Meet Our Staff and Volunteers

Dr. Rebecca Brooks, Associate Professor
Program Director

Dr. Rebecca Brooks serves as an Associate Professor of Education for the School of Education and Program Director for the Aspiring Scholars Program (an inclusive post-secondary education program for students with intellectual disabilities) at California State University at San Marcos. Dr. Brooks has worked with individuals with disabilities in recreational, vocational, residential, and educational settings for over 30 years. Prior to her faculty appointment, she served as a special educator in public schools for 16 years, dedicating her career to including students with disabilities in general education settings. She developed peer tutoring programs and focused on creating accessible curriculum for all students. Her published works have been in the areas of inclusive education, curriculum adaptations, and peer tutoring. She is a nationwide presenter and consultant in the area of effective inclusive schooling practices. Her research interests focus on access to general education curriculum, accommodations and modifications, the development and implementation of peer tutoring support systems, and inclusive post-secondary education programs.

Dr. Allison Jobin, Assistant Professor
Associate Director

Dr. Allison Jobin is an Assistant Professor in the Department of Psychology at California State University San Marcos and investigator at the Child and Adolescent Services Research Center (CASRC). She is a licensed psychologist and doctoral-level board certified behavior analyst with over 20 years of clinical and research experience in the delivery, supervision, and training of others in evidence-based practices (EBPs). Her expertise are in the treatment and evaluation of autism and the effective delivery of EBPs in community settings. Prior to joining CSUSM, Dr. Jobin spent many years at Rady Children’s Hospital and UC San Diego in clinical and research roles, where she gained practical experience moving evidence-based practices for autism into the community. Her work has focused on naturalistic developmental behavioral interventions, parent-mediated treatments, and the implementation of evidence-based approaches for autism within inclusive early childhood education programs. Among her current research interests are the examination of factors influencing intervention delivery in routine care, strategies to promote high-quality practices, and adaptations to improve fit within varied contexts.

Taylor Griffin, B.A., Education Specialist
Graduate Assistant

Taylor Griffin is a CSUSM alum—she earned her BA in Liberal Studies in 2021 and graduated in 2023 with Preliminary Multiple Subject and Education Specialist Credentials: Mild to Moderate Support Needs and Extensive Support Needs. She is currently a graduate student in the Master of Arts in Special Education Program. She has worked in the field of education for nearly three years and hopes to continue on her career path in Special Education. Taylor is passionate about supporting individuals with disabilities and helping them reach their fullest potential.

Yazmin Yahya, M.A., Education Specialist
Program Assistant

Yazmin completed her collegiate degrees through California State University San Marcos. She earned her bachelor’s degree in Anthropology, with an emphasis on Medical Anthropology, along with a Spanish minor in 2015. Yazmin participated in the CSUSM teaching concurrent credential program, where she completed Multiple Subject, Mild Moderate, and Moderate Severe credentials. Additionally, she was able to complete a master’s in special education with the focus of home and hospital instructional programs. She is currently an education specialist for San Marcos Unified School District where she works with elementary students with extensive support needs. Moreover, she is a Program Assistant for the CSUSM Aspiring Scholars Program. Yazmin aspires to illuminate the ideology of “diverse-abilities” of individuals within the neighboring communities. Specifically for individuals with extensive support needs, both cognitively and physically. She continues to advocate for inclusive opportunities and continual evolvement to ensure all learners are heard.