Donna Y. Ford, the EHE Distinguished Professor of special and gifted and talented education, stepped onto the stage in March at the annual Council for Exceptional Children Convention and Expo in Baltimore.
She knew what was about to happen but was thrilled anyway. She was receiving one of the highest honors in her field — the council’s 2025 Special Education Lifetime Achievement Award.
The crowd of her colleagues in the field applauded her for making continued and sustained contributions to positive outcomes for children and youth with exceptionalities.
Two of the college’s student scholars praise Ford’s mentorship
Ford has advised many graduate and doctoral students who share the impact that she has had on their work and careers.
Cong Yu, one of Ford’s doctoral student advisees in special education, wrote that when asked to describe her professor’s mentoring, two ancient Chinese poetic lines resonated in her mind:
The candle burns, its tears not dry ’til dead.”
-Li Shangyin (circa 813–858 AD)
“In Chinese culture, silkworms and candles symbolize great teachers and mentors who dedicate themselves wholly and selflessly to instructing and guiding their students, full of sacrifice and perseverance, giving tirelessly until the very end,” Yu wrote.
“This imagery genuinely captures Dr. Ford’s profound commitment not only to us, as her students, but also to the broader field of special education, particularly advocating for minoritized students, students with disabilities and those uniquely gifted and challenged — twice and thrice exceptional (TE) children.”
“Dr. Ford’s unwavering and powerful advocacy, calling for society to respect, recognize and radiate these children, has deeply inspired and motivated me, particularly since last fall when, under her guidance, I began designing a new online course tailored to understanding TE children.”
“Through our work together, I have increasingly come to appreciate the significant challenges and obstacles Dr. Ford has bravely faced throughout her career in the thorny field of special education.”
“Her extraordinary character, steadfast commitment, courage and dedication to collaboration clearly illustrate why she continually chooses the ‘road less traveled’ and inspires us all to follow her lead, creating meaningful and lasting impacts in special education.”
“Heartfelt congratulations, Dr. Ford, on this truly deserved honor!”
Ford makes a point of partnering with faculty and students in the college’s other programs when their interests mesh.
Celina Hairston shared these thoughts about Ford as she pursues a PhD in the college’s Workforce Development and Education program.
“Dr. Ford has provided me with invaluable mentoring while pursuing my doctoral degree,” Hairston wrote. “Her enthusiasm for sharing her well-rounded expertise has been inspirational.”
“Her guidance has helped me grow professionally and personally,” said Hairston, who also works full time. “Under Dr. Ford’s mentorship, I have written my first publication, become a better researcher and built self-confidence in my journey. I will forever be thankful for Dr. Ford and all the lessons I have learned and continue to learn.”
Prestigious professor nominated Ford
Erik M. Hines, another of Ford’s nominators, is an award-winning professor of counselor education at George Mason University’s College of Education and Human Development. Hines aptly referred to Ford as an “academic titan."
“I nominated Dr. Ford for the (Council for Exceptional Children) award as she has dedicated her entire career to giving a voice to the voiceless and advocates for vulnerable student populations in P-12 schools,” said Hines, who is also a frequent research collaborator. “Dr. Ford is a prolific, eminent scholar. She has written numerous seminal pieces that have transformed the fields of special education and gifted and talented education."
“Also, Dr. Ford has helped countless colleagues and faculty publish impactful scholarship as well as perfect their practice in the aforementioned fields,” he said. “She is the embodiment of a consummate educator who has a heart for students in which she uses her intellectual ingenuity to improve their educational outcomes.”
Alumna, now professor, also nominated Ford
“Dr. Ford encompasses all of the qualities of a distinguished scholar, leader, instructor and advocate for culturally diverse exceptional students,” wrote Renae D. Mayes, PhD, one of Ford’s nominators and a professor of educational psychology at the University of Arizona’s College of Education.
“She’s not afraid to be in the trenches doing the work, and she also collaborates with others to find systemic, comprehensive, equitable solutions to societal problems. She is truly a leader, not only in P-12 education, but higher education as well.”
Mayes knows whereof she speaks. She graduated from the college with her doctoral degree before Ford returned to Ohio State. Yet Ford has mentored Mayes over the years, just as Ford mentors many other rising academics.
Ford’s areas of expertise
Over the past 34 years as a professor, Ford has written over 300 articles and book chapters, as well as delivered over 2,000 presentations at professional conferences and to organizations, in school districts, to communities and to families and students.
She has published eight books with major academic publishers. She collaborates with colleagues on research studies published in academic journals and on frequent articles in the contemporary media.
She has been honored for her contributions to the field of special education by organizations such as the National Association for Gifted Children, the National Association of Black Psychologists; The Association for the Gifted, the Summer Institute for the Gifted (SIG) and the American Education Research Association (AERA) Research on Women and Education Special Interest Group.
Much of her work focuses on urban education, gifted education, and multicultural education. Throughout her career, Ford has taught thousands of students, providing them with a new understanding of the importance of access to gifted and talented education.
Ford has helped many new professionals refine their research in gifted and talented education. She has emphasized contributing to their scholarly advancement throughout their careers.
