Jonathan Campbell is Professor and Director of the PsyD program at Western Carolina University's College of Education and Allied Professions. A licensed psychologist with over 20 years in neurodevelopmental disabilities, his research focuses on autism spectrum disorder (ASD), peer attitudes, and law enforcement interactions. He previously trained at Yale Child Study Center and served on Kentucky's ASD Advisory Council. Education: PhD in Clinical Psychology, University of Memphis MA in Clinical Psychology, Western Carolina University BA in Psychology, University of North Carolina at Chapel Hill Research Focus: Develops assessment tools for ASD stigma, evaluates training programs for law enforcement, and studies inclusive education models. Editorial board member for four psychology journals. Clinical Expertise: Conducts validity studies of ASD screening instruments and develops interventions for school-clinical coordination.
JuliAnna Ávila is an Associate Professor of English at the University of North Carolina at Charlotte (UNC Charlotte), specializing in digital literacies, critical pedagogy, and John Dewey's educational philosophy. She holds a Ph.D. in Language, Literacy & Socio-Cultural Studies in Education from the University of California, Berkeley, and a B.A. in English Literature (summa cum laude) from the University of Redlands. Her work emphasizes boundary-crossing practices in literacy education and the intersection of technology with critical theory. Education: M.Sc. (in progress), University of Edinburgh Ph.D. (2007), University of California, Berkeley M.A. (2002), University of California, Berkeley B.A. (1997), University of Redlands Her research focuses on digital literacies, critical literacies, and Deweyan approaches to education. She has authored and edited influential books such as Critical Digital Literacies: Boundary-Crossing Practices (2021) and co-edited volumes on Dewey's theories in modern education. Her recent articles explore technofeminist pedagogies, standardized testing critiques, and Dewey's philosophy in contemporary contexts. Ávila’s awards include the Divergent Book Award (2023) and the Edward B. Fry Book Award (2014). She actively contributes to academic discourse through journal editorships, including Journal of School & Society (2023) and English Teaching: Practice and Critique (2020). Her courses span digital literacies, multicultural literature, and writing pedagogy. Professional Activities: Co-editor, Journal of School & Society Presenter at international conferences (e.g., National Association for Media Literacy Education) Course instructor for Teaching as Transformation and Digital Literacies Studies
Viviana Win is a Lecturer in the Department of Humanities, Literature, Cultural Heritage, and Educational Sciences at the University of Bari. Her research focuses on curriculum development, inclusive teaching practices, and technology integration in education. Publications explore multisensory pedagogy, competence-based curriculum design, and digital teaching challenges. She co-developed the EDUEVAL curriculum framework and contributes to EU projects on social inclusion and teacher training.
Prof. Doris Pokitsch is a Professor of Migration Education with a focus on linguistic diversity at the Upper Austria University of Teacher Education's Institute of Inclusive Pedagogy. Her work integrates discourse analysis, subjectivation theory, and intersectional approaches to address multilingualism in education and societal contexts. Key research themes include migration-based social hierarchies, linguistic justice, and critical pedagogical practices. She holds a PhD in German Philology from the University of Vienna and has held academic positions at institutions including the Bergische Universität Wuppertal and the University of Vienna. Her professional affiliations include leadership roles in the ÖDAF (Austrian German as a Second/Foreign Language Association) and the Migrationspädagogische Zweitsprachdidaktik network. Current Projects: LiDiSu: Subjectivization-sensitive literature didactics (with LMU Munich and Leipzig University) merrem: Teacher training for multilingualism reflection (collaboration with Landau, Wuppertal, and Upper Austria institutions) Translanguaging educational materials for the Austrian Language Center Research Interests: Multilingualism, discourse analysis, educational justice, critical language policy, and intersectional pedagogy Teaching: Specializes in multilingual education, academic writing, and inclusive didactics Her interdisciplinary approach bridges linguistics, sociology, and education science, with publications focusing on subjectivation processes, linguistic discrimination, and equity in migration societies. She actively contributes to policy development through collaborative projects and teacher training initiatives.
Josep Casanovas is a Full Professor at the Statistics and Operations Research Department of the Technical University of Catalonia (UPC), affiliated with the Barcelona School of Informatics. He previously served as head of inLab FIB (2012-2020) and as dean (1998-2004) and vice-rector (2006-2011) of UPC, leading strategic initiatives in university governance and ICT policies. His research focuses on Modelling and Simulation , Internet and Information Systems , and Urban Mobility . He has led projects for the European Union, including C-ROADS Spain, REMEDiAL, and ECHORD++, addressing intelligent transport, software automation, and robotic innovation. Recent publications highlight his work on agent-based simulation for urban health, deep learning applications in traffic and energy savings, and wildfire management tools . He co-directs LogiSim and coordinates the Severo Ochoa Research Excellence Program at the Barcelona Supercomputing Center (BSC-CNS).
Paul Pagliano is a Professor in the Department of Education at James Cook University, specializing in inclusive education, special education, and sensory learning disabilities. His work focuses on multisensory environments (MSE), disaster education, and ethics in blended learning. He has authored/co-authored over 60 publications, including books and peer-reviewed articles. Notable contributions include The Multisensory Handbook (2012) and chapters in leading textbooks like Education for Inclusion and Diversity (2019, 2012). His research emphasizes sensory integration therapies, disability inclusion policies, and mental health support in universities. Research Interests: Inclusive education policies Multisensory environments for disability care Disaster preparedness in schools Mental health in higher education Career development counseling His articles consistently address sensory stimulation applications (e.g., snoezelen therapy), transition support for students with disabilities, and mental health trends among university students. Collaborative projects with colleagues like Margaret Carter and Helen Boon explore blended learning ethics and disaster management for students with disabilities. Labs/Teams: Active in JCU's School of Education research clusters focusing on disability inclusion and educational technology. Collaborates internationally with organizations like ISNA-MSE and the South Pacific Educators in Vision Impairment (SPEVI).
Noelle Brown is an Assistant Professor and Lecturer at the University of Utah, focusing on innovative approaches to integrating ethics and responsible computing into computer science education. Her work emphasizes design empathy for people with disabilities, pedagogical strategies for ethics integration, and curriculum development in human-computer interaction (HCI). She holds a PhD in Computing Education and has conducted extensive research on teaching methodologies in CS1/CS2 courses. Her research interests span computer ethics, HCI education, and disability-inclusive design, with a focus on bridging technical instruction with ethical considerations. Recent studies include evaluating micro-insertion techniques for responsible computing education and leveraging social media data to build design empathy for disabled populations. She actively explores challenges in creating ethically-integrated assignments and measuring learning outcomes in ethics-focused curricula. Dr. Brown has published 12 peer-reviewed articles between 2019-2025, covering topics from AI ethics assignments to postsecondary education retention strategies. Her work consistently bridges theoretical frameworks with practical pedagogical applications, emphasizing the importance of human-centered values in computing education. Her advising and grant activities are not detailed in the provided information, though her research suggests involvement in curriculum development and educational policy initiatives. No scientific awards are listed in the current data.
Mary Bunch is an Associate Professor at York University’s School of the Arts, Media, Performance & Design (AMPD), holding the Canada Research Chair in Critical Media Arts Ecologies. Her work bridges critical theory with media arts creation, focusing on decolonizing frameworks, queer theory, and critical disability studies. Research Focus: Transitional worldmaking via socio-political concepts, emphasizing ethics in extended reality (XR) and collaborative methodologies. Collaborations: Co-directs the Peripheral Visions CoLab, integrating diverse epistemologies through community-based practices. Creative Outputs: Artworks co-created with Dolleen Tisawii’ashii Manning exhibited at Nuit Blanche (2022), ImagineNative (2023), Aga Khan Museum (2024), and UN Water Conference (2023). Leadership: Co-editor of a special issue on Access Aesthetics in the journal Public , with a monograph-in-progress titled Ecstatic Ethics . Research Trends: Combines critical theory (feminist, queer, decolonial, crip frameworks) with media arts practice, exploring XR’s ethical implications, biopolitics, and marginalized subjectivities. Collaborative projects emphasize embodied knowledge and anti-oppressive methodologies. Scientific Awards: Canada Research Chair; SSHRC-funded Pluriversal Worlding with Extended Reality. Advising: Only accepts graduate students aligned with her research in critical theory and media arts. Collaborative grants and community-based projects dominate her funding, prioritizing interdisciplinary and inclusive approaches.
John Quarles is a Professor at the University of Texas at San Antonio, specializing in Virtual Reality (VR) and Human-Computer Interaction. His research focuses on accessibility in immersive technologies, cybersickness mitigation, and inclusive design. He has contributed over 100 publications across top venues like IEEE VR, ISMAR, and IEEE Transactions on Visualization and Computer Graphics. His work addresses challenges faced by users with disabilities, such as balance impairments and mobility limitations, through innovative feedback systems and adaptive algorithms. Quarles has co-authored influential papers on cybersickness prediction, VR accessibility for persons with Multiple Sclerosis, and disability simulations to reduce societal bias. He has held leadership roles including Program Chair for IEEE VR 2023, demonstrating his influence in academic and industrial VR communities. His research spans interdisciplinary applications in healthcare, education, and rehabilitation, with notable collaborations on datasets like 'Mazed and Confused' and frameworks like SmoothRide. Key themes include multimodal feedback methods, user-centric design principles, and leveraging AI for personalized VR experiences.
Dr. Haiming Liu is an Associate Professor at the School of Electronics and Computer Science (ECS) at the University of Southampton. She leads the Centre for Machine Intelligence and contributes to research, teaching, and supervision across undergraduate and postgraduate levels. Her work focuses on user-centered interactive information access technologies, integrating interdisciplinary approaches from Computer Science, Psychology, and Social Sciences. Dr. Liu earned her PhD in 2010 from The Open University’s Knowledge Media Institute, researching user interaction with content-based image retrieval systems. Her career includes roles at the University of Bedfordshire and University of Central Lancashire before joining Southampton in 2022. Her research spans applications in E-Health, E-Learning, and Digital Humanities, emphasizing user preferences and behavior modeling. She currently supervises six PhD students and actively recruits new candidates. She is also involved in projects like the 'Image-based Conversational Search for Users with Intellectual Disability.' Dr. Liu’s teaching responsibilities include computer science modules, and she maintains an active research profile with publications in journals like Materials Characterization and conferences on inclusive design.
Debra K. Borkovitz is a Clinical Professor of Mathematics and Mathematics Education at Boston University. Her office is located in CDS 425. She is committed to innovative teaching methodologies, including mastery grading and ungrading, and advocates for inclusive educational policies accommodating students with chronic illnesses. Her research and writing focus on mathematics pedagogy, fraction operations, and the integration of technology in education. Dr. Borkovitz’s work emphasizes compassionate approaches to syllabus design and classroom management. She has explored challenges faced by educators and students with health issues, advocating for supportive academic environments. Her contributions include developing resources for fraction education, critiquing educational technologies, and creating engaging geometric visualizations through animations and interactive applets. Her publications span topics such as MOOCs in programming education, chronic illness management in academia, and problem-solving strategies in mathematics. She has also shared insights on adapting teaching practices during personal health challenges and fostering student engagement through creative methods. No scientific awards are listed for Dr. Borkovitz. Her advising and grant activities are not detailed in the available information. She maintains an active blog and has contributed to educational resources, including handouts on syllabus policies and fraction-based learning activities.
Professor Carolyn Snell is a Professor of Social Policy at the University of York, affiliated with the School for Business and Society. She holds a BA, MA, and PhD from York. Her research focuses on climate policy, environmental justice, fuel poverty, and the just transition to net zero. She has led projects funded by Nuffield, EPSRC, and ESRC, including studies on food insecurity and energy efficiency for vulnerable households. Her academic journey includes roles at the Stockholm Environment Institute and collaborations with organizations like the Consumer Council for Water. She currently leads a Nuffield-funded project examining the societal impacts of net zero transitions. Teaching modules include Environmental Justice and Victimisation and Social Harm. Professional roles include co-leading the UK Social Policy Association's Climate Justice group and serving on the University of York's Plastic Network. Key research interests span climate justice, energy policy, disability and social welfare, and participatory governance. Her recent work addresses homelessness and fuel poverty linkages, supermarket partnerships for food security, and global social protection frameworks.
Brenda Jo Brueggemann is a Professor and the Aetna Endowed Chair of Writing in the Department of English at the University of Connecticut. She serves as Co-Editor of Disability Studies Quarterly and is actively involved in multiple research projects focused on disability studies, deaf studies, and writing pedagogy. Her academic affiliations include: Professor, Department of English, University of Connecticut Aetna Endowed Chair of Writing, University of Connecticut Co-Editor, Disability Studies Quarterly Brueggemann's research interests span a broad range of disability-related fields with particular emphasis on: Deaf Studies and Deaf Culture Disability Studies and Disability Rights Disability Art and Creative Expression Universal Design for Learning (UDL) Multimodality and Access to Education Captioning and Communication Access Global Disability Issues Disability and Human Rights Her current major research projects include "Posting Mabel: an epistolary biography of Mabel Hubbard Bell (Alexander Graham Bell's deaf wife)," "AktionT4: Economics, Euthanasia, Eugenics" (a blog about the Nazi's T4 program), "Active & Accessible: Writing Moves for the 21st Century" (a multimodal writing textbook), "The Aesthetics, Bioethics, and Rhetorics of Access in Art and Cultural Museums" (collaborative project with Rosemarie Garland Thomson and Georgina Kleege), and "The Pandemic and Academics Writing Project." Brueggemann's scholarly work demonstrates consistent focus on disability representation, access, and inclusion across academic, cultural, and historical contexts. Her recent publications show increasing attention to multimodal approaches, conference accessibility, disability community building, and intersection of disability with other identity markers. Her notable scholarly contributions include: Co-editing the second expanded edition of "Disability and the Teaching of Writing" Contributing to "The Cambridge History of Rhetoric" with a chapter on "Disability and Rhetoric" Co-editing "MLA Options for Teaching: Disability Studies in Language and Literature" with Georgina Kleege and Rosemarie Garland-Thomson Editing "Disability Studies Quarterly" as Co-Editor Brueggemann is actively engaged in mentoring and academic service, with research that bridges theoretical frameworks with practical applications for creating more accessible academic and cultural spaces. Her work with Rosemarie Garland Thomson and Georgina Kleege on museum accessibility represents significant interdisciplinary collaboration addressing disability representation in cultural institutions.
Brigitte Moody is an Assistant Professor in Physical Education and Sport Sciences at University of Limerick. Her research examines social justice pedagogies, adapted physical activity for children with disabilities, and professional development in physical education. She teaches courses in Dance Pedagogy, Adapted Physical Activity, Philosophy of Physical Education, and Curriculum Studies. Research contributions include developing inclusive practices for LGBTQ+ students in physical education and creating adapted physical activity programs for children with disabilities. She co-founded I-Play, an adapted physical activity club for youth aged 5-21 years. Current teaching includes modules PY4031, PY4133, PY4123, PY4068, and supervision of BSc final year projects. Professional affiliations include membership in Physical Education Physical Activity and Youth Sport (PEPAYS Ireland) and AIESEP.
Prof. Dr. Sebastian Barsch is a Professor of History Didactics at the University of Cologne's Historical Institute. He chairs the Conference for History Didactics and focuses on inclusive education, public history, and disability history. His work bridges historical learning with environmental and material culture studies. He actively contributes to interdisciplinary research on the Anthropocene and the role of objects in historical understanding. Current roles include leading research projects on disability history and environmental education, while advising doctoral candidates. Engaged in international collaborations, he frequently presents at conferences and serves on academic committees. Research interests include historical consciousness, temporal dimensions, and the integration of material culture into education. His projects address challenges like climate change and inclusive pedagogy. He has published widely on history didactics, public history, and disability studies, emphasizing critical approaches to historical narratives and educational practices.
