DOUGLAS DRESHER

Special Education Advocate at SpecialEdAdvocateNJ.com

Doug serves on the Advisory Board of NSEAI.

• Principal Certificate, School Administrator Certificate (CE), K-8 Teaching Certification;
• Board Certified Educational Advocate,  (BCEA) Fellow Level,  from the National Special Education Advocacy Institute;
• Master of Administration and Supervision, Ed.M. – Rutgers University;
• Master of Fine Arts, MFA – The School of the Arts Institute of Chicago;
• K – 8 New Jersey Elementary Education Certification – William Paterson University;
• Bachelor of Arts in Contemporary Arts, BA – Ramapo College of New Jersey;
• Member of Council of Parent Attorneys and Advocates (COPAA)

• Public School Administrator, New Jersey Public Schools - 1999- 2017

• Academic Quality Controller, International Academy of Trenton Charter School (2016 – 2017) SABIS® Educational Systems

• NJ Principal and Supervisor Certificate

For the past 25 years Doug has been in the public school setting.  He recently left the public school setting to be a full-time advocate.  Before becoming an administrator he was a middle school teacher.  He is also the proud parent of three children, two of which required special education services.

For almost 15 years he has been working as a special education advocate as a second job.  In 2016 he decided to make being a special education advocate his full-time profession.

He has been a:

• School administrator 
• Principal
• Technologist
• Special education supervisor, and
• Director of curriculum. 

He truly enjoyed his years as an administrator and he helped positively shape the programs of the different districts in which he worked.

When he left administration, he knew that he wanted to continue to work in the field of education.  Several years ago his wonderful wife (who we all love at NSEAI) had some friends who needed some help navigating the special education process – and that is where and when he decided to make special education his next career.  

He sincerely believes that most teachers and administrators want the best for our child.  That is why he believes that a professional demeanor is necessary to maintain open communication with the members of the CST and the district.  He stated that, "I’d like to believe that most issues are because the teachers and child study teams are just overwhelmed by the regulations and expectations the state and the district has upon them.  But – that isn’t our problem. My job as an advocate is to articulate what is the most appropriate  program for your child.  And – I will do so with all my education, experience, and passion. Navigating the ins and outs of special education can be difficult and confusing.  You don’t have to go through that alone."