Wykład otwarty prof. Jolanty Jonak i prof. George'a Tolczyka

Zapraszamy na wykład otwarty realizowany w Szkole Doktorskiej APS:

The Fine Line Between Difference and Disability

Wykład wygłoszą: prof. Jolanta Jonak i prof. George Tolczyk

Spotkanie odbędzie się 5 czerwca 2025 r. o godz. 13:15 w sali 1109

This presentation explores the critical distinctions between learning differences and learning disabilities, with a focus on student uniqueness and cultural and linguistic diversity in student populations. Special attention is given to the experiences of culturally and linguistically diverse (CLD) students, who are often at greater risk of being misidentified for special education services due to overlapping language acquisition challenges and academic underperformance.

Rooted in educational psychology, second-language acquisition theory, and classroom-based assessment practices, the session examines how educators can more accurately differentiate between a true learning disability and a learning difference shaped by language background, socio-cultural factors, or instructional mismatch. Through frameworks of second-language development, multiple intelligences, and evidence-based instructional strategies, the session provides approaches to make informed, equitable decisions regarding student support and special education referrals.

To contextualize these issues, the presentation also introduces key features of the United States K–12 education system, where students are educated from kindergarten (age 5) through grade 12 (age 17–18) in a largely inclusive educational model that emphasizes early intervention, individualized support, and access to the general education curriculum.

Within this framework, the U.S. special education system is governed by federal law which mandates that students suspected of having disabilities be evaluated in a timely and equitable manner. Importantly, in the U.S., special education assessments and eligibility decisions are conducted directly within schools, by interdisciplinary teams of educators, school psychologists, and specialists.

The session aims to increase understanding on how to avoid unnecessary referrals, reduce disproportionality, and ensure that decisions about student needs are informed, data-driven, and culturally competent. This cross-cultural conversation invites participants to reflect on how different educational systems approach support for diverse and neurodivergent learners, and how globally informed practices can lead to better outcomes for all students.

Dr. Jolanta Jonak, Ed.D.

Dr. Jolanta Jonak is a licensed school psychologist, therapist, and Associate Professor of Special Education at Northeastern Illinois University in Chicago, USA. She holds a Doctorate and Educational Specialist degree in Educational and School Psychology, as well as a Master’s in Curriculum and Instruction and a Bachelor’s in Special Education with a focus on learning and behavior disorders.

With more than 25 years of experience, Dr. Jonak has worked extensively as both a practitioner and researcher, offering educational and psychoeducational services to children and adolescents in school, clinical, and private practice settings. Her practitioner background includes diagnostic assessment, therapeutic interventions, and consultation for students with ADHD, autism spectrum disorder, learning disabilities, and emotional-behavioral challenges. In parallel, her academic work focuses on inclusive education, culturally and linguistically responsive assessment practices, disproportionality in special education, best educational practices in school settings, holistic approaches to emotional wellbeing and mental health in schools.

Dr. Jonak has taught and developed a wide range of graduate-level courses in special education, assessment, and behavioral intervention. She currently serves as the Program Coordinator  for the Learning and Behavior Specialist II (LBS II) advanced certification at Northeastern Illinois University. Her research has been published in respected journals in the US and Poland and she has authored  multiple scholarly presentations delivered at conferences across the United States, Europe, Canada, and Australia.

In addition to her clinical and academic roles, Dr. Jonak serves as a reviewer for multiple peer-reviewed journals, served on editorial and conference review boards, mentored doctoral candidates, contributed to community organizations focused on cultural and language diversity, and has been recognized for her contributions to education and mental health advocacy.

Combining clinical expertise with academic scholarship, Dr. Jonak’s work seeks to bridge psychology and education through evidence-based, culturally sensitive approaches. Her visit is aimed to bring global perspectives and practical insight into the evolving fields of mental health, educational equity, and inclusive assessment practices.

Dr. George Tolczyk, Ed.D.

Dr. Geaorge Tolczyk is an accomplished educator, administrator, and special education expert with over 30 years of experience in U.S. public education. He currently serves as an Adjunct Professor at Northeastern Illinois University in Chicago, where he teaches Public School Finance in the Principal Preparation Program and supervises practicum experiences in the Advanced Special Education program. His instructional work prepares future school leaders and specialists to navigate complex educational and fiscal systems.

Dr. Tolczyk holds a Doctorate in Educational Leadership from National Louis University in Chicago, as well as Master’s degrees in Curriculum and Instruction and in Administration and Supervision. He also holds a Bachelor’s degree in Special Education with concentrations in learning and behavior disorders.

Over his extensive career, Dr. Tolczyk has held a wide range of impactful roles, including Chief Financial Officer (CFO), Director of Business Services, Director of Diverse Learners, Director of Special Education, Director of Grants, and Principal. His work has spanned diverse educational settings, where he has overseen multimillion-dollar budgets, managed special education compliance, led instructional improvement initiatives, and developed staff in both administrative and teaching roles. He has a proven record in financial planning, grant acquisition, and the development of equitable programming for students with special needs and English language learners.

A former special education teacher in the Chicago Public Schools, Dr. Tolczyk brings a grounded, student-centered approach to leadership. His early work included teaching, homebound instruction, vocational education, and behavior intervention programming, laying the foundation for his lifelong commitment to inclusive and responsive educational practices.

As a scholar-practitioner, Dr. Tolczyk has presented nationally and internationally on culturally and linguistically responsive identification and support practices in special education. His professional interests include overrepresentation in special education, the impact of education policy, and school-based supports. He is a member of the Illinois Association of School Business Officials, the Illinois Principals Association, IAASE, ASCD, Educators of Polonia, and Copernicus Foundation.

Dr. Tolczyk brings a rare and valuable combination of instructional expertise, financial leadership, and systems-level approach to his work as an educator, speaker, and consultant. His  lectures aim to offer practical insights and critical perspectives for educators, school leaders, and policy professionals seeking to improve equity and outcomes in education.