REACH for Uganda: An Opportunity to Support Ugandan Teachers
Dr. Nicci Dowd is an Assistant Professor of Education for the Special Education Program at Marymount University as well as Vice-President and President Elect of the Division of International Special Education and Services (DISES), a special interest division of CEC.
We recently connected with Dr. Dowd after she shared an exciting opportunity on the CECommunity member forum. Next spring, she will be leading a trip hosted by REACH for Uganda to support teachers— including those working in special education—through professional development and collaboration. We also took the opportunity to learn more about Dr. Dowd’s background and her experience in the field of special education.
Dr. Dowd’s initial foray into the field of special education stemmed from a personal experience that left a lasting impression: “It wasn’t until my son was diagnosed with autism that I began to truly understand inclusive education. I remember sitting at a table surrounded by ‘experts’. These experts were his teachers, the assistant principal, the school psychologist. They told me, based on their observations and testing, that my son was autistic. I thought it was interesting that they had picked up on that about him. So, I replied, ‘Well, yeah, his father is artistic, so naturally he would be artistic too.’ Someone at the table gently corrected me: ‘No, not artistic, Autistic.’ They proceeded to tell me all the things my son would not be able to do and how much he was going to struggle in life. The picture they painted was one of doom and gloom. I walked out of that meeting feeling like a failure as a parent. I kept thinking, ‘I’ve failed my son.’ I sat in my car in the parking lot and cried through an entire pack of tissues. Then I made a promise to myself: no one would ever make me feel that way again. And no parent should ever be made to feel like a failure. That day, I decided to go back to school. I wanted to learn everything I could about autism so I could help my son succeed in and out of the classroom.”
She then went on to earn her associate’s degree, a bachelor’s in social psychology, a master’s in special education, an educational specialist degree in educational leadership, and a doctorate in K–12 leadership. Of her extensive credentials, Dr. Dowd says, “I pursued the doctorate because I wanted to be in a position to instill in practicing and future teachers the importance of advocacy not just for students with special needs, but for their families as well. At the time of my son’s diagnosis, I didn’t have many advocates.”
Dr. Dowd also emphasized just how important advocacy is in special education, “School administrators often say they are ‘partners in your child’s education,’ but that’s not what I felt. I wanted to change that narrative. I wanted to send a clear message: as educators, we must not predict a child’s success based solely on perceived limitations. We are more than just teachers. We are advocates for every student who enters our classrooms, and for their families. We are their advocates, not their saviors. That message is not only something I share, but something I live. It is the foundation of my practice, and it continues to guide my work.”
When asked about REACH for Uganda, Dr. Dowd described it as “an organization dedicated to empowering communities in the rural Matuwa and Bududa districts of Uganda.” She went on to tell us more about the organization’s founding and general background, “Its founders, John and Joyce Wanda, were born and raised in these districts before moving to Arlington, Virginia, where the education system and overall quality of life deeply inspired them. Motivated by their experiences, the Wandas chose to invest their resources back into their home districts. Through strategic networking and partnerships, they successfully mobilized support to build schools and clinics, significantly improving access to education and healthcare in the region.”
Dr. Dowd recounts how she first became involved with REACH for Uganda and looks forward to the upcoming trip mentioned in her post to the CECommunity Member Forum: “I became involved with REACH for Uganda through my colleague at Marymount University, Dr. Elizabeth Langran. For over a decade, Dr. Langran led students and other educators on annual trips to Uganda. While on these trips, Dr. Langran, students, and educators provided professional development to teachers in the schools established by the Wandas. In 2025, I had the privilege of joining the trip for the first time. Next year, I will take on the honor of leading the Marymount University REACH for Uganda Teacher Trip.”
Her goals for the upcoming trip include, "offering support where it's needed, deepen[ing] friendships with my Ugandan counterparts, and approach[ing] every experience with cultural humility." Specifically, "we're seeking support for the development and facilitation of online modules covering topics such as Social-Emotional Learning (SEL), operations, and resource management—areas specifically requested by the Ugandan school administrators." Dr. Dowd mentioned how her colleagues are also contributing, "Dr. Marcia Baldanza, a colleague from Marymount University, is coordinating the development of these modules. She's responsible for bringing together content creators to deliver effective synchronous and asynchronous learning experiences. Another colleague, Dr. Corrie Kelley, is also helping coordinate and organize the content. Ideally, we want to be able to reiterate and build upon the concepts shared during the online sessions when we meet in person in Uganda next spring." Overall, her ultimate plan for the trip is to “learn as much as I can from my Ugandan brothers and sisters while contributing meaningfully to our shared goals."
Dr. Dowd’s hopes for the future of special education tie in closely to her experiences with REACH for Uganda, “I would like to see more resources to support global inclusive education. I just think there’s so much we can learn from others who may not necessarily occupy our side of the world. It’s important that when we talk about inclusive education, we don’t approach it with a savior mentality. Really and truly, that applies anywhere, whether it’s your local community or a country 3,000 miles away. It’s so important for us to practice cultural humility, and we can only do that by stepping away from a textbook and having an actual conversation with someone who can share their lived experience.”
When asked how she first became involved in CEC, Dr. Dowd said, “When I was a grad student at Marymount University, one of my professors, Dr. Clara Hauth, spoke very highly of CEC and shared the wonderful things it had to offer educators who support diverse learners.” She went on to describe how being a member of CEC has contributed to her success, “CEC has helped my career by exposing me to a wealth of knowledge and encouraging me to be mindful of my practices…causing me to become an intentional, inclusive educator.”
Her advice for future special educators is, “As with anything, practice respect, empathy, and come with a heart to serve. And always remember, you are more than a student’s educator. You are that student’s advocate.”