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Prof. Dr. Teresa Sansour is a full Professor of Pedagogy and Didactics in Cases of Intellectual Development Impairments with Special Consideration of Inclusive Educational Processes at the Institute for Special and Rehabilitation Education, Carl von Ossietzky University of Oldenburg. She joined the university in April 2020 and has held leadership roles including Vice Director for Teaching at the Center for Teacher Education (since October 2021) and Deputy Institute Director (since April 2025). Her academic affiliations reflect a deep commitment to inclusive and special education. Her research focuses on educational interactions in the context of intellectual disabilities, inclusive subject didactics, the participation of people with complex disabilities, and the professionalization of educators and prospective teachers. Key research areas include inclusive literacy, art education, teacher motivation, and social integration. She leads significant funded projects such as Literary Texts in Simple Language (LiES) and Lighthouses for Participation , both aimed at enhancing inclusion for people with disabilities. The recent publications of Prof. Sansour span topics such as school absenteeism in autism, self-concept in intellectual disabilities, inclusive art education, and participation models. Her work demonstrates a strong interdisciplinary and applied focus, combining qualitative methods with pedagogical innovation. She frequently publishes in peer-reviewed journals and edited volumes on special education, inclusive didactics, and disability studies. Member, German Society for Educational Research (DGFE), Section Special Education Member, Network for Complex Disabilities e.V. Chair, Advisory Board of the Georg-Leffers-Stiftung Chair, Association for the Promotion of Pedagogical Rehabilitation and Social Integration of People in Risk Situations Board Member, German Interdisciplinary Society for Research Promotion for People with Intellectual Disabilities (DIFGB) Prof. Sansour actively contributes to academic leadership and teacher training. She serves as program coordinator for the Bachelor’s in Special Education and accreditation officer for the Special Education/Social Studies cluster. Her work includes advising on inclusive curricula, fostering research collaborations, and securing external funding for inclusive initiatives. She has not received explicitly mentioned scientific awards in the provided text. She is involved in multiple collaborative research teams and projects focused on inclusion, literacy, and disability rights.

• Inclusive Education
• Special Education
• Rehabilitation Pedagogy
• +8 more

Dr. Silvana Deilen is a Researcher at the Institute for Translation Studies & Technical Communication within the Faculty of Language and Information Sciences at the University of Hildesheim. She joined the university in 2023 after working as a Research Associate at Johannes Gutenberg University Mainz from 2018-2024. Her primary research focus centers on accessible communication, particularly in the areas of Easy Language and Plain Language translation, with special emphasis on cognitive aspects of translation processes and AI-assisted translation technologies. Dr. Deilen earned her B.A. in Multilingual Communication from Cologne University of Applied Sciences (2012-2015), followed by an M.A. in Specialized Translation from the same institution (2015-2018). She completed her doctoral studies (Dr. phil.) in Translation Studies at Johannes Gutenberg University Mainz (2018-2021) with summa cum laude distinction, supervised by Prof. Dr. Silvia Hansen-Schirra and Prof. Dr. Arne Nagels. Her research interests span multiple interconnected domains within translation and communication accessibility. A significant portion of her work examines the cognitive processing of compound words in Easy Language, utilizing eye-tracking methodologies to investigate how visual segmentation affects reading behavior and cognitive load. She has pioneered research on AI-assisted translation for health communication, particularly focusing on how large language models can support the creation of accessible health information. Her work bridges theoretical translation studies with practical applications in healthcare, government communication, and digital accessibility. Dr. Deilen's publication record reveals a clear trajectory toward increasingly sophisticated integration of technology and accessibility. Her recent work shows strong emphasis on evaluating AI systems like ChatGPT for translation tasks, developing editorial workflows for AI-assisted translation of health information, and investigating cognitive aspects of compound translation. The interdisciplinary nature of her research connects linguistics, cognitive science, health communication, and artificial intelligence, demonstrating how translation studies can address real-world accessibility challenges. 2014 & 2016: PROMOS Scholarships 2018-2021: Doctoral Scholarship from Gutenberg Young Researchers College 2020: Best Student Paper Award at Swiss Conference on Barrier-free Communication 2023: Award for Outstanding Dissertation from Johannes Gutenberg University Mainz 2023: Multiple research grants from University of Hildesheim, Wort & Bild Verlag, and Niedersachsen Zukunftsdiskurse 2025: DAAD Postdoctoral Research Grant Dr. Deilen actively collaborates on significant research projects including the KI-GesKom project (AI-Supported Health Communication in Plain Language), which receives funding from the state of Niedersachsen. She works closely with Prof. Dr. Ekaterina Lapshinova-Koltunski, Prof. Dr. Christiane Maaß, and Sergio Hernández Garrido as part of the Research Center for Easy Language. Her work with the Apotheken Umschau demonstrates practical application of research, translating health information into accessible formats for people with communication limitations. Dr. Deilen also contributes to the academic community as a program chair and scientific committee member for international conferences including UCCTS 2025 and Translation in Transition 2024.

• Easy Language Research
• Plain Language Translation
• Accessible Communication
• +6 more

Dr. Jan Andres is a faculty member at the University of Bielefeld's Faculty of Linguistics and Literary Studies, specializing in Literary Studies, Romance Studies and Latin. He serves as Dean of Studies, Chairman of the Academic Advisory Board, and has multiple administrative roles including representation for students with disabilities and contact point for disadvantage compensation. His office is located in UHG D4-120 with office hours typically held on Thursdays from 2:30 p.m. to 4 p.m. during lecture periods. Dr. Andres's research focuses on German literary studies with particular expertise in the Stefan George Circle, modern German literature, and cultural criticism. His work explores the intersections of literature, politics, and aesthetics across the 19th and 20th centuries, examining how literary traditions shape and are shaped by historical contexts. He has published extensively on German intellectual history with special attention to aesthetic conservatism, literary networks, and the relationship between literature and political thought. His recent publications (2022-2024) demonstrate continued scholarly engagement with German literary traditions while addressing contemporary concerns such as the Anthropocene in poetry and the concept of trigger warnings in literature. These works maintain his longstanding focus on literary analysis while expanding into new theoretical frameworks that connect historical literary practices with current cultural debates. His research shows remarkable continuity in examining the Stefan George Circle alongside evolving interests in modern poetic expression and contemporary literary criticism. As Dean of Studies and academic leader, Dr. Andres oversees curriculum development and student advising within his department. His administrative roles reflect his commitment to educational excellence and inclusive practices, particularly through his dedicated work supporting students with disabilities and managing disadvantage compensation. His module responsibilities include German-language literature, English-language literature, and specialized philological studies in German and American studies.

• German Literature
• Literary Studies
• Cultural Studies
• +6 more

Nico Leonhardt is a Researcher at the University of Leipzig's Faculty of Educational Science, specifically in the Department of Pedagogy with a Focus on Intellectual Disability. He works at the Institute for Special Education and coordinates key projects focused on inclusive education development. His current office is located in House 5, Marschnerstraße 29d/e, Room 158, Leipzig. His educational background includes: PhD candidate at the Faculty of Educational Science, University of Leipzig (2023-2025) Master of Education - Special Education Teacher Training from University of Leipzig (2012-2015) B.A. in Rehabilitation and Integration Pedagogy from University of Leipzig (2009-2012) Leonhardt's research focuses on inclusive school development and social space orientation, inclusion-sensitive university development, participatory research and teaching, ableism, educational equity, and artificial intelligence. His work critically examines power structures in educational settings and advocates for student-centered, participatory approaches to inclusive education. He explores how educational institutions can better serve students with intellectual disabilities through social space orientation and child rights-based approaches. His research often addresses the intersection of disability studies with critical pedagogy, examining how ableism manifests in educational systems and how to develop more equitable alternatives. His publications show a strong trend toward practical applications of inclusive education theory, with a focus on ableism in school settings, participatory teaching methods, and the intersection of educational equity with emerging technologies like AI. His work spans from theoretical explorations of ableism in educational contexts to practical handbooks for inclusive school development. The research demonstrates a consistent focus on participatory methodologies, social justice, and critical analysis of power structures in education. Leonhardt has coordinated the QuaBIS project (Qualification of Education and Inclusion Officers in Saxony) since 2018 and worked on the InSide project (Inclusion in Social Spaces) from 2020-2023. He has established international collaborations, including a significant partnership with Universidad National de Cordobá in Argentina starting in June 2024. His teaching activities span numerous topics related to inclusive education, disability studies, and participatory approaches, with presentations at international conferences through 2025. His work spans multiple educational contexts: School development in challenging educational environments University-level inclusive education initiatives Teacher training for inclusive practices Critical analysis of ableism in educational settings Participatory research methodologies across educational levels International comparative studies on inclusive education

• Inclusive School Development
• Social Space Orientation
• Inclusion-Sensitive University Development
• +5 more

Dr. Eugenio Riversi is a researcher specializing in Medieval History at the University of Bonn's Department of Medieval History, where he has served as a research associate since 2016 and previously as a lecturer (2013-2016). His scholarly work centers on political and religious dynamics of medieval Europe, with particular expertise in Matilda of Canossa studies and the Investiture Controversy. Born in Fossombrone, Italy in 1975, Riversi completed his secondary education at Liceo Scientifico in Pesaro (1989-1994), followed by a Laurea in Medieval History from the University of Bologna (1994-2001). His academic training included specialized studies in Paleography and Archival Science at the Bologna State Archives (1997-1999), an internship at the Granorolo City Archives, and a PhD in History from the University of Pisa (2003-2007) with a research semester at Frankfurt University. He further enhanced his qualifications with teaching certifications in philosophy and history for secondary schools. Riversi's research portfolio demonstrates remarkable depth in analyzing Matilda of Canossa's political role and legacy, the construction of heresy (particularly regarding Catharism), and the polemical literature surrounding the Investiture Controversy. His innovative approach applies configurational sociology to medieval political networks while examining gender dimensions through ars dictaminis studies. More recently, he has expanded his scholarly interests to include the history of inclusive education in 1970s Italy, showcasing his ability to bridge medieval and modern historical analysis. His publications reveal a consistent focus on textual analysis of medieval sources, with particular attention to how power, gender, and religious authority were constructed and represented. Riversi has contributed significantly to understanding how historical narratives shaped perceptions of medieval political figures and events, especially regarding the 'invention' of religious concepts like Catharism. As an active participant in international scholarly networks including the DFG-funded 'Krise und Aufbruch' (2020-2023) and the Mathilde International Association Board of Directors (2018-2023), Riversi has established himself as a collaborative researcher who bridges national academic traditions. His current projects include a scientific exhibition on 'The Rhinelands and the invention of the Cathars' (2022-2023), demonstrating the contemporary relevance of his historical research.

• Medieval History
• Matilda of Canossa studies
• Investiture Controversy
• +6 more

Prof. Dr. med. Christian Brandt is a Professor of Epileptology with a focus on disability medicine at the Medical Faculty OWL of Bielefeld University, affiliated with the OWL University Hospital / Mara Hospital gGmbH / University Clinic for Epileptology . He specializes in Epileptology and Disability medicine , with a career spanning clinical practice, research, and leadership roles in epilepsy care.

• Epileptology
• Disability Medicine
• Neurology
• +3 more

Tanita Schmidt is a Researcher in Early Modern History at the University of Kassel's Department of Early Modern History, where she has served as a research assistant since 2018 while completing her dissertation on natural research as religious practice (1750-1830). Education: Master of Arts in European History, University of Kassel (2018) Bachelor of Arts in History and Art History, University of Kassel (2018) Bachelor of Arts in Ancient Studies, Freie Universität Berlin (2013) Her research examines cultural and knowledge production in the Early Modern period through visual/material cultures, sensory history, and disability studies. She investigates how 18th-century nature-human relationships were shaped by religious frameworks, bodily perceptions, and scientific observation, bridging history of science with cultural and religious studies. Recent publications reveal a cohesive focus on Enlightenment-era entomology and knowledge formation, analyzing how visual culture, material practices, and religious contexts transformed sensory experiences into scientific understanding. Her work consistently explores intersections between observation, belief systems, and knowledge validation in natural history. Scientific Awards: Dr. Liselotte Kirchner scholarship (2024) for research at Francke Foundations, Halle As a PhD candidate, Schmidt has not supervised formal advisees but has secured competitive research funding. Her 2024 scholarship enabled primary source analysis at Francke Foundations, supporting her dissertation's investigation of sensory dimensions in natural philosophy. She actively collaborates within Kassel's Early Modern History research group, presenting at international venues including Goethe-University Frankfurt and Francke Foundations, while developing courses on scientific methodology and material culture.

• Early Modern History
• Cultural History
• Material Culture
• +4 more

Mandy Hauser is a Researcher in the "Education with Special Needs and Intellectual Development" department at the Institute for Special Needs Education , Leipzig University , where she has taught and researched since 2012. Her work focuses on participatory and inclusive research, methodological and ethical challenges in empirical social research involving individuals with intellectual disabilities, inclusion-sensitive university development, disability studies, and self-reflexivity in teacher training programs. Education: Ph.D. in "Quality and Goodness in Joint Research with People with Learning Difficulties" (2019), funded by the Heinrich Böll Foundation Special Education Teaching Degree (intellectual development & communication) at Leipzig University (2002-2005) Studies in General Linguistics, Comparative Literature, and Medieval/Modern History (2000-2005) Research Interests center on participatory methodologies in disability studies, ethical frameworks for inclusive research, and transforming higher education to support inclusion. Her work addresses ambivalent emotions in academic inclusion, ableism in teacher education, and contradictions in inclusion-focused knowledge production. Recent Publications (2020-2025) explore themes like collaborative research quality, inclusive university didactics, and the intersection of disability studies and pedagogy. Notable projects include ParLink (2018-2021), funded by the German Federal Ministry of Education and Research. Notable Awards: Heinrich Böll Foundation scholarship for doctoral research She has also held an Acting Professorship at Martin Luther University Halle/Wittenberg (2011) and participated in teaching initiatives like " Kleine Forscher:innen " (2009-2013) for kindergarten education and feminist editorial work in " Outside the Box " (2009-2013).

• Inclusive Education
• Disability Studies
• Participatory Research Methods
• +4 more

Dr. Thomas Bergmann serves as a scientific collaborator at the Institute of Psychology, Humboldt University of Berlin, while maintaining clinical roles at the Evangelical Hospital Queen Elisabeth Herzberge and a teaching position at the University of the Arts, Berlin. He is concurrently pursuing doctoral studies at the Free University of Berlin's Department of Psychology. Academic Background: 1st State Examination in School Music and Jazz Studies (1988), University of Music and Performing Arts, Hamburg Diploma in Music Therapy (1999), University of the Arts, Berlin Ongoing Doctorate in Psychology (since 2011), Free University of Berlin Research Focus: Bergmann specializes in developing innovative diagnostic and therapeutic approaches for adults with autism spectrum disorders (ASD) and co-occurring intellectual disabilities (ID). His work pioneers music-based assessment tools like MUSAD to address diagnostic gaps in low-verbal populations, emphasizing non-verbal communication analysis and socio-emotional development evaluation. He investigates severe behavioral disorders through interdisciplinary lenses, integrating clinical observation with therapeutic intervention design. Publication Trends: His 13 most recent publications (2010-2014) reveal a concentrated focus on adapting autism diagnostics for intellectually disabled adults. Key contributions include the Diagnostic Observation Sheet (DiBAS) and revisions to behavioral assessment instruments, demonstrating consistent innovation in methodology. His work bridges music therapy with clinical diagnostics, particularly through musical interaction analysis for non-verbal populations, while critically evaluating alternative interventions like animal-assisted techniques. Research Leadership: Bergmann directs two major funded projects: MUSAD (supported by Stiftung Irene) for music-based autism diagnostics in low-verbal adults, and AutKom for developing a 20-session group therapy program targeting social skills and stress regulation in ASD with mild ID. These initiatives emphasize practical clinical translation through caregiver involvement and multimodal assessment. Research Environment: Affiliated with the Dziobek Lab (dziobek-lab.org), Bergmann operates within a specialized research ecosystem focused on neurodevelopmental disorders. His work integrates clinical practice at Queen Elisabeth Herzberge with academic research, creating a continuous feedback loop between diagnostic innovation and therapeutic application for underserved adult populations.

• Autism Spectrum Disorders
• Intellectual Disabilities
• Music Therapy
• +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

Dana Mahr is a Researcher at the Karlsruhe Institute of Technology (KIT) within the Institute for Technology Assessment and Systems Analysis (ITAS) . Her work focuses on Technology Assessment , Science and Technology Studies , and Citizen Science , with particular interests in Epistemic Diversity , Digital Health Research , and the Sociopolitical dimensions of biomedical technologies . Key research areas: Participatory research, gender in science, public trust in technology, and science communication in digital contexts Current projects: Inspiring and Anchoring Trust in Science (IANUS), Moral economies of emerging technologies, and the role of experiential knowledge in biomedical research Teaching: Has designed courses on topics like "Big Data in Medicine" and "Citizen Science" at institutions including Université de Genève and University of Lübeck Her recent publications address issues such as digital patient twins , data diaries in health platforms , and the politics of gender and reproduction . She leads discussions on disinformation, public engagement, and the ethical implications of technology in healthcare. Mahr's work emphasizes the intersection of social theory , scientific governance , and democratic participation in shaping technological futures. Notable collaborations include research with European Citizen Science Association (ECSA) and contributions to debates on transgender rights and digital health equity . Her methodological approach combines historical analysis with participatory frameworks to challenge epistemic hierarchies in scientific practice.

• Technology Assessment
• Science and Technology Studies
• Citizen Science
• +4 more

Frank Schulz-Nieswandt is a Professor at the Department of Cooperative Studies within the Faculty of Management, Economics and Social Sciences at the University of Cologne, focusing on European Social Policy, Qualitative Social Research, and Co-operative Economics. He has held significant roles including Speaker of the Cologne Round Table of Scientific Institutions, Chief Editor of the Journal of Public and Non-Profit Enterprises (ZögU), and Professor of Honour at the Theological University of Vallendar. Key Affiliations: University of Cologne Theological University of Vallendar Research Interests include aging studies, social policy analysis, and existential philosophy applied to public services. His work explores the intersection of qualitative research and co-operative economic models. Scientific Contributions span publications on social exclusion, healthcare transformations, and EU regulatory systems. Notable awards and memberships involve leadership in the Cologne Networks of Public Services and advisory roles in major German public service organizations. He has contributed extensively to academic networks and journals while maintaining active research in aging-associated social challenges and qualitative methodologies.

• European Social Policy
• Qualitative Social Research
• Co-operative Economics
• +5 more

Dr. Judith Riegert is a Research Associate at the Humboldt University of Berlin, Faculty of Humanities, Social Sciences, and Education, working at the Institute of Rehabilitation Sciences in the Department of Education for People with Intellectual Disabilities. She has been in this position since October 2016, with previous experience as Research Associate and Program Coordinator at the same institution. Her academic journey includes serving as Deputy Professor at Leibniz University Hannover (2016-2018) and as a Visiting Professor at Humboldt University (2019). 1997-2002: Studies at Justus Liebig University of Giessen and Heidelberg University of Education 2003-2004: Traineeship at Seminar for Didactics and Teacher Training Heidelberg 2004-2006: Special education teacher at Carl Orff Special School 2012: Completed doctorate (Dr. phil.) at Humboldt University Dr. Riegert's research focuses on educational theory questions in intellectual disability contexts, trans- and intermediality in inclusive literature teaching, pedagogical professionalization for inclusive subject teaching, and participation of adults with severe disabilities. Her work bridges theoretical frameworks with practical classroom applications, examining how to create meaningful learning experiences across subject areas while maintaining academic rigor. She investigates the tension between educational standards and individualized instruction, particularly in German, history, and mathematics education. Her recent publications demonstrate a strong focus on participation frameworks for people with severe disabilities, inclusive teaching methodologies across subject areas, and the development of pedagogical approaches that bridge educational theory and classroom practice. Her work consistently addresses the challenge of maintaining subject integrity while adapting instruction to diverse learning needs. November 5, 2014: Prize for Good Teaching 2014 from Humboldt University's Faculty of Humanities, Social Sciences and Education February 16, 2016: Honorary certificate from Polytechnische Gesellschaft Foundation for the 'Animals in Numbers' project Dr. Riegert provides academic advising for special education and primary school teaching students (surnames He to Z), supervises bachelor's and master's theses, and offers consultation hours both in person and via Zoom. Her advising focuses on supporting students in the M.Ed. program, particularly addressing application concerns and transcript issues. As a member of the German Society for Educational Science (DGfE), she contributes to research teams examining inclusive education methodologies and implementation of inclusive practices across educational settings.

• Inclusive Education
• Special Education
• Pedagogy for Intellectual Disabilities
• +5 more

Prof. Dr. Susanne Schnepel is a Professor of Mathematics Education with a focus on special educational needs at the University of Münster since April 2023. She previously held a professorship management position for 'Didactics of Symbol Systems - Focus on Inclusive Mathematics Didactics' from October 2022 to March 2023. Prior to this, she worked as a postdoctoral researcher and senior assistant at the Chair of Special Education: Education and Integration at the University of Zurich from 2018 to 2023. Her academic journey includes doctoral studies at the University of Zurich (2013-2018) where she completed her dissertation titled 'Mathematical support for children with intellectual disabilities – A longitudinal study in inclusive classrooms'. Dr. Schnepel's research focuses on inclusive teaching and its impact on pupils' learning, mathematics learning by pupils with intellectual disabilities, diagnosis and support for learning difficulties (with focus on learning and intellectual development), and professional competencies of teachers for diagnosing and supporting learning difficulties. Her work consistently examines how inclusive educational practices can be optimized to support students with special needs, particularly in mathematics education. She employs both quantitative and qualitative methodologies, including longitudinal studies and video analyses of classroom interactions. Her publication record shows a strong commitment to understanding the intersection of mathematics education and special needs, with particular emphasis on practical applications for teachers. Her recent work includes developing assessment tools like BASIS-MATH-G 1+ and examining teacher beliefs about handling performance heterogeneity in inclusive classrooms. Her research spans multiple countries, reflecting collaborations between German, Swiss, and international institutions. As an educator, Dr. Schnepel teaches courses such as 'Geometry and its Didactics,' 'Stochastics and its Didactics,' and specialized seminars on differentiation and inclusion in mathematics education. She frequently collaborates with Prof. Dr. Marcus Nührenbörger on advanced seminars focusing on special educational support in mathematics didactics. She also supervises Master's theses as evidenced by her course listings.

• Mathematics Education
• Inclusive Education
• Special Education
• +3 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