Faith Richards Newton, Ed.D., Professor of Education at Delaware State University, Dover, Delaware, USA. She has a special interest in providing accommodations and modifications for students with chronic fatigue syndrome in the classroom.
Education[edit | edit source]
As per Delaware State University faculty page:
- Ed.D. - 1994, Educational Administration, The College of William & Mary, Williamsburg, Virginia, USA
- Ed.S. - 1991, Educational Administration, The College of William & Mary, Williamsburg, Virginia, USA
- M.A. - 1987, Educational Leadership, University of Rochester, Rochester, New York, USA
- B.A. - 1980, Early Secondary Social Studies, State University of New York, Cortland, New York, USA
CFSAC Committee[edit | edit source]
In January 2018, Dr. Newton was appointed chairperson of Chronic Fatigue Syndrome Advisory Committee (CFSAC) which reports to the U.S. Department of Health and Human Services. Prior to this position, she served as a voting member of the Chronic Fatigue Syndrome Advisory Committee (CFSAC) for the term July 1, 2014 to July 1, 2018. She has also chaired the Pediatric Education Working Group.
Publications[edit | edit source]
- 2017, Article for IACFSME newsletter - "Education: Children with Pediatric CFS/ME" (Full Text)
- 2015, Article for Fatigue: Biomedicine, Health & Behavior - "Improving academic success for students with myalgic encephalomyelitis/chronic fatigue syndrome" (Abstract)
Talks & interviews[edit | edit source]
- 20 March 2014, Speaker at the 2014 International IACFS/ME Research and Clinical Conference - "Translating Science into the Classroom: A Workshop for Clinicians, Patients and Educators"
Online presence[edit | edit source]
Learn more[edit | edit source]
- 31 May 2016, Transcript of May 2016 CFSAC meeting - presentation of Pediatric Education Working Group
See also[edit | edit source]
References[edit | edit source]
- Newton, Faith (2015), "Improving academic success for students with myalgic encephalomyelitis/chronic fatigue syndrome", Fatigue: Biomedicine, Health & Behavior, 3 (2): 97-103, doi:10.1080/21641846.2015.1004831