College of Education & Professional Studies
College of Education & Professional Studies Faculty Staff Directory

Ozalle Toms
Interim Asst Vice Chancellor, Associate Professor


Director of Diversity and Inclusion Initiatives, COEPS


  • SPECED 325/760 Characteristics of Cognitive Disabilities, Learning Disabilities and Emotional and Behavioral Disabilities
  • SPECED 426/ 626 Introduction to Individual Diagnostic Assessment
  • SPECED 205 Introduction to Special Education
  • SPECED 406 Transition Programming for Students with Disabilities 
  • SPECFLD 489A/B/CD Supervision of Student Teachers
  • SPECFLD 410 General Education Field Experience (Co-teaching); Coordinator
  • SPECED 325 Characteristics of Learning Disabilities
  • INTRAUNV 104 New Student Seminar Education
  • SPECED 458 Collaboration for Effective Instruction



  • Positive Behavioral Interventions for At-risk Youth
  • Culturally Diverse Instruction
  • Teacher Education
  • Assessing Dispositional Skills of Teacher Candidates
  • Faculty and Staff Perceptions of Support Students
  • Supporting Foster Youth



BA- Mental Disabilities, Univ of NC at Charlotte (2002)
MEd- Learning Disabilities, East Carolina Univ (2005)
Ph.D. Special Education, Univ of NC at Charlotte (2012)


Toms, O.
(2018). More than textbook knowledge: Truth arising from life experience. (Chapter 16) In R. Fox. Adoption Matters: Teacher Educators Share their Stories and Strategies for Adoption-Inclusive Curriculum and Pedagogy. Peter Lang, New York. NY

Toms, O.,
Campbell-Whatley, G., Stuart, S.K., & Schultz, T. (2018). The effects of check-in, check-out on the academic planning and behavior of African American males. Journal of Multicultural Education 12 (3) 278-293. Emerald Publishing. Data Based, Peer Reviewed

Stuart, S.K., Collins, J., Toms. O., & Gwalla-Ogisi, N. (2017). Mindfulness and an argurment for Tier 1, Whole School Support. International Journal of Whole Schooling, 13(3), 14-27.
O'brien, C.P., Campbell-Whatley, G.D., Toms, O., & Felder, C. (2016). The common core, UDL, RTI: Marriage, merger, partnership. In G. Campbell-Whatley, D. Handcock, and D. Dunaway, A School Leader's Guide to Implementing the Common Core (123-136). Rutledge/Taylor Francis Group: United Kingdom.

Campbell-Whately, G., Merriweather, L., Lee, J., & Toms, O. (2016). Evaluation of diversity and multicultural integration training in higher education. Journal of Applied Educational and Policy Research. 2(2) 1-14 Data Based, Peer Reviewed

Campbell-Whately, G., Wang, C., Toms, O., & Williams, N. (2015). Factors affecting campus climate: Creating a welcoming environment. New Waves Educational Research & Development, 18(20), 40-52

Patrick, C., Lo, Y-y., Campbell-Whatley, G.D., Flynn, S.D., & Toms, O. (2015). An antecedent-based intervention package for improvement of on-task behaviors of students with disabilities. The Illinoise School Journal. 95(1), 7-27.

Toms, O.M., & Campbell-Whatley, G., (2015) Culturally Responsive Classrooms for Black Students. In Sage Encycolopedia of Classroom Managment. Sage Publications, Thousand Oaks: CA.

 Toms, O. & Stuart, S. (2014). Mentoring Strategies for decreasing suspension rates of students with behavior disorders. Journal of Emerging Trends in Educational Research and Policy Studies. 5(7), 6-11.

Fowler, C. H., Test, D. W., Cease-Cook, J., Toms, O., Bartholomew, A., & Scroggins, L.  (2014). Policy implications of high school reform on college and career readiness of youth with disabilities. Journal of Disability Policy Studies.         doi:10.1177/1044207313518072

Campbell-Whatley, G., O' Farrow, L., & Toms, O. (2012). Leadership in a Multicultural Setting   (Chapter 9). In G. Campbell- Whatley & J. Lyons (Eds.), Leadership Practices for Special and General Educators. Merrill-Prentice Hall, Columbus, Ohio.           

Campbell-Whatley, G.D., Lee, J., Toms, O., Wang, C. (2012). Student perceptions of diversity and campus climate: When students speak. New Waves Educational Research & Development, 15 (1), 3-22.