“My decision to seek a graduate degree was the result of much soul-searching, as I knew the systems within which I was working were not functioning to the full benefit of my own and other children,” Getsch says. “I came to believe from discussion with friends and family that I could provide a unique and distinctly helpful perspective to influence change.”

 

Getsch’s personal experiences included the misdiagnosis of her youngest son as mentally retarded. After six months of observing her son daily at school, she was able to provide sufficient evidence of a pervasive development disorder. One new school and new diagnosis later, her son has shown significant progress.

 

“When a child with a severely handicapping condition achieves a milestone, I feel like I am witnessing a miracle,” Getsch says. “I have been blessed with seeing many miracles—including a 10-year-old child who could not speak choosing his first sentence to be ‘I love you, Mommy!’ These miracles, big and small, are what empower me to continue with my work.”

 

After successfully earning her M.S. in Psychology with Walden University in 2005, Getsch chose to pursue her doctoral degree as well. She credits Walden’s solid reputation and quality faculty, as well as her desire to further advance research she began in her master’s program, in her decision to continue her education.

 

Working under the direction of Walden faculty member Dr. Stephanie Cawthon, Getsch is assisting in an ongoing study to determine how educators assess students who are deaf or hard of hearing. She views student assessment as an understudied area of research that requires additional attention as a result of the No Child Left Behind Act. “It is my sincere hope that this research project will influence the field of education to truly consider more carefully individual student needs and challenges, leading to improved programming and assessments that better serve an underserved population,” Getsch says.

 

According to Cawthon, “Susann has a strong sense of justice and of what is required to slowly, but surely, effect social change.”

 

In the meantime, Getsch continues to apply what she learns in her Walden program to her understanding of her own children’s needs. Her oldest son, who has a traumatic brain injury, believes his mother will be instrumental in designing and implementing more effective brain injury rehabilitation methods in the future. One day, Getsch hopes to specialize in pediatric neuropsychology in upstate New York where she sees a severe shortage of practitioners in this area.

 

“I do believe I can change the world—one step, one course, one child at a time.”

 

For more information about the Presidential Fellowship for master’s alumni pursuing a doctorate at Walden, see the News Briefs or go to www.WaldenU.edu/awards.

See News Briefs for information about the alumni tuition benefit.

 

 

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