Academics

Scientific Advisory Board

The Scientific Advisory Board (SAB) at Currey Ingram Academy is comprised of professionals who have made significant contributions to advancing the fields of learning disabilities and education and who help further the mission of Currey Ingram Academy through their involvement on the SAB. The SAB helps Currey Ingram Academy stay up-to-date on the latest research, consults with academy leaders on student development and education, and provides guidance on current and future research projects. For questions related to the SAB, contact Asst. Head of School for Academics and Programs, Dr. Jane Hannah.

Board Members

List of 4 items.

  • Dr. Laurie Cutting, Vanderbilt University

    Dr. Laurie E. Cutting is the Patricia and Rodes Hart Professor of Special Education, Psychology, Radiology and Pediatrics at Vanderbilt. She is also a Senior Scientist at Haskins Laboratories and a member of the Vanderbilt Brain Institute as well as the Center for Cognitive and Integrative Neuroscience at Vanderbilt University. She is the principal investigator of several NIH-funded research projects on reading and reading comprehension and a co-investigator on other NIH-funded and Department of Education-funded projects on reading, reading disabilities, and ADHD. She focuses on brain-behavior relations in children and adolescents, with a particular emphasis on reading disabilities, language and executive function. She has been a research scientist at Kennedy Krieger Institute and an Associate Professor of Neurology at the Johns Hopkins School of Medicine and an Associate Professor of Education at Johns Hopkins University. During her doctoral work at Northwestern University, she completed internships at Yale University School of Medicine's Center for Learning and Attention and the National Institute of Child Health and Human Development. She has written and co-authored articles on reading, reading disabilities, other learning disorders and ADHD.
  • Dr. Elisabeth Dykens, Vanderbilt University

    Dr. Elisabeth Dykens is the Annette Eskind Chair and Director at the Vanderbilt Kennedy Center and is Professor of Psychology, Psychiatry and Pediatrics at Vanderbilt. Dr. Dykens’ research examines psychopathology and areas of strength in persons with intellectual and developmental disabilities, especially those with genetic syndromes. Her studies focus on the development and correlates of psychopathology and behavioral problems in Prader-Willi syndrome, Williams syndrome, and Down syndrome. These include marked obsessive-compulsive behaviors in Prader-Willi syndrome, heightened anxiety in Williams syndrome, and increased withdrawal and depression in Down syndrome. Dykens also examines profiles of neurocognitive and adaptive strengths and weaknesses in these disorders, and how these unusual profiles refine treatment and shed light on normal development.
  • Dr. Karen Harris, Arizona State University

    Dr. Karen R. Harris is a professor in the Mary Lou Fulton Teachers College at Arizona State University. She has worked in the field of education for over 40 years, initially as a general education teacher and then as a special education teacher. Her research focuses on informing and improving theory, research and practice related to writing development among students with high incidence disabilities, students who struggle with writing, and normally achieving students. She developed the Self-Regulated Strategy Development (SRSD) model of strategies instruction; SRSD has been most extensively researched in the area of writing, although researchers have also addressed applications in reading, math and homework. Former editor of the Journal of Educational Psychology, Dr. Harris was also senior editor of the American Psychological Association Educational Psychology Handbook (2012). She is the lead editor (along with Steve Graham) of the What Works for Special Needs Learners series published by Guilford Press. She is co-author or co-editor of 14 books and over 200 peer-reviewed articles and chapters, and has served on editorial boards for journals in special education, educational psychology, and general education.
  • Dr. Jeanne Wanzek, Peabody College - Vanderbilt University

    Dr. Jeanne Wanzek is the Currey-Ingram Endowed Chair and associate professor in the Department of Special Education at Peabody College of Education and Human Development, Vanderbilt University. She conducts research examining effective reading instruction and intervention. Her focus is on prevention and remediation for students with reading difficulties and disabilities. Prior to receiving her doctorate, she worked as a special educator and as an elementary teacher. She has a number of publications as well as national and international presentations in the areas of early reading, learning disability, response to intervention and adolescent reading intervention.

Currey Ingram Academy

6544 Murray Lane
Brentwood TN 37027
Main Office: (615) 507-3242
Admission Office: (615) 507-3173
Lower School Office: (615) 507-3200
Middle School Office: (615) 507-3185
Upper School Office: (615) 620-6256
Diagnostic Center: (615) 507-3171
School Nurse: (615) 507-3177
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About Us

Located in Brentwood, Tenn., just miles from Nashville and Franklin, Currey Ingram Academy is a K-12 independent, college-preparatory day school for students with unique learning styles and/or learning differences. Since moving to this campus in 2002, the school has welcomed families from 33 states and eight countries who cite the school as their primary reason for moving to Middle Tennessee.

Currey Ingram Academy is accredited by the Southern Association of Independent Schools (SAIS) and AdvancEd/Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI).