A Special Education expert for five decades, Dr. Steven C. Imber served as a professor of special education from 1973 2021. He serves as a special education advocate, consultant to attorneys, parents and schools. He has conducted more than 600 independent educational evaluations.
B.S. Psychology (High Honors) State University of New York at Buffalo
Doctoral Studies, Clinical Psychology, University of Connecticut
M.A. from the Department of Educational Psychology (Special Education - Learning Disabilities), University of Connecticut (Kappa Delta Phi)
Ph.D. from the Department of Educational Psychology (Special Education -Emotional Disturbance (High Honors)
As a special education expert, Dr. Imber has worked on cases with children, adolescents and adults with a broad array of disabilities. He provides professional advocacy and consultation for children with the following disabilities:
Attention Deficit Disorders
Emotional and Behavioral Disorders
Emotional and Behavioral Disorders Intellectual Disabilities (Cognitive Deficits)
Other Disabilities and Disorders
Areas of Expertise:
Criminal Defense of Individuals with Disabilities – competence to stand trial and comprehension of Miranda Warning Rights
Family Custody Matters involving Disputes regarding matters of Education and Special Education
Special Education Regulations and Law
Dr. Imber has been involved in cases from the following states: Alaska, Arizona, Connecticut, Delaware, Florida, Hawaii, Illinois, Massachusetts, Michigan, New Jersey, New York, Pennsylvania, Rhode Island, Tennessee, Utah, Vermont, Washington and West Virginia.
Depositions and Direct Testimony Dr. Imber has testified in federal court, various district courts, superior court, family and probate court and in numerous due process hearings since 1975.
Below are listed recent cases in which Dr. Imber provided testimony during depositions or directly in various court matters:
October 21, 2021, Family Court: State of Hawaii, Plaintiff
October 19, 2021, Hancock County Circuit Court, West Virginia Criminal Action, Defendant
September 29, 2021, Chicago Public Schools Cook County, Defendant
July 6, 2021, Worcester County Probate and Family Court, Plaintiff
August 10, 2021, Springfield District Court, Defendant
May – June 2019, Commonwealth of Massachusetts, Division of Administrative Law Appeals, Bureau of Special Education Appeals BSEA, Plaintiff
Published several articles in national and international journals within the fields of special education and psychology
Presented at several local, state, regional, national and international conferences and meetings
Rhode Island Office Sprout Building 166 Valley Street Providence, RI 02909 Telephone: 401-421-4004
New York Office 61-43 186th Street Fresh Meadows, NY 11365 Telephone: 516-273-1961
In short, an expert who purports to claim that he (or she) can support the position of any client may be strong on an overindulged sense of confidence, but a bit weak on integrity. During the past several years, I have learned that issues that pertain to educational decision-making that is truly in the best interests of the child are complex, intriguing and deserving of a blend of careful scientific and intuitive analysis
On March 22 the U.S. Supreme Court issued an 8-0 opinion in the case Endrew F. v. Douglas County School District, ruling in favor of the parents of a student with autism spectrum disorder who had charged that the district did not meet the requirements of the Individuals with Disabilities Education Act (IDEA. The parents argued that their child did not receive a free, appropriate public education (FAPE) that was mandated by Congress.
Prior to 1966, the Supreme Court sought to define the Constitution's protection against self-incrimination with regard to juveniles, to the mentally impaired, and to psychological coercion by police (see Gallegos v. Colorado, 1962; Blackburn v. Alabama, 1960; Fikes v. Alabama, 1957; Chambers v. Florida, 1940).