoughtful learners in a standards-driven, admissions-frenzied culture. Charlotte, NC: Association on Higher Education and Disability.
- Robinson, L.E., Hannafin, R.D., & Parker, D.R. (2011). Online bounded learning community using universal design and adult learning. In A.A. Rourke, & K. Coleman (Eds.), Pedagogy leads technology: Online learning and teaching in higher education – new technologies, new pedagogies. Champaign, IL: Common Ground Publishing LLC.
- Byron, J., & Parker, D.R. (2002). College students with ADHD: New challenges and directions. In L.C. Brinckerhoff, J.M. McGuire, & S.F. Shaw (Eds.), Postsecondary education and transition for students with learning disabilities, (2nd edition). Austin, TX: PRO-ED.
- Parker, D.R., & Byron, J. (1998). Differences between college students with LD and AD/HD: Practical implications for service providers. In P. Quinn & A. McCormick (Eds.), Re-thinking AD/HD: A guide for fostering success in students with AD/HD at the college level. Bethesda, MD: Advantage Books.
Peer Reviewed Journal Articles
- Field, S., Parker, D.R., Sawilowsky, S., & Rolands, L. (2013). Assessing the impact of ADHD coaching services on university students’ learning skills, self-regulation, and well-being. Journal of Postsecondary Education and Disability, 26(1), 67-81.
- Parker D., Field, S., Sawilowsky, S. & Rolands, L. (2012). Self-control in postsecondary settings: Students’ perceptions of ADHD college coaching. Journal of Attention Disorders, 17(3), 215-232.
- Duden Street, C., Koff, R., Fields, H., Kuehne, L., Handlin, L., Getty, M. & Parker, D.R. (2012). Expanding access to STEM for at-risk learners: A new application of universal design for instruction. Journal of Postsecondary Education and Disability, 25(4), 363-375.
- Parker, D.R., Field Hoffman, S., Sawilowsky, S., & Rolands, L. (2011). An examination of the effects of ADHD coaching on university students’ executive functioning. Journal of Postsecondary Education and Disability, 24(2), 115-132.
- Parker, D.R., & Boutelle, K. (2009). Executive function coaching for college students with LD and ADHD: A new approach for fostering self-determination. Learning Disabilities Research & Practice, 24(4), 204-215.
- Parker, D.R., White, C.E., Collins, L., Banerjee, M., & McGuire, J. (2009). Learning technologies management system (LiTMS): A multidimensional service delivery model for college students with learning disabilities and ADHD. Journal of Postsecondary Education and Disability, 22(2), 130-136.
- Robinson, L.E., Hannafin, R.D., & Parker, D.R. (2008). Online bounded learning community using Universal Design and adult learning. The International Journal of Technology, Knowledge & Society, 4, www.technology-journal.com.
- Parker, D.R., & Banerjee, M. (2007). Leveling the digital playing field: Assessing the learning technology needs of college-bound students with LD and/or ADHD. Assessment for Effective Intervention, 33(1), 5-14.
- Parker, D.R., Robinson, L.E., & Hannafin, R.D. (Winter 2007-08). “Blending” technology and effective pedagogy in a core course for pre-service teachers. Journal of Computing in Teacher Education, 24(2), 61-66.
- Matsuhashi, S., Parker, D.R., Ueno, K., & Takahashi, T. (2006). The support for college students with dyslexia, Attention-Deficit/Hyperactivity Disorder, and Asperger’s syndrome in the United States. Japanese Journal of Learning Disabilities, 15(3), 281-287.
- Embry, P.B., Parker, D.R., McGuire, J.M., & Scott, S.S. (2005). Postsecondary disability service providers’ perceptions about implementing Universal Design for Instruction. Journal of Postsecondary Education and Disability, 18, 34-48.
- Parker, D.R., Shaw, S.F., & McGuire, J.M. (2003). Program evaluation for postsecondary disability services. Journal of Developmental Education, 27, 2-10.
- Parker, D.R., & Benedict, K.B. (2002). Assessment and intervention: Promoting successful transitions for college students with ADHD. Assessment for Effective Intervention, 27, 3-24.