Faculty Features

Dr. Sunggye Hong 

David and Minnie Meyerson Distinguished Professor, Department of Disability and Psychoeducational Studies 
Unit Chair, Special Education Program

Dr. Sunggye Hong is the David and Minnie Meyerson Distinguished Professor and Unit Chair of the Special Education Program in the Department of Disability and Psychoeducational Studies. Selected as a 2020-2021 Fulbright Scholar, Dr. Hong is an internationally renowned scholar whose work reflects the unwavering commitment to improving the lives of individuals with visual impairment. His research addresses the following central question: how can educational systems, technologies, and professional practices can be redesigned so that individuals with visual impairments can fully participate in schooling, STEM fields, employment, and community life? Having secured over $10 million in external funding from agencies such as the National Science Foundation, the U.S. Department of Education, and the Institute of Education Sciences, as well as international partnerships, Dr. Hong has consistently engaged in interdisciplinary work, bringing together collaborators from special education, planetary sciences, engineering, rehabilitation counseling, and community organizations to address systemic conditions influencing access and participation for students and adults with visual impairments. Dr. Hong continues to be a highly sought after consultant in his areas of expertise through Asia, Europe, and Latin America, with his scholarship leading a transformative paradigm shift in the field of special education.

Who do you draw inspiration from and why?

I draw inspiration from the students, families, and educators I have met throughout my work with individuals who are blind or have low vision—especially those who continue to advocate for access and inclusion despite persistent barriers. I also draw inspiration from historical leaders such as Helen Keller, whose life and advocacy demonstrated that disability should never be equated with limitation, and that education and opportunity must be treated as fundamental rights. Her commitment to learning, civic engagement, and social justice continues to remind me that improving systems for people with disabilities requires both scholarship and sustained public commitment. In many ways, her legacy reinforces my belief that special education must remain grounded in equity, dignity, and real-world outcomes for individuals and communities.

What are one or two accomplishments of which you are most proud?

One accomplishment I am especially proud of is advancing research and program development that strengthens equitable access to STEM learning for students who are blind or visually impaired. Through collaborative partnerships and externally funded initiatives, I have worked to develop and evaluate instructional models that promote meaningful participation in science learning and build pathways for long-term academic and career opportunities. I am also proud of my contributions to personnel preparation, including mentoring doctoral and master’s students and supporting the development of future teachers and leaders in special education. Seeing graduates apply evidence-based and inclusive practices in schools, agencies, and leadership roles remains one of the most meaningful outcomes of my work.

What advice would you give to your younger self?

I would remind my younger self to trust the long-term value of steady, mission-driven work and not measure progress only through immediate outcomes. Meaningful change—especially in education and disability access—often takes time, relationships, and sustained effort. I would also encourage myself to seek collaboration early and often, because the most enduring work is rarely done alone. Finally, I would emphasize the importance of protecting time for reflection and balance, so that leadership and scholarship remain sustainable over time.

What is something you are working on currently that you’re excited about?

I am currently excited about several ongoing projects focused on improving access, independence, and inclusive participation for individuals who are blind or have low vision. In particular, I am engaged in work examining how emerging technologies—including assistive technology systems and autonomous service innovations—can be evaluated from an end-to-end user experience perspective to ensure usability, safety, and dignity. I am also continuing work that supports accessible STEM learning and mentorship models for youth with visual impairments. Across these projects, my goal is to connect research, training, and real-world application so that students and community members experience meaningful improvements in educational and life outcomes.