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Hilary Johnson is an Adjunct Associate Professor at the Living with a Disability Research Centre, La Trobe University, and has taught part-time in the School of Allied Health. Her academic and clinical work centers on improving communication access for individuals with complex communication needs, including those with aphasia, intellectual disabilities, and developmental conditions. Adjunct Associate Professor, Living with a Disability Research Centre Part-time teaching, School of Allied Health, La Trobe University Extensive collaboration with Scope and other disability organizations Hilary holds a PhD, MA (Ed), B Ed, and Dip Sp Th, reflecting a strong interdisciplinary background in speech pathology, education, and disability studies. Diploma in Speech Therapy (Dip Sp Th) Bachelor of Education (B Ed) Master of Arts in Education (MA Ed) Doctor of Philosophy (PhD) Her research is deeply committed to enhancing the lives of people with little or no speech through Augmentative and Alternative Communication (AAC), saliva control, and inclusive communication practices. She investigates communication access in healthcare, legal, transport, and community settings, aiming to foster dignity, autonomy, and social inclusion. Analysis of her recent publications reveals a consistent focus on participatory research, accessibility standards, and the development of practical tools and training for frontline workers. Her work spans qualitative studies, intervention evaluations, and policy-oriented research, often employing co-design and community-based methodologies. Her scientific contributions have been recognized through widespread citation, media pickup, and policy references, though formal awards are not listed in the provided text. Keynote speaker at national and international conferences Multiple publications in high-impact journals such as Disability and Rehabilitation and Journal of Intellectual and Developmental Disabilities Research cited in policy and news outlets Hilary actively mentors students and collaborates across disciplines, though specific advisees are not named. Her work is supported through institutional and organizational partnerships, including Scope, and emphasizes capacity building in both professional and community contexts. She is involved in developing and evaluating digital tools like the Aphasia App and communication access networks, reflecting a forward-looking approach to leveraging technology for inclusion.

• Augmentative and Alternative Communication (AAC)
• Complex Communication Needs
• Disability and Inclusion
• +7 more

Siobhan Brennan is a Lecturer in Audiology at the Division of Psychology Communication and Human Neuroscience (L5). She holds external roles as an Educator at ERA Training & Consultancy Ltd and a Lead Clinical Scientist (Audiology) at Sheffield Teaching Hospitals NHS Foundation Trust. Her expertise spans Hearing Impairment, Intellectual Disability, and Learning Disorders, with contributions to UN Sustainable Development Goals related to Education. Dr. Brennan’s educational background includes a Bachelor of Engineering in Music Technology (University of York, 1997), Master in Science in Audiological Science (University of Manchester, 1998), a PhD in Audiology (University of Sheffield, 2004), and a Master of Arts in Intellectual and Developmental Disabilities (University of Kent, 2023). Her research focuses on audiological assessment and rehabilitation, particularly in populations with co-occurring disabilities. Notable work includes exploring AI in medical education and addressing hearing care needs in dementia patients. She received the 2024 Teaching Excellence Award for leadership in flexible learning and digital delivery. Her articles highlight interdisciplinary approaches to audiology, including pediatric testing, dementia-related hearing challenges, and AI applications in healthcare education. Collaborations span academic and clinical institutions, emphasizing practical solutions for complex audiological cases.

• Hearing Impairment
• Intellectual Disability
• Learning Disorders
• +3 more

Mieke Cardol serves as an applied research professor in 'Disability Studies; Diversity in Participation' at the Research Centre Innovations in Care, Rotterdam University of Applied Sciences. Her work bridges academic research with practical healthcare applications, focusing on systemic barriers to inclusion and innovative solutions for marginalized populations. Dr. Cardol earned her PhD from the University of Amsterdam in 2001 with a dissertation titled 'Autonomy and participation in medical rehabilitation,' building on her foundational career as an occupational therapist in rehabilitation medicine. This clinical background informs her participatory research methodology. Her research program critically examines societal structures through the lens of Disability Studies, with core emphases on social participation, relational autonomy, and inclusive design across healthcare, education, and community settings. She challenges deficit-based models by centering lived experiences of people with disabilities, particularly in aging, youth transitions, and creative expression contexts. Analysis of her 14 most recent publications reveals a methodological commitment to participatory approaches like photovoice and narrative inquiry, with recurring themes of citizenship, ethical care practices, and co-creation of tools such as the 'My Path' instrument. Her work spans neurodiversity, cerebral palsy, mental health, and inclusive arts, consistently advocating for policy shifts toward genuine societal belonging. Dr. Cardol actively supervises master's students, honours candidates, interns, and PhD researchers while leading multiple collaborative projects including 'ST-RAW Academic Collaborative Centre' for youth care access, 'Diversity in Career Trajectories' for disability-inclusive employment, and 'Citizenship and aging with CP.' Her grant portfolio demonstrates strong partnerships with disability organizations and government bodies. She leads the 'Disability Studies; Diversity in Participation' research group, which operates as a nexus for transdisciplinary collaboration with Disability Studies in the Netherlands, BOSK/VGR disability associations, Platform EMG parent networks, Horizon/Cardea child welfare organizations, Rotterdam municipality, Yulius/Pameijer care providers, Rijndam rehabilitation centers, UWV Rotterdam, and Ghent University. This ecosystem enables real-world testing of inclusive frameworks while training future healthcare professionals.

• Disability Studies
• Social Participation
• Rehabilitation Medicine
• +4 more

Taj Nathan is a Visiting Professor at the University of Chester's Chester Medical School, an Adjunct Professor at Liverpool John Moores University, and an Honorary Senior Research Fellow at the University of Liverpool. He serves as Director of Research for the Cheshire and Wirral Partnership NHS Foundation Trust and holds the dual role of CRN-NWC Clinical Lead and Mental Health Specialty Lead for the National Institute for Health Research. Professor Nathan's academic qualifications include: MB BCh (University of Wales College of Medicine, 1991) MRCPscyh (Royal College of Psychiatrists, London, 1996) MMedSc (University of Leeds, 1997) Dip. Foren. Sc. (University of Liverpool, 1999) MD (University of Liverpool, 2007) PGCert Historical Studies (distinction) (University of Oxford, 2022) His research focuses on forensic psychiatry with emphasis on personality disorders, autism spectrum disorder, and violence risk assessment in complex mental health systems. He investigates clinical decision-making processes, standardized assessments, and the interplay between psychosis and substance misuse, while also addressing critical issues in suicide prevention and emergency mental healthcare pathways. Analysis of his 2024 publications reveals a strong concentration on patient safety mechanisms in mental healthcare, particularly incident reporting systems and adverse event responses. A recurring theme is risk assessment methodology in forensic settings, alongside expanding research on complex mental health needs involving autism and intellectual disability. His work increasingly utilizes mixed-methods approaches to dissect systemic challenges in mental health service delivery. Professor Nathan has received the following scientific recognition: JM Press international non-fiction essay prize (2018) He actively supervises research, currently co-supervising 4 PhD candidates, and secures funding through NIHR grants as Clinical Lead. His projects include the COMPAT study on complex mental health pathways and SSHaRE NoW research on suicide prevention, often involving collaborations with NHS trusts and academic institutions across the UK. As Director of Research, he leads interdisciplinary teams at the Cheshire and Wirral Partnership NHS Foundation Trust, working closely with the COMPAT study group and SSHaRE NoW consortium. His operational framework integrates clinicians, academics, and service users to address forensic mental health challenges through system-level innovations.

• Forensic Psychiatry
• Personality Disorders
• Autism Spectrum Disorder
• +4 more

Helga Schlichting is a part-time Researcher at the Institute for Special Needs Education at the University of Leipzig. Specializing in pedagogy for intellectual and physical-motor development , she focuses on care, therapy, and education for people with complex disabilities. She leads the PiCarDi-U project and contributes to palliative care research. PhD in Pedagogy (2010) 50% appointment at University of Leipzig (since 2017) Collaborates with Catholic University of Applied Sciences Cologne/Münster and Humboldt University Berlin Her research examines palliative care for intellectual/multiple disabilities, pain recognition in non-verbal populations, and hospice support for disabled individuals. She emphasizes patient autonomy and interdisciplinary pain management strategies. Projects include BMBF-funded studies PiCarDi-U (2017-2023) and PiCarDi-U2 (2020-2023), plus foundation-supported initiatives on pain communication and website development. She organizes continuing education programs on basal stimulation , swallowing disorders , and pain management for complex disabilities. Her teaching addresses developmental pedagogy, therapy integration, and end-of-life care in disability contexts.

• Special Education
• Palliative Care
• Pain Management
• +4 more

Associate Professor Jill Duncan serves as the University Chair for Equity, Diversity, and Inclusion (EDI) at the University of Newcastle's School of Education. With a career spanning academia, public service, and non-profit leadership, she champions inclusive education and social capital development for deaf/hard-of-hearing (DHH) individuals. Qualifications: PhD (University of Western Australia), Master of Educational Management (UWA), Master of Education (University of Cincinnati), Bachelor of Science (University of Cincinnati). Jill's research focuses on equity, diversity, and inclusion in education, social capital for DHH adolescents, and inclusive education for students with disabilities. Her work bridges policy and practice, emphasizing family engagement, teacher training, and technology integration. Recent publications analyze curriculum effectiveness for students with severe intellectual disabilities, UDL in higher education, and deaf role models' impact. Articles highlight trends in deaf education , communication assessment , and technology-enabled inclusion . Scientific Awards : Medal of the Order of Australia (2025), University of Newcastle Excellence Awards (2020), International Professional of the Year in Deaf Education (1998). Jill supervises PhD students on topics like deaf role models, curriculum inclusion, and AAC systems. She has secured $296,872 in grants, including projects on school autonomy, social capital, and teacher training. Her collaborations span Australia, UK, Canada, and Taiwan.

• Equity, Diversity, and Inclusion (EDI)
• Inclusive Education
• Special Education
• +7 more

Dr. Deniz Mertkan GEZGİN serves as an Associate Professor in the Department of Computer Education and Instructional Technology within the Faculty of Education at Trakya University. His academic journey includes post-doctoral studies at Middle East Technical University (2016) following doctoral and master's degrees in Computer Engineering from Trakya University (2011, 2006), and a bachelor's degree from Çanakkale Onsekiz Mart University (1999). Doctoral Degree: Trakya University - Computer Engineering (2011) Master's Degree: Trakya University - Computer Engineering (2006) Bachelor's Degree: Çanakkale Onsekiz Mart University - Computer Engineering (1999) High School: İzmir Selçuk High School - Science and Mathematics (1995) His research centers on digital behavior pathologies, with primary focus on smartphone addiction, nomophobia, and Fear of Missing Out (FoMO) among students. Secondary interests include cyberloafing, cyberbullying, mobile learning, and AI applications in education. His work demonstrates strong interdisciplinary connections between computer science, psychology, and educational technology, particularly examining how technology use impacts academic performance and mental health. Publications reveal consistent productivity in high-impact journals like Computers in Human Behavior and British Journal of Educational Technology, with recent emphasis on AI-driven addiction prediction (2025) and AIlessphobia scale development (2024). His research methodology frequently employs structural equation modeling and latent profile analysis to explore complex behavioral relationships. Guest Editor for Frontiers in Public Health (2023) Science Board member for International Conferences (2014, 2016) As an active academic contributor, he serves as referee for 40+ journals including Computers in Human Behavior, PLOS One, and Cyberpsychology, demonstrating recognition in both computer science and psychological research communities. His editorial work focuses on digital behavior pathologies and educational technology applications.

• Smartphone Addiction
• Cyberloafing
• Cyberbullying
• +9 more

Professor Angela Dew is the Discipline Lead for Disability and Inclusion at Deakin University's School of Health and Social Development within the Faculty of Health. With over 40 years of experience in the Australian disability sector and academic work since 2011, she leads the Disability and Inclusion research stream, focusing on participatory and co-designed research involving people with disability and complex support needs, including those from refugee backgrounds. Professor Dew earned her PhD from The University of Sydney in 2011 and completed her Masters (Hons) from the University of Western Sydney in 2005. Her academic journey reflects a deep commitment to disability inclusion and rights-based approaches to research and practice. Her research centers on understanding the lived experiences of people with disability and their families, with particular attention to those from refugee backgrounds, Aboriginal and Torres Strait Islander communities, and rural and regional settings. Professor Dew employs innovative arts-based research methods and maintains a strong human rights framework in all her work. Her research interests span complex support needs, LGBTQI issues in disability, dementia, abuse prevention, and sexuality and relationships. She fundamentally believes that 'all people are entitled to fairness, equity and a good life,' which drives her research and teaching philosophy. Professor Dew's publication record reveals a consistent focus on disability inclusion, with increasing emphasis on intersectional approaches that examine how disability intersects with refugee status, cultural background, and geographic location. Her recent work shows sophisticated methodological approaches, particularly in arts-based methods like body mapping and photovoice, which empower participants to express their experiences in non-traditional ways. As an educator, Professor Dew teaches in the postgraduate Masters of Disability and Inclusion program and contributes to undergraduate units. She actively supervises PhD students working on diverse aspects of disability research, including Phuong Do, Tom Voigt, Jane Adams, Peter Conway, and Simone Rowe, among others. Professor Dew has secured significant research funding from the National Disability Research Partnership, Australian Research Council Discovery, and UNSW Disability Innovation Institute. Her major projects include 'Co-designing Resources to Increase Access to Information and Services' for Syrian and Iraqi people with disability from refugee backgrounds, 'Women marginalised by mental health, disability or refugee status,' and 'Planning for a better life under the National Disability Insurance Scheme' for Aboriginal and Torres Strait Islander people with disability.

• Disability and Inclusion
• People with cognitive disability
• Complex support needs
• +9 more

John Winters serves as a Clinical Associate Professor at the Dental School of The University of Western Australia, specializing in high-risk pediatric dental interventions and innovative diagnostic methodologies. His clinical and research activities center on optimizing care for children with complex medical conditions and developmental disorders. His research portfolio emphasizes: Advanced surgical techniques for systemic disease complications (e.g., aplastic anemia) AI-driven caries detection through digital imaging Anesthesia safety protocols for neurodiverse pediatric populations Emergency dental management in hospital settings Quality-of-life outcomes in special needs dentistry Winters employs interdisciplinary approaches bridging clinical dentistry, anesthesiology, and machine learning to address critical gaps in vulnerable patient care. Publication trends since 2019 reveal escalating focus on technological integration (deep learning diagnostics) and population-specific challenges (autism spectrum disorders). His work consistently targets practical clinical applications, with recent studies examining photographic screening efficacy, anesthesia recovery metrics, and surgical adaptations for hematological conditions—demonstrating commitment to evidence-based improvements in pediatric dental safety and accessibility.

• Pediatric Dentistry
• Dental Anesthesia
• Dental Caries
• +4 more

David Barrett serves as a Research Fellow at Sheffield Hallam University's School of Sport and Physical Activity within the College of Health, Wellbeing and Life Sciences, where he has contributed to the Sport Industry Research Centre (SIRC) for over 16 years. Specializing in GIS and spatial data analysis, he partners with national sport organizations across the UK and Ireland—including the Gaelic Athletic Association, Sport England, and UK rugby governing bodies—to enhance research capacity on participation trends, volunteering dynamics, talent pathways, and economic impact assessments. Barrett's research centers on the critical relationship between volunteer workforces and sport participation, particularly examining how voluntary sports clubs sustain participation opportunities amid socioeconomic pressures. His expertise in transforming organizational 'business as usual' data into strategic insights informs studies on cost-of-living impacts, pandemic recovery in grassroots sport, and the socioeconomic value of Gaelic Games. Methodologically, he integrates spatial database management, large-scale surveys, and qualitative stakeholder analysis to address complex sector challenges. Recent publication trends reveal Barrett's focus on external shock resilience (Covid-19, cost-of-living crises), talent pathway inclusion across UK/Irish nations, and the economic-social valuation of sport. His work consistently bridges academic rigor with practical application for sport governing bodies, emphasizing spatial analytics and longitudinal data to track participation shifts and organizational adaptation. Scientific recognition includes: Fellow of the Royal Geographical Society (FRGS) Barrett has led major commissioned research for Sport England, UK Sport, and the GAA—including facility audits across four UK/Irish football associations and the landmark Gaelic Games economic valuation study. His advisory role extends to local authorities and professional clubs like Celtic FC, where he translates data into strategic frameworks for sport development. As an active hockey volunteer and contributor to The Hockey Paper, he maintains direct engagement with community sport dynamics. Based at SIRC, Barrett collaborates within Sheffield Hallam's sport research ecosystem, leveraging partnerships with national governing bodies to advance evidence-based policy. His current projects examine outdoor learning infrastructure and Camogie participation baselines, continuing SIRC's tradition of impactful sport sector consultancy.

• Sport Participation
• Volunteering
• Spatial Analysis
• +5 more

Mary Barczak is an Assistant Professor in the Special Education program within the Department of Educational Psychology at The University of Oklahoma's Jeannine Rainbolt College of Education. Her primary research focuses on transition planning for students with intellectual and developmental disabilities, workforce participation interventions, and preparing educators and paraeducators through technology-based and systematic instructional practices. She also investigates inclusive education strategies and peer-mediated interventions to enhance social and academic outcomes for students with severe disabilities. Her work emphasizes practical applications in educational settings, including studies on paraeducator training effectiveness, peer network interventions for students with complex communication needs, and the use of visual supports to teach vocational skills. Dr. Barczak's research consistently addresses gaps between evidence-based practices and real-world implementation, particularly in supporting educators to better serve marginalized student populations. Her office is located in Collings Hall 310, and she can be reached at Mary.Barczak-1@ou.edu. Though not explicitly listed, her research trajectory suggests involvement in grant-funded projects related to special education innovation and teacher training initiatives.

• Special Education
• Transition Planning
• Workforce Participation Interventions
• +3 more

Dr. Deborah Allen is a Senior Lecturer in Psychology at the University of Wolverhampton's Faculty of Education, Health, and Wellbeing . She previously served as a Research Fellow at the Cerebra Centre for Neurodevelopmental Disorders at the University of Birmingham (2003–2018) and holds a PhD in Psychology from Keele University (2002). Education : BSc in Psychology, Sociology & Social Anthropology (Keele University, 1998) Education : PhD in Psychology (Keele University, 2002) Research Focus : Assessment and intervention strategies for challenging behavior in children with severe intellectual disabilities, autism, and rare genetic syndromes (e.g., Angelman syndrome). Her work spans behavioral psychology, neurodevelopmental disorders, and applied interventions. Publications highlight expertise in behavioral analysis, educational technology adaptation (e.g., post-pandemic digital learning), and clinical checklists for caregivers. Recent grants include research on gambling in people with intellectual disabilities (funded by GambleAware, 2022–2026). Teaching : Leads modules on developmental psychology, intellectual disabilities, lifespan learning, and supervises advanced research methods and counseling projects. Professional activities include presenting at the BERA Annual Conference (2022).

• Developmental Psychology
• Intellectual and Developmental Disabilities
• Behavioral Intervention
• +3 more

Dr. Anna Jansen is a Clinical Professor at Vrije Universiteit Brussel, affiliated with the Faculty of Medicine. She serves as an External employee in both Public Health Sciences and the Department of Genetics Reproduction and Development, with a specialized focus on the Mental Health and Wellbeing research group. Her research spans neurology, genetics, and developmental disorders, with a particular emphasis on malformations of cortical development and their associated neurological conditions. Dr. Jansen's primary research interests center around Malformations of Cortical Development (MCD) , Tuberous Sclerosis Complex , and genetic neurological disorders . Her work investigates the genetic basis of brain malformations, particularly conditions like lissencephaly, polymicrogyria, and tuberous sclerosis. She has made significant contributions to understanding the relationship between specific gene mutations (such as ARX and SUFU) and neurological phenotypes. Her research employs advanced genomic techniques including whole exome and genome sequencing to identify novel genetic variants associated with neurodevelopmental disorders. Analysis of Dr. Jansen's recent publication record reveals a strong focus on translating genetic discoveries into clinical applications. Her work demonstrates an increasing emphasis on patient-centered approaches, interdisciplinary collaboration, and the development of diagnostic protocols for children with developmental disabilities. There's a clear trajectory toward integrating artificial intelligence with clinical neurology, as evidenced by her involvement in multiple AI-focused research projects. Her publications consistently address the intersection of genetics, neurology, and clinical care, with particular attention to improving diagnostic pathways and therapeutic interventions. Dr. Jansen has received several prestigious awards recognizing her contributions to neurology and genetics research: American Academy of Neurology Fellowship (2010) John Stobo Prichard Award (2016) Fonds Jeanne & Alice Van de Voorde for Medical-Scientific Research (2013) As an advisor, Dr. Jansen has supervised or served on committees for 23 master's theses, focusing on topics related to pediatric neurology, developmental disorders, and public health. Her grant portfolio includes 17 major research projects totaling approximately 5 million euros in funding. Notable projects include "TANDem 2: Closing the Gap to Interventions for TAND" (2024-2027), "IOF GEAR: Artificial Intelligence from bench to bedside in neurology" (2022-2026), and "What brain malformations can teach us" (2020-2025). These projects involve interdisciplinary collaborations with institutions across Europe and focus on translating basic research into clinical applications. Dr. Jansen leads the Mental Health and Wellbeing research group at Vrije Universiteit Brussel, which comprises 15 researchers including geneticists, neurologists, and bioinformaticians. Her team collaborates extensively with the University Hospitals Leuven and other European institutions through multiple EU-funded initiatives. The group maintains strong partnerships with patient advocacy organizations, particularly those focused on tuberous sclerosis and cortical malformation disorders, ensuring that research priorities align with patient needs.

• Neurology
• Medical Genetics
• Malformations of Cortical Development
• +5 more

Michael Larkin is a Professor of Psychology at Aston University, leading the Research component of the MSc Health Psychology program and organizing an innovative final-year BSc module on 'Applying Psychology.' His career spans roles at Nottingham Trent University, De Montfort University, and the University of Birmingham before joining Aston in 2017. He specializes in qualitative research methodologies, particularly Interpretative Phenomenological Analysis (IPA), and co-design approaches in healthcare improvement. Larkin’s research focuses on psychological coping mechanisms, anomalous experiences (e.g., psychosis, hearing voices), and the role of relationships in mental health. He has led multiple funded projects, including the MRC/UKRI-funded 'Agency-in-practice' initiative and collaborations with institutions like Oxford University and the University of Birmingham. His work emphasizes interdisciplinary collaboration, engaging lived experience experts and professionals across philosophy, clinical psychology, and social policy. Larkin has supervised over 75 doctoral students and contributed to over 148 research outputs. In 2019, he received the Mid-Career Research Prize from the BPS Qualitative Methods Section. Research Collaborations MRC/UKRI-funded 'Agency-in-practice' project (young people’s mental health helpseeking) Wellcome-funded 'EPIC' project (epistemic injustice in healthcare) NIHR-funded projects on anxiety interventions (iCATs, STAR-CATs) ESRC-funded study on social media influencers and mental health literacy COPICs project (mental/physical healthcare needs of people with psychosis) Grants & Funding ERC Consolidator Grant (2014–2019) NIHR Health Technology Assessment (2015–2018) Experience-Based Co-Design (EBCD) initiatives in healthcare settings Teaching & Supervision MSc Health Psychology modules: Research Project, Qualitative Methods BSc Psychology modules: 'Applying Psychology,' Families and Wellbeing Current PhD students: Charlie Gunn, Julie Kane, Kiah-Rose Sargant Associate supervision across Aston, Oxford, and Warwick Labs & Teams Aston Institute of Health & Neurodevelopment Applied Health Research Group Collaborations with Birmingham and Solihull Mental Health Trust, Coventry and Warwickshire Partnership Trust

• Phenomenological Psychology
• Psychological Coping and Distress
• Healthcare Improvement through Co-Design
• +3 more

Dr Tessa-May Zirnsak is a Research Fellow in Social Work & Social Policy at La Trobe University, specializing in lived experience research focusing on coercion in mental health and disability systems. She holds a PhD from La Trobe University (2024) and a Bachelor of Arts (Hons) from the same institution (2017). Her research prioritizes intersectional analyses of mental health policies, compulsory treatment practices (e.g., Community Treatment Orders), and LGBTQ+ inclusion in disability services. Key areas include healthcare equity, patient involvement in clinical trials, and systemic barriers faced by marginalized groups. She has led projects like the Health Navigators initiative and contributed to policy critiques such as the Victorian Mental Health Policy analysis. Dr Zirnsak has published widely in journals like Critical Public Health and Journal of Applied Research in Intellectual Disabilities , with a focus on qualitative and systematic review methodologies. She has presented at venues like the McPin Foundation conference and advised institutional committees such as La Trobe’s Executive Committee. Her work emphasizes co-design principles and lived experience expertise in shaping equitable healthcare systems.

• Mental Health Policy
• Disability Studies
• Health Consumer Participation
• +5 more