Fueling the future
How College support empowers bold leaps forward in special education, adapted sports, and beyond
A deepened understanding
Tommy Thrasher (M.A.T. ’25) and the world of special education are inextricably bound
In fact, his experience with individualized education programs and specialized instruction began long before joining the M.A.T. program at UGA.
- Hometown: Riverdale, GA; Lawrenceville, GA (currently)
- Degree objective and graduation date: M.A.T. in special education (general curriculum), 2025
- Degree(s) and graduation date: B.A. in English, 2006
Why did you choose to attend UGA for your advanced degree objective?
The University of Georgia has always been and will forever be my school. Several of my first memories as a child involved watching the Dawgs on television. The genuine passion I felt from an early age has persisted throughout my life. When I earned the opportunity to attend UGA as an undergraduate, my other options were rendered moot. To me, then and now, UGA is not just a school, but the school.
Entering the teaching profession and seeking an institution to attain a master’s degree in combination with a teacher certification, I was ecstatic to find that UGA offered the M.A.T. in special education program. As with my undergrad, the decision to attend UGA was straightforward. I knew I would receive an education of unparalleled quality and gain the ability to leverage knowledge and skills from a deep, comprehensive curriculum towards my goal—being the teacher and case manager my students deserve. Degrees from UGA wield considerable weight. They are indicative of diligence, persistence, and a commitment to excellence.
What sparked your interest in pursuing a degree and career in curriculum special education?
The world of special education and I are inextricably bound. My experience with individualized education programs (IEPs) and specialized instruction began long before joining the M.A.T. program at UGA. In 2012 nearing the end of first grade, my second oldest son was found eligible for special education services. The following year, my oldest son received an IEP too. Despite the eligibility determinations being two of the most painful moments of my life, I put my personal feelings aside. Inaction or avoidance due to momentary damage to my pride or letting fear and guilt win would have prevented my sons from receiving the support they needed. I could mitigate the internal emotional battle but found the notion of being a barrier to services intolerable.
Until they graduated high school in 2023 and 2024, respectively, I never missed an annual meeting or reevaluation. I remained in close contact with case managers and teachers, interacting with honesty and openness even when the subject matter was occasionally difficult to digest. By investing in the process, a source of pain evolved into a system of empowerment. My sons were active members of the student body, participated with their peers in the general curriculum and varsity sports, and graduated on time. I was witness to countless educators and school personnel over the years not only using their expertise, but their sincere, relentless love and care to usher my sons to better outcomes.
Provided the opportunity to become a case manager and language arts teacher in the resource- and co-taught settings, I accepted without hesitation. I saw the position as a means to marry my English degree and unique experience as a parent-turned-educator and case manager. Most importantly, accepting the role provided the capacity to pay forward all the patience, love, and kindness my sons received along the way.
What has been your favorite course in the College so far and why?
Entering a nationally ranked, top five master’s program, I harbored lofty expectations. I anticipated comprehensive instruction, professional growth, and rigorous challenges. What I found far exceeded those notions. The faculty not only brought exceptional, industry-leading knowledge, but also fostered an environment where high standards were met with support. Their ability to challenge while remaining deeply understanding is an experience for which I am sincerely grateful. For those reasons, I cannot choose just one class.
Being a language arts teacher, I routinely use the strategies learned in Dr. Kristin Sayeski’s “Teaching Writing to Students with Disabilities” class, as well as her “Designing Reading Interventions” course. Dr. Maria Shaheen’s knowledge about dyslexia and assessments has been pivotal in shaping my screening and progress monitoring procedures. Likewise, “Instruction of Students with High-Incidence Disabilities” with Dr. Bethany Hamilton-Jones and Dr. Rachel Cagliani’s “Positive Behavior Supports” resonated for their practical, accessible approach to classroom management.
I would be completely remiss without mentioning Dr. Kimberly Viel-Ruma and Dr. Amy Childre. Their greatness extends well beyond the courses they teach. Dr. Viel-Ruma is the standard for strong leadership, matching expertise with resolute kindness. Serving as my field supervisor, I had the privilege of collaborating with Dr. Childre in person. Her positivity, guidance, and grace have been invaluable.
How do you hope your advanced studies at UGA will enhance or contribute to your role as a practicing special education teacher?
With my master’s degree from UGA, I hope to deepen my impact as a special education professional through an increased focus on advocacy, both for students and their families. I aim to lead with a servant’s heart, grounded in empathy and an unwavering dedication to meeting students exactly where they are. My experience as a parent of sons with IEPs, combined with my education from UGA, inspires my resolve to prioritize active listening, build trust, and create partnerships with families navigating the special education process. Through a heightened holistic understanding of special education, I am committed to confronting disproportionality and bias and to using evidence-based practices to construct inclusive environments that meet the unique needs of every learner.
Tommy Thrasher (M.A.T. ’25)
Tommy Thrasher (M.A.T. ’25)
Every year, dozens of hardworking students receive scholarships and need-based aid from the Mary Frances Early College of Education to help remove financial barriers that make it difficult for them to focus on achieving their academic dreams.
Please consider contributing to the College of Education General Scholarship Fund or the Abigail Reddic Student Teaching Emergency Fund with a gift of any size to ensure our students achieve their goals no matter their background or financial standing.
For more information, contact Molly Thomas, senior director of development and alumni relations, at 706-542-2893 or molly2@uga.edu.
Every year, dozens of hardworking students receive scholarships and need-based aid from the Mary Frances Early College of Education to help remove financial barriers that make it difficult for them to focus on achieving their academic dreams.
Please consider contributing to the College of Education General Scholarship Fund or the Abigail Reddic Student Teaching Emergency Fund with a gift of any size to ensure our students achieve their goals no matter their background or financial standing.
For more information, contact Molly Thomas, senior director of development and alumni relations, at 706-542-2893 or molly2@uga.edu.
Triple win
Three College alumni named to UGA’s 2025 40 Under 40 Class
Three alumni of the Mary Frances Early College of Education were recently named to the University of Georgia’s 40 Under 40 Class of 2025.
The 40 Under 40 program celebrates the personal, professional, and philanthropic achievements of UGA graduates who are under the age of 40.
This year, the College’s honorees are Jemelleh Coes (Ph.D. ’18), Mike MacDonald (B.B.A. ’10, M.S. ’13), and Spencer Tolley (B.S.Ed. ’11). Honorees exemplify leadership in their industries and communities and uphold the Pillars of the Arch, which are wisdom, justice, and moderation.
Coes, who earned her doctoral degree in middle grades education from the College, works to shape national and global education through curriculum design, mentorship, and advocacy as the director of teacher leadership programs for Mount Holyoke College in South Hadley, Massachusetts.
As an advocate of advancing disability through community partnerships, she led Athens’ first collaborative forum on special education and founded Joy Village School in Athens, Georgia, and B.O.S.S. Mentoring to empower young girls. Additionally, Coes serves as a clinical assistant professor at UGA, offering her expertise and guest lecturing across campus.
“This is a humbling honor,” said Coes. “UGA’s Mary Frances Early College of Education promised to challenge me fiercely and support me fully as I grew into a bolder, brighter leader. They delivered. From studying abroad in Ghana to teaching in classrooms as both student and professor, UGA nurtured my soul and fueled my passion for inclusive education and disability advocacy.”
MacDonald, who earned his master’s degree in kinesiology from the College, is the head coach of the Seattle Seahawks. Beginning as a student assistant for UGA under former head coach Mark Richt, his coaching career spans nearly two decades.
In 2021, as the defensive coordinator at the University of Michigan, MacDonald helped lead a program turnaround and a Big Ten Championship. He joined the Baltimore Ravens in 2014, rising through the ranks to become linebackers coach and then defensive coordinator, leading the NFL’s top-ranked defense in 2023. Currently, MacDonald is among the youngest head coaches in the NFL.
“I am humbled and grateful for being named to UGA’s 2025 40 Under 40 Class,” said MacDonald. “My time at UGA was foundational for my growth as a football coach and person. I’d like to thank all my classmates and professors who supported this journey that started in Athens. Now, more than ever, is a great time to pay this honor forward to the next generation throughout our communities.”
Tolley earned his bachelor’s degree in sport management from the College and is an attorney at Cook & Tolley, LLP, where he focuses on criminal and civil litigation, personal injury, and family law. Practicing alongside his father, he has represented over 1,000 clients in eight years.
He was selected as chairman of the Unauthorized Practice of Law Committee for his judicial district, a position appointed by the Supreme Court of Georgia. Tolley currently serves as president of the Western Circuit Bar Association and the Athens Academy Alumni Association. In 2024, he was named to Marquis Who’s Who in America for his work.
“I’m incredibly honored to be recognized as one of the 40 Under 40 honorees this year,” said Tolley. “My family has a long history with UGA and to be recognized by this institution is very meaningful. I am very appreciative to the Mary Frances Early College of Education for giving me the tools to build on my foundation and putting me in a position to be recognized in this way.”
The Class of 2025 were recognized during the 15th annual 40 Under 40 Awards Luncheon on campus in September.
Jemelleh Coes (Ph.D. ’18)
Jemelleh Coes (Ph.D. ’18)
Mike MacDonald (B.B.A. ’10, M.S. ’13)
Mike MacDonald (B.B.A. ’10, M.S. ’13)
Spencer Tolley (B.S.Ed. ’11)
Spencer Tolley (B.S.Ed. ’11)
Nominate outstanding alumni for College’s 2026 Distinguished Alumni Awards
Each spring, the Mary Frances Early College of Education presents Distinguished Alumni Awards to those who have exemplified excellence through professional accomplishments, contributions, and service. We encourage UGA alumni, faculty, staff, students, and friends to nominate undergraduate and graduate alumni in different stages of their careers.
Please visit our website for category descriptions and instructions on how to nominate outstanding alumni. Nominations are now open through October 31.
Please contact Kacee Cooper, associate director of alumni relations, at coedar@uga.edu or 706-583-0390 for more information.
Why I give
Alumna and donor Sherril York is building a more inclusive world—one opportunity at a time
For Sherril York (B.S.Ed. ’73), the path to making a difference in the world of physical activity began at the University of Georgia.
Now, decades later, her support will create countless opportunities for future generations to promote inclusive physical activity for individuals of all abilities.
“It started with my undergraduate program at the University of Georgia,” says York, who received her degree in physical education. “I had the opportunity to work with people with disabilities in a number of ways, and that’s where it started, and that’s why I established this particular fund.”
The Sherril York Inclusive Physical Activity Support Endowment supports the development and enhancement of programs that promote physical activity for individuals with disabilities in the Mary Frances Early College of Education’s Department of Kinesiology.
Dedicated to promoting inclusive opportunities, the fund also aims to improve access, participation, and the overall experience for youth and adults in motor development and physical activity including adapted individual, team sports, and more.
“I hope the fund expands opportunities for undergraduate and graduate students to work with people with disabilities,” says York. “It will provide professional development funding for program development and expansion, community engagement activities, and research activities.”
Rooted in her own experiences—from overseeing national initiatives on accessibility and adapted sports to conducting biomechanics research to serving as executive director at the National Center on Accessibility (NCA)—York’s vision is clear: inclusion should be woven into every level of education, including school programs and community engagement.
“I want to support students to increase their exposure as well as their knowledge of and inclusion of people with disabilities, not just in sports, but physical activity in general,” says York. “I've seen it throughout my career, and I've done direct service as well as professional preparation service, research, and so forth, and the more that you can include people with all kinds of abilities in an activity, the better.”
While the endowment is designed for long-term impact, York is also making an immediate effect on students through two other initiatives—the first of which supports research on cerebral palsy in the College’s Neuromusculoskeletal Health Laboratory, led by Athletic Association Professor of Kinesiology Christopher Modlesky (Ph.D. ’02).
The second provides seed money for GoalDawg Goalball Camp, a new summer camp led by assistant professor T. Nicole Kirk, who recently collaborated with the Georgia Blind Sports Association to organize an event that encourages youth involvement in a sport for the visually impaired.
From championing inclusive physical education to boosting new programs, York’s support is deeply rooted in a lifetime of passion and purpose.
“I had to seek out a lot of different opportunities in adapted physical education as a student,” she says. “But the opportunities were there—I just had to come across them and take advantage. I hope that this fund creates a lot of different opportunities for people to plug into learning more and participating in inclusive activities.”
Sherril York evaluates a wheelchair lift at the U.S. Holocaust Memorial Museum in Washington, D.C.
Sherril York evaluates a wheelchair lift at the U.S. Holocaust Memorial Museum in Washington, D.C.
More about York
York, who retired in 2018 as executive director of the NCA at Indiana University, is an advocate for individuals with disabilities in physical activity, recreation, and cultural settings.
After earning her Ph.D. in physical education with an emphasis in sport biomechanics and adapted physical education from Texas Woman’s University, she spent over 45 years of her career directing service programming and working directly with and researching populations with disabilities, ranging from toddlers in early intervention programs to children and adults in physical activity development to elite athletes in adapted sport programs.
Additionally, York contributed to various accessibility initiatives, adapted physical activity instruction, and inclusive program development, impacting areas such as the Special Olympics, wheelchair sports, and assistive device innovation.
Sherril York (B.S.Ed. ’73)
Sherril York (B.S.Ed. ’73)
Between the hedges and beyond
Celebrating our PAWS all-stars
Professor emerita and donor Sylvia Hutchinson attends a locker room tour with the College’s associate director of alumni relations Kacee Cooper and associate director of stewardship Rebekah Seabolt at this year’s PAWS Celebration at Sanford Stadium.
Professor emerita and donor Sylvia Hutchinson attends a locker room tour with the College’s associate director of alumni relations Kacee Cooper and associate director of stewardship Rebekah Seabolt at this year’s PAWS Celebration at Sanford Stadium.
The 2025 Philanthropy at Work Society (PAWS) Celebration, held on Tuesday, Aug. 19 at Sanford Stadium’s UGA locker room, welcomed over 450 UGA faculty, staff, and retirees for a special appreciation event.
Guests enjoyed a drop-in style visit, featuring a behind-the-scenes locker room tour, photo opportunities, and a thank-you gift—all in recognition of their generous financial support which resulted in a record-breaking fundraising year.
When you join the PAW Society, your support not only impacts student success but also inspires broader community engagement. The College is grateful for the dedication of our PAWS members, as well as their ongoing commitment to the University of Georgia.
Between the hedges and beyond
Celebrating our PAWS all-stars
Professor emerita and donor Sylvia Hutchinson attends a locker room tour with the College’s associate director of alumni relations Kacee Cooper and associate director of stewardship Rebekah Seabolt at this year’s PAWS Celebration at Sanford Stadium.
Professor emerita and donor Sylvia Hutchinson attends a locker room tour with the College’s associate director of alumni relations Kacee Cooper and associate director of stewardship Rebekah Seabolt at this year’s PAWS Celebration at Sanford Stadium.
The 2025 Philanthropy at Work Society (PAWS) Celebration, held on Tuesday, Aug. 19 at Sanford Stadium’s UGA locker room, welcomed over 450 UGA faculty, staff, and retirees for a special appreciation event.
Guests enjoyed a drop-in style visit, featuring a behind-the-scenes locker room tour, photo opportunities, and a thank-you gift—all in recognition of their generous financial support which resulted in a record-breaking fundraising year.
When you join the PAW Society, your support not only impacts student success but also inspires broader community engagement. The College is grateful for the dedication of our PAWS members, as well as their ongoing commitment to the University of Georgia.
UGA Heritage Society
The UGA Heritage Society was established by the UGA Foundation Board of Trustees in 1995 to recognize the generosity of alumni and friends of the university who have documented a deferred gift to benefit UGA, including the Mary Frances Early College of Education.
Heritage Society membership is an avenue through which to support UGA students and faculty in perpetuity. Individuals are automatically welcomed into membership once they have documented a commitment through any of the following gift vehicles:
- Bequest;
- Retirement plan beneficiary designation;
- Life insurance beneficiary designation;
- Irrevocable life insurance gift;
- Charitable gift annuity;
- Pooled income fund;
- Charitable remainder unitrust;
- Charitable lead trust; or
- Life estate reserved (real property)
For more information on how to join the UGA Heritage Society by making a planned gift to the College, please contact Molly Thomas, senior director of development and alumni relations, at molly2@uga.edu or 706-542-2893.
If you are looking for a way to help our students succeed, please consider making a gift to the College’s Student School Supply Closet. This outreach initiative provides donated school supplies to UGA students in need of financial assistance with school-related items, such as pens, pencils, highlighters, paper, binders, flash drives, etc., so they can succeed on campus.
Donating is simple and doesn’t require going to a physical store—you can shop online and have donations delivered directly to the Student School Supply Closet by viewing the initiative’s Amazon wishlist. You can also support the closet by donating via the button below.
Making a global impact
The Ira E. Aaron International Study Scholarship Endowment opens doors to the world for students in the Mary Frances Early College of Education by providing financial support for study abroad opportunities. This scholarship is awarded to undergraduate or graduate students in good academic standing who have a clear and compelling plan for how international study will enhance their educational and professional goals.
Whether teaching in classrooms overseas, conducting research in sports medicine, or immersing themselves in new cultural contexts, recipients of this scholarship are empowered to grow as global citizens.
In this section, recent recipients of the Ira E. Aaron Scholarship share their study abroad stories about personal transformation and academic achievement.
Jose Anguiano
- Degree program: B.S.Ed. in exercise and sport science, 2025
- Study abroad program: Sports Medicine and Physical Performance in Ireland
“Due to this scholarship, I was able to achieve a lifelong dream of studying abroad and immersing myself in a new culture. I am eternally grateful for the opportunity to experience something so enriching and memorable, which may not have been possible if not for the scholarship. The funds allowed me to fully experience Ireland and North Ireland without the stress of financial burdens, allowing me to focus on furthering my education. Everyday brought a new experience into light and allowed me to learn a lot about Irish culture and norms. Although it was pouring rain, one of my highlights was training in various Irish sports with a Gaelic football pro, Jack Cooney, who welcomed us and gave us insightful information throughout the trip.
Being able to apply the knowledge we learned in the classroom to the matches we watched and played allowed me to transform my education and skills in a unique manner. Beyond sports, I made 11 lifelong friends and created unforgettable memories. From visiting historical monuments to trying new foods, we enriched ourselves to the max. At night, we would look back at all the fun we had during the day, watch movies, and play card games to prepare for the next day of amazing activities.”
Harper Brown
- Degree program: M.S. in athletic training, 2026
- Study abroad program: Sports Performance in Irish and Gaelic Sport
“I have always been very interested in other cultures—especially the way they view sport and sports medicine. With your kindness, I was able to truly immerse myself in Irish culture in ways that I would not have been able to without your support. Not only did I get to learn about sports medicine in Ireland, but I had the privilege of learning so much about Ireland as a whole. This study abroad experience has taught me that learning does not only happen in a classroom—learning happens by talking with people and experiencing things firsthand, especially when immersed in a new culture. I am forever grateful and will remember this study abroad experience for my whole life.”
Lindsey Lee
- Degree program: M.Ed./Ed.S. in professional counseling (school counseling), 2027
- Study abroad program: Language, Power, and Globalization in Germany and Austria
“This incredible experience in Munich, Germany and Vienna and Salzburg, Austria would not have been made possible without the kindness and generosity of the Ira E. Aaron International Study Scholarship. Receiving this scholarship truly took the financial weight of traveling abroad off my shoulders, allowing me to focus on learning and being present instead of tracking my every euro.
My experience abroad was a culmination of learning, serving, and checking off some personal bucket list items. We studied how language influences power and equitable access to everyday tools like street signs and menus, played soccer with Ukrainian refugee children to create fun during a difficult wartime period, and toured the Neuschwanstein Castle, the castle that inspired the Disney logo. I hold the deepest gratitude for this incredible, once-in-a-lifetime opportunity.”
Matthew Moore (Ed.S. ’25)
- Degree program: Ph.D. in language and literacy education (TESOL and world language education), 2028
- Study abroad program: Language, Power, and Globalization in Germany and Austria
“I want to express the utmost gratitude for being awarded this scholarship because it made my first trip to Europe possible. This was my first study abroad experience—but hopefully not my last, as I start doctoral studies in the fall—and it would not have been possible without this funding. Despite having a physical disability that requires me to use a wheelchair, I was able to fully participate in the program and explore many places in both Germany and Austria—my favorite being Salzburg.
During this experience, I learned how to navigate public transportation and spaces that weren’t necessarily the most accessible. I also learned how to communicate more readily with people who do not share the same language as mine. It was a great first introduction to Europe, and I hope to explore Italy and/or Spain in the near future.”
Gabriela Sanchez
- Degree program: B.S.Ed. in communication sciences and disorders, 2026
- Study abroad program: American Sign Language in Paris, France
“Receiving these funds helped alleviate the financial burden associated with studying abroad. During my program in Paris, France, I gained a deeper understanding about Deaf history while immersing myself in Deaf culture. Throughout the program, I practiced my ASL skills by communicating with my peers and professor. I also learned about historic landmarks in France using ASL. My experience abroad has given me a greater appreciation for ASL and Deaf history.”
Susanna Yonk
- Degree program: B.S.Ed. in exercise and sport science, 2025
- Study abroad program: Ireland Global Issues in Sports Medicine
“I believe that it is people and organizations that share generously that truly make once-in-a-lifetime opportunities like studying abroad possible for students like me. With this scholarship, I was able to take my first trip out of the country with minimal financial burden. I made great friends and was able to see a whole new way of life in Ireland. I have always been interested in the cultural differences between countries, so I’m thankful for this scholarship for making this experience possible!”
Jose Anguiano (B.S.Ed. ’25)
Jose Anguiano (B.S.Ed. ’25)
Harper Brown (M.S. ’26), far right
Harper Brown (M.S. ’26), far right
Lindsey Lee (M.Ed./Ed.S. ’27)
Lindsey Lee (M.Ed./Ed.S. ’27)
Matthew Moore (Ed.S. ’25, Ph.D. ’28)
Matthew Moore (Ed.S. ’25, Ph.D. ’28)
Gabriela Sanchez (B.S.Ed. ’26)
Gabriela Sanchez (B.S.Ed. ’26)
Susanna Yonk (B.S.Ed. ’25), far right
Susanna Yonk (B.S.Ed. ’25), far right
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