Debra G. Holzberg, Ph.D

Specialized Education Services Department

Clinical Assistant Professor
Office: 422 SOE Building

Research Interest

special education, secondary transition, self-advocacy, teacher preparation


  • Ph.D. in Special Education, University of North Carolina at Charlotte
  • M.S.Ed. in Exceptional Student Education and Reading, University of Miami
  • B.A. in Psychology, University of Miami


Debra G. Holzberg, Ph.D. is a clincial assistant professor and research associate at UNC Greensboro. Her research focuses on the self-advocacy and academic skills relative to the transition of students with disabilities to postsecondary education. Dr. Holzberg is involved with the Council for Exceptional Children on a national and local level. Courses she teaches include Service Delivery Systems and Role Management, Universal Design for Learning, and Teaching Exceptional Learners in the General Curriculum I. In addition to teaching courses, Dr. Holzberg is a research associate with Beyond Academics – a 4-year comprehensive transition program for students with intellectual and developmental disabilities and autism spectrum disorder.

Link to Dr. Holzberg’s CV


Holzberg, D. G., Test, D. W., & Rusher, D. E. (2019). Effects of self-advocacy and conflict resolution instruction on the ability of high school seniors with mild disabilities to request and negotiate academic accommodations. Remedial and Special Education, 40, 166 – 176. doi: 10.1177/0741932517752059

Freeman-Green, S., Test, D.W., Holzberg, D. (2018). Participation of students with disabilities in college ready programs. International Journal of Special Education, 33, 715-731. 

Holzberg, D. G., Clark, K. A., Morningstar, M. E. (2017). Transition-focused professional development: An annotated bibliography of essential elements and features of professional development. Career Development and Transition for Exceptional Individuals, 41, 50 – 55. 

Byker, E., Coffey, H., Harden, S., Good, A., Heafner, T., Brown, K., & Holzberg, D. G. (2017). Hoping to teach someday? Inquire within: Examining inquiry-based learning with first- semester undergrads. Journal of Inquiry and Action in Education, 8, 54 – 80. 

Holzberg, D. G. & Rusher, D. E. (2017). Annotated bibliography of strategies for infusing transition skills into academic instruction. Career Development and Transition for Exceptional Individuals, 40, 62-64. doi: 10.1177/2165143416680348