Find Academic Supervisors

• Educational Sciences
• Special Education
• Pedagogy for Psychosocial Disabilities
• +7 more

Dr. Ulrike Fickler-Stang is a Scientific Associate at the Institute for Rehabilitation Sciences within the Faculty of Humanities, Social Sciences and Education at Humboldt University of Berlin. Her work focuses on pedagogy for psychosocial disabilities, juvenile delinquency, and educational challenges in closed institutions. Role: Researcher and Study Advisor for Rehabilitation Pedagogy Email: ulrike.fickler-stang@hu-berlin.de Her research spans qualitative educational research , adult literacy , career transitions for disadvantaged youth, and psychoanalytic-educational concepts for delinquency. She contributes to quality evaluation in child/youth welfare and historical aspects of behavioral disorder education. Recent publications address pedagogical approaches in juvenile correctional facilities, professionalization challenges, and multidisciplinary collaboration. Articles emphasize institutional constraints, educational responsibilities, and innovative practices in closed systems. She offers office hours for academic advising and collaborates with Berlin's juvenile detention system. Her work integrates qualitative research methods and psychoanalytic theory to improve educational outcomes for marginalized populations.

• Early Childhood Education
• Special Needs Education
• Mathematics Education
• +4 more

Elin Kirsti Lie Reikerås is a Professor in Early Childhood Education at the University of Stavanger , Faculty of Educational Sciences and Humanities, Department of Kindergarten Teacher Education. She serves as Center Leader for FILIORUM - Center for Research in Early Childhood Education and Care since 2019. Doctor of Philosophy (PhD) in Special Needs Education, University of Stavanger (2007) Cand. Scient. in Pure Mathematics, University of Bergen (1990) Her research focuses on early mathematical development , digital play , and language-math correlations . She examines how coding toys and computational thinking integrate into ECEC environments, with emphasis on inclusion and gender perspectives . Her 2024-2025 articles analyze STEM integration in early education and gender disparities in ECEC outcomes. Recent publications highlight critical thinking in play-based learning, Nordic assessment frameworks , and inclusive research methodologies . She has supervised 10 master's students and six PhD candidates, while leading projects like The Stavanger Project - The Learning Child (2012-2018). She holds editorial leadership at Nordisk barnehageforskning and participates in advisory committees for Norwegian educational policy, including teacher training reforms and math/science curriculum development.

Martha MockView profile

Clinical Professor

• Inclusive Higher Education
• Disability Studies
• Early Intervention
• +5 more

Martha Mock is a Clinical Professor and Director of the Center for Disability and Education at the University of Rochester's School of Education. With over 30 years of experience, she specializes in inclusive education, systems change, and transition services for individuals with disabilities. PhD in Special Education, University of Wisconsin-Madison MEd in Early Childhood Special Education, Virginia Commonwealth University BS in Psychology, University of Richmond Much of Mock's work focuses on expanding access to higher education for students with intellectual and developmental disabilities. Her research explores systems of service delivery, person-centered planning, and inclusive postsecondary opportunities. She has secured over $11 million in federal, state, and private funding for these initiatives, including grants from the U.S. Department of Education and the Golisano Foundation. Mmock leads the New York State Inclusive Higher Education Coalition and serves on the New York State Education Advisory Council on Postsecondary Education for Students with Disabilities. Her notable awards include the Debra Hart Policy and Practice Leadership Award (2024) for national contributions to program accreditation in inclusive higher education. Director of the Center for Disability and Education Advocate for disability rights in educational systems Expert in early childhood intervention

Troy BeckertView profile

Professor

• Adolescent Development
• Intergenerational Learning
• Autonomy
• +4 more

Troy Beckert serves as Professor and Associate Department Head in the Department of Human Development and Family Studies at Utah State University. A specialist in adolescent development from a normative psychosocial perspective, he holds a PhD in Educational Psychology from Arizona State University and teaches both undergraduate and graduate courses in human development. Education: PhD in Educational Psychology (Life Span Development), Arizona State University, 1998 MA in Educational Psychology (Life Span Development), Arizona State University, 1995 BA in Psychology, Arizona State University, 1989 Beckert's research centers on adolescent development with emphasis on intergenerational learning, autonomy, and psychosocial issues within contextual frameworks of families, cultures, and technology. His cross-cultural work with Taiwanese, Italian, and U.S. populations examines cognitive autonomy, parental mediation of technology, and cultural patterns in psychosocial development. Recent publications reveal growing focus on digital technology's impact on adolescent-family dynamics and cyberaggression. His publication trends (2025-2012) demonstrate consistent cross-cultural methodology with increasing attention to digital contexts. Collaborative patterns show frequent partnerships with Vaterlaus and Tulane, particularly in technology-focused adolescent research. The work spans quantitative latent profile analyses, scale validation studies, and qualitative examinations of technology use. Scientific Awards: Teacher of the Year (2012) - Department of Family, Consumer, and Human Development Teacher of the Year (2005) - Family, Consumer, and Human Development Department, Utah State University Beckert has mentored over 20 graduate students through thesis and dissertation research, including Shailey Woodward, Mark Ferguson, and Sarah Tulane. His teaching portfolio features undergraduate courses in Youth and Adolescence alongside graduate instruction in Human Development Theories and Research Methods. While specific grant details aren't provided, his extensive publication record suggests sustained research funding. Though laboratory affiliations aren't explicitly stated, his collaborative publication patterns indicate active participation in research teams focused on adolescent development and family studies, with particular emphasis on cross-cultural comparisons and technology-mediated interactions.

Tessa BergView profile

Associate Professor

• Information Systems
• Collaborative Visual Communication
• Online Privacy and Security
• +4 more

Dr. Tessa Berg is an Associate Professor in Computer Science at Heriot-Watt University's School of Mathematical & Computer Sciences. She holds a PhD in Rich Picture Interpretation (2013) and is a Fellow of the Higher Education Academy (2015) and recipient of the University's 'Learning and Teaching Oscar' (2016). Her work bridges information systems, visual communication, and social equity in technology. Heriot-Watt University (2014–present) Edinburgh Napier University (2014–2015) Research Focus: Berg's work explores: Collaborative visual methods for system understanding Online safety for autistic individuals Gender equality in STEM International student transition challenges Digital engagement for marginalized communities UN Sustainable Development Goals alignment Publication Trends: Recent works span vocational education, cybersecurity, autism research, and educational equity with focus on visual tools like Rich Pictures. Her 2025 paper examines adult apprenticeship motivations, while 2024 studies gender disparities in work-integrated learning. Awards: Fellow of Higher Education Academy (2015) Learning and Teaching Oscar (2016) Leadership: Berg serves as Director of Academic Quality for MACS since 2019 and has coordinated 'girls into computing' outreach initiatives. She has supervised 3 PhD students and conducted industry consultancy on system requirements and Rich Picture training.

• Speech Therapy
• Developmental Dyslexia
• Language and Speech Pathology
• +5 more

Ekateryna Todorova, PhD, is an Associate Professor at the Department of Health Care and Social Work, New Bulgarian University. She specializes in developmental dyslexia, speech therapy, and special educational needs. Her career spans over two decades in academic and clinical roles. Research Interests: Dyslexia diagnostics and therapy Articulation and phonological disorders Executive function in learning disabilities Educational technology for special needs Developmental language impairments Inclusive education practices Academic Contributions: She has authored multiple books and chapters on developmental dyslexia and articulation disorders, including Bulgarian adaptations of international diagnostic tools like DDE-2. Her recent research focuses on literacy training for children with physical disabilities using assistive technologies. Professional Roles: Former dean of the Bachelor's Faculty (2016-2020), former director of quality commission, and academic mentor in EU-funded projects like Erasmus+ and Human Resources Development Program.

Mia ChudzikView profile

Researcher

• Early Childhood Special Education
• Trauma-Informed Care
• Educational Psychology
• +3 more

Mia Chudzik is a researcher and educator in the College of Education at the University of Illinois at Urbana-Champaign, specializing in Special Education. Her work focuses on creating trauma-informed and justice-oriented practices in early childhood education environments. Special Education Research Trauma-Informed Care Early Childhood Policy Recent publications highlight her expertise in trauma-informed practices, early childhood expulsion, and the Pyramid Model framework. She advocates for systemic reforms in educational policies and teacher training programs to better support children with disabilities and trauma histories.

Crystal WilliamsView profile

Assistant Professor

• Early Childhood Special Education
• Family-Centered Early Intervention
• Natural Learning Environments
• +3 more

Crystal Williams is an Assistant Professor in the Special Education department at the University of Illinois, Urbana-Champaign. Her work focuses on early intervention practices for children with significant support needs, emphasizing family roles in developmental outcomes and natural environment implementation. Previously, she worked as a developmental therapist and Infant/Toddler Specialist at Champaign County Head Start. Education: Master’s in Early Childhood Special Education (University of Illinois, 2019) Research Interests: Family-centered early intervention Bagless approach in natural environments Caregiver coaching frameworks Inclusive practices for students with extensive support needs Transition planning policy analysis Publications: Recent studies examine Part C early intervention systems, caregiver coaching during the pandemic, and material use tensions in EI sessions 2024 work on inclusive collaboration strategies and transition planning 2023 research on natural environment inclusion practices 2020 foundational paper on bagless intervention approaches

• Early Intervention
• Special Education
• Telehealth Implementation
• +2 more

Jill Tompkins serves as a Researcher in the Department of Special Education within the College of Education at the University of Illinois, Urbana-Champaign. Her work focuses on improving early intervention services through technological innovation and equitable access strategies. Her research interests span early intervention methodologies, special education technologies, telehealth implementation in developmental services, and strategies for engaging traditionally underserved families in early childhood education programs. She examines how digital solutions can bridge service gaps while maintaining family-centered care principles. Her publication record demonstrates consistent contributions to understanding telehealth applications in early intervention, with particular attention to family perspectives and implementation challenges. Her 2021 study in the Journal of Developmental and Physical Disabilities explored family attitudes toward telehealth services, identifying both benefits and barriers to implementation. As Technology Coordinator for the Illinois Early Intervention Clearinghouse, she bridges research and practice by developing resources that support evidence-based service delivery across the state.

• Special Education
• Disability Studies
• Transition to Postsecondary Education
• +5 more

Dr. Marcia L. Montague is a Clinical Associate Professor in Special Education at Texas A&M University's College of Education and Human Development. With over ten years of higher education teaching experience and nine years as a special education classroom teacher, she focuses on transition support for first-generation college students and individuals with disabilities. Her leadership includes roles as Training Director at the Center on Disability and Development, Chair of the Special Education Master's Program, and Co-Director of Heart of Texas GEAR UP. Education Ph.D., Educational Psychology, Texas A&M University M.Ed., Educational Psychology (Bilingual Special Education), Texas A&M University B.S., Interdisciplinary Studies (Special Education), Texas A&M University Research Focus Montague's research examines systemic approaches to educational equity, including: college retention strategies for marginalized students; disability-inclusive disaster preparedness; evidence-based teacher training models; and culturally responsive family engagement. Her work emphasizes practical interventions in K-12 and postsecondary settings, often through community partnerships with school districts and disability service agencies. Publication Trends Her scholarly output (2014-present) demonstrates consistent focus on special education praxis, with recent meta-analyses evaluating GEAR UP programs' long-term efficacy. Recurring themes include: validating assessment tools for self-advocacy; optimizing MTSS frameworks for teacher development; and creating accessible resources for Spanish-speaking families. Methodologies range from case studies in disaster management to large-scale educational data analysis. Awards and Honors College of Education Extraordinary Service Award (2024) Chancellor's Academy of Teacher Educators Team Award (2023-2024) Provost Faculty Teaching Excellence Award (2023-2024) Distinguished Achievement Award for Teaching (2021) Faculty Sustainability Champion Award (2021) Departmental Outstanding Teaching Award (2021) Leadership and Service Directs multiple university initiatives including Aggie Homework Helpline and Heart of Texas GEAR UP. Provides professional development for educators and disability service providers. Noted accomplishments include being named T-Camp Namesake (2025) for exemplary contributions to student development.

Natacha TrudeauView profile

Professor

• Speech-Language Pathology
• Child Language Acquisition
• Augmentative and Alternative Communication (AAC)
• +5 more

Natacha Trudeau is a Full Professor at the School of Speech-Language Pathology and Audiology, University of Montreal. Her research focuses on language acquisition, bilingualism in children with developmental disabilities, augmentative and alternative communication (AAC), and feeding-swallowing disorders. Doctorate in Biomedical Sciences (Speech Therapy specialization) Master's and Bachelor's in Speech Therapy, all from the University of Montreal Her research themes include: Language assessment and intervention for children with disabilities Development of clinical tools for pragmatic skills and inferencing Impact of bilingualism on communication disorders Graphic symbol use in AAC systems Feeding-swallowing difficulties in children with language impairments Recent publications highlight trends in: Evaluating syntactic development in French-speaking children Word-finding behaviors and narrative skills Interactive reading interventions for preschoolers Neurodevelopmental outcomes in congenital heart disease

Jennifer ZukView profile

Assistant Professor

• Developmental Cognitive Neuroscience
• Speech and Language Acquisition
• Neurodevelopmental Disabilities
• +4 more

Jennifer Zuk is an Assistant Professor in the Department of Speech, Language & Hearing Sciences at Boston University. Her research integrates developmental cognitive neuroscience, clinical speech-language pathology, and music cognition to study early childhood factors influencing speech, language, and reading acquisition in neurodevelopmental disabilities. Ph.D., Speech and Hearing Bioscience and Technology, Harvard University Ed.M., Mind, Brain, and Education, Harvard Graduate School of Education B.A., Cognitive Science, Case Western Reserve University B.S., Music Education, Case Western Reserve University Her work employs behavioral and neuroimaging tools (eMRI, fMRI) to examine brain-behavior relationships in children from infancy to school age, focusing on communication disorders, environmental influences (e.g., music), and translational clinical applications. She bridges music cognition and educational interventions to promote inclusive practices. Recent publications highlight her interdisciplinary approach, exploring: Speech timing and white matter organization in autism Prosody production in neurodevelopmental contexts Home literacy/music environments' impact on early language Neural predictors of reading/language outcomes Music-reading skill correlations Developmental resilience mechanisms in dyslexia As a speech-language pathologist, Dr. Zuk emphasizes translating research into clinical practice for improved identification and inclusion of communication disorders.

Hyun-Jung KangView profile

Assistant Professor

• Community Music Therapy
• Neuroscience-informed Trauma Care
• Spirituality and Mindfulness
• +4 more

Dr. Hyun-Jung Kang serves as an Assistant Professor of Music Therapy at the State University of New York at Fredonia, bringing extensive international experience from teaching positions at multiple South Korean universities since 2007. Her academic credentials include: Ph.D. in Expressive Therapies from Lesley University Ph.D. in Music Therapy from Ewha Womans University Master of Education (M.Ed.) in Music Therapy Education from Ewha Womans University Bachelor of Music (B.M.) in Orchestral Instruments and Bachelor of Arts (B.A.) in Psychology from Ewha Womans University Violin training at Seoul Arts High School Her research integrates Community Music Therapy (focusing on everyday well-being, educational applications, and interdisciplinary practice), Neuroscience-informed Trauma Care (applying neuroscientific principles to trauma interventions), and Spirituality and Mindfulness . She critically engages with contemporary philosophy including ecological perspectives, postmodernism, and posthumanism to advance therapeutic paradigms. Publication trends reveal increasing emphasis on community-based applications, with recent work examining amateur orchestra participation's impact on well-being, trauma-focused interventions for vulnerable populations, and theoretical foundations of community music therapy. Her scholarship bridges clinical practice with philosophical inquiry across diverse contexts from educational settings to correctional facilities. Dr. Kang directs CoMuHeal and has secured significant funding including grants from Gyeonggi-do government (Korea) for trauma-healing concerts targeting firefighters and Kyobo Life Insurance (Korea) for COVID-19 mental health initiatives. Her clinical practice spans 18 years with expertise in Guided Imagery and Music (Level II), Jungian Sandplay, and neuroscience-informed psychotherapies for developmental disorders and trauma. As a music-centered expressive arts therapist, she has delivered interventions for children with developmental disabilities, at-risk adolescents, and trauma survivors through community-level projects that demonstrate her commitment to translating research into practical therapeutic applications.

Michael Francis WanglerView profile

Associate Professor

• Pediatric genetics
• Peroxisomal disorders
• Medical genetics
• +4 more

Dr. Michael Francis Wangler is an Associate Professor at Baylor College of Medicine within the Graduate School of Biomedical Sciences and Department of Molecular & Human Genetics . His research focuses on pediatric genetics and peroxisomal disorders , using Drosophila models and genomics to study Mendelian disease mechanisms. Co-Director of Model Organisms Screening Center (MOSC) for Undiagnosed Diseases Network Active in clinical genetics at Texas Children's Hospital Research interests include: Deciphering molecular pathogenesis of rare diseases Genomics and metabolomics in peroxisome biogenesis disorders Functional validation of de novo variants Model organism applications in clinical genetics Recent publications highlight work on: DDX39B , RBBP5 , and DNMT3A variant-associated syndromes Biomarker discovery in peroxisomal diseases Neurodevelopmental disorder mechanisms via Drosophila Laboratory: Duncan Neurological Research Institute (Room DNRI-1050, Houston, TX)

Yoon-Joo LeeView profile

Assistant Professor

• Early Childhood Special Education
• Inclusive Education
• Teacher Competencies
• +6 more

Yoon-Joo Lee is an Assistant Professor at Brooklyn College's School of Education, specializing in Early Childhood Special Education, Bilingual Education, and Inclusive Pedagogy. Her research and teaching focus on teacher competencies, reflective practices, and cultural diversity in special education contexts. Education : M.Ed. (1999) & D.Ed. (2003) in Early Childhood Special Education from Teachers College, Columbia University Lee's scholarly work examines classroom leadership, social inclusion for children with disabilities, and caregiver perspectives through culturally responsive frameworks. Her recent publications highlight inclusive curriculum design, emotional resilience in families, and the intersection of culture and identity in disability studies. Notable research trends include: Exploration of visible vs. invisible disabilities in educational settings Impact of cultural narratives on parental identity (particularly Korean mothers of children with autism) Role of reflection in teacher development and classroom conflict resolution Strategies for inclusive childcare environments She actively contributes to professional discourse through presentations at interdisciplinary conferences on topics ranging from ambiguous loss theory to classroom leadership challenges.