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María Dolores Forteza FortezaView profile

Senior Lecturer

• Inclusive Education
• Educational Psychology
• Child Development
• +5 more

Dr. María Dolores Forteza Forteza is a Senior Lecturer at the University of the Balearic Islands (UIB), affiliated with the Faculty of Education and Department of Applied Pedagogy and Educational Psychology. She holds a Degree in Therapeutic Pedagogy (1982) and a Doctorate in Psychopedagogy (1998), both from UIB. Currently teaching the Degree in Primary Education and the Master's in Psychoeducational Research and Intervention, she serves as a tutor for practical training and final degree projects. Vice-dean of Teaching Studies and Dean of the Faculty of Education (2000-2010) Vice-rector in 2013 Member of the Inclusive Schooling and Diversity (GREID) research group Contributor to the Global Health and Sustainable Human Development (SG_DHS) research group Her research focuses on inclusive education, attention to diversity in schools, teacher competencies across Europe, and quality of life for children with chronic diseases. She has participated in funded projects addressing disability integration, educational planning, and classroom activity structuring. She also contributes to international cooperation initiatives in Guatemala, Ethiopia, Nicaragua, and Peru. Key teaching areas include: Inclusive Education Accessibility and Universal Design for Learning Child development and early intervention Social integration of at-risk groups Qualitative research methodology Clinical and educational support practices

Diane RodriguezView profile

Professor

• special education
• bilingual education
• multicultural education
• +3 more

Diane Rodriguez is a Professor at Fordham University's School of Education, specializing in Curriculum and Teaching. Her research focuses at the intersection of special education, bilingual education, and teacher preparation for diverse learners. She has served on the executive board of the Council for Exceptional Children's Division of Learning Disabilities and the East Coast Migrant Head Start Project. Ph.D., Fordham University M.A., Fordham University B.S., InterAmerican University of Puerto Rico Post-doctoral studies at University of Virginia Center for Minority Research in Special Education Her research examines: Intersection of special education and bilingual education Teacher preparation for diverse learners English learners with disabilities Equitable instructional practices Dropout prevention for multilingual students Cross-cultural special education Diane's publications highlight trends in bilingual special education, focusing on: Language equity in academic development Inclusive pedagogy for neurodiverse students Cultural responsiveness in classrooms Policy analysis affecting ELLs Global applications of special education Assessment strategies for multilingual learners Scientific recognition includes: Univision 'Orgullo de Nuestra Comunidad' honor She has received grants from: U.S. Office of Special Education and Rehabilitation Services Office of English Language Acquisition Professional contributions: Executive board member, Council for Exceptional Children Co-editor, Journal of Curriculum and Instruction Founding director of 'Every Girl is Important' nonprofit

Tammy V. AbernathyView profile

Professor

• Teacher Education in Special Education
• Self-Determination
• Professional Stewardship in Special Education

Tammy V. Abernathy is a Professor in the Special Education Program at the University of Nevada, Reno, specializing in evidence-based practices for diverse learners. Her academic career spans decades with a focus on preparing educators for special education settings. Her educational background includes: PhD in Special Education Policy Analysis and Research, University of California, Santa Barbara (1992) Dr. Abernathy's research centers on three interconnected pillars: developing effective special education teacher preparation frameworks, advancing self-determination methodologies for students with disabilities, and addressing systemic stewardship challenges within the profession. Her teaching portfolio encompasses graduate and undergraduate instruction in learning disabilities interventions, adolescent special education strategies, and evidence-based instructional methods, directly translating research into classroom practice. No scientific awards were documented in the provided materials. Regarding academic mentorship and research funding, the source text indicates active teaching responsibilities but does not specify current advisees, completed doctoral students, or externally funded grant projects.

• Artificial Intelligence
• Affective Computing
• Speech Processing
• +3 more

Fabio Catania is a Postdoctoral Fellow at the McGovern Institute for Brain Research, Massachusetts Institute of Technology. His work focuses on developing conversational agents and AI systems tailored for neurodevelopmental disorders, emotion recognition in speech, and inclusive technology design. He has pioneered projects such as the Emozionalmente Italian emotional speech corpus and the Emoty conversational agent for individuals with autism spectrum disorder. Research Interests: AI-driven therapeutic interventions for neurodevelopmental disorders Multimodal emotion recognition systems Design of accessible conversational interfaces for marginalized groups Linguistic and acoustic analysis of non-verbal communication cues Key Contributions: Developed AI tools like Smemo (multimodal interface for children's creativity) and OK, DNA! (genomic data explorer) Created voice-controlled music production systems for motor-impaired users Explored irony and sarcasm detection through multimodal analysis His work bridges computational linguistics, human-computer interaction, and clinical applications, with a focus on creating ethical and inclusive AI systems for healthcare and education contexts.

Sofia BergbomView profile

Senior Lecturer

• Health Psychology
• Chronic Pain Management
• Psychological Mechanisms
• +7 more

Sofia Bergbom is a Senior Lecturer and Licensed Psychologist at Örebro University, affiliated with the School of Behavioural, Social and Legal Sciences and the Department of Behavioral, Social and Legal Sciences. She has been recognized as an 'Excellent Teacher' and serves on the Faculty Board of Humanities and Social Sciences since 2023. Her research focuses on health psychology, particularly psychological mechanisms underlying chronic pain, and she leads the Hybrid Project (transdiagnostic emotion-focused treatment) and contributes to the IDA Work project (mental health and sick leave trajectories). Dr. Bergbom holds a PhD from Örebro University (2014) and has extensive experience in developing clinical interventions, including manuals for cognitive-behavioral therapy (CBT) and pain management. Her work spans LGBTQ+ mental health, workplace well-being, and educational innovations such as simulation-based clinical training. Her research interests emphasize translational approaches, combining clinical practice with theoretical advancements in pain psychology. Recent studies explore the impact of minority stress on LGBTQ+ youth during the pandemic, therapist training methodologies, and network analysis of work ability in employees with chronic pain. Scientific Awards: Appointed Excellent Teacher (University of Örebro) Research Groups: Center for Health and Medical Psychology (CHAMP), Psychology and Pain Group, POCSUS (Psychology of Climate Change and Sustainability) Grants/Advising: Active in transnational projects and doctoral supervision (manuscripts and theses). Her work bridges clinical practice, education, and policy, with a focus on improving outcomes for vulnerable populations through evidence-based interventions.

Rebecca O'BrienView profile

Associate Professor

• Gifted Education
• Talent Development
• Identification of Potential in Diverse Populations
• +4 more

Rebecca O'Brien is an Associate Professor in the Department of Education at Whitworth University, joining in 2019. She holds a Ph.D. in Educational Psychology from the University of Connecticut (2018), an M.Ed. in Special Education from Northwestern State University (2013), and a B.S. in Biology from Centenary College (2008). Her expertise spans gifted education, talent development, and assessment in underserved populations. She has received multiple awards, including the NAGC Survey Research SIG Graduate Student Award and AERA’s Joseph Renzulli Fund. Her research focuses on identifying high potential in diverse students, statistical modeling, and teacher learning. She has contributed to peer-reviewed journals like Gifted Child Quarterly and Journal of Psychoeducational Assessment . O’Brien actively presents at conferences such as the National Association for Gifted Children and AERA, addressing topics like computational thinking in early education and strategies for fostering gifted behaviors in classrooms. Professionally, she served as Director of Children’s Programs at the University of Louisiana’s Center for Gifted Education, designing programs for PK-10 learners. She also co-led grants funded by the Louisiana Department of Education, focusing on teacher preparation and residency programs. Her work emphasizes equity in gifted education and evidence-based practices.

Jacquelyn MacDonaldView profile

Associate Professor

• Applied Behavior Analysis
• Autism Spectrum Disorder
• Behavioral Interventions
• +7 more

Jacquelyn MacDonald is an Associate Professor in the Department of Applied Behavior Analysis at Regis College, where she serves as Director of the Master of Science in Applied Behavior Analysis Program and Co-Director of the Regis Autism Center. She is a Board Certified Behavior Analyst-Doctoral (BCBA-D®) with over 16 years of clinical experience across diverse settings including schools, residential programs, and day programs for individuals with disabilities. Research Interests focus on: Teaching observational learning to children with autism and developmental disabilities Assessment and treatment of problematic behavior Application of the behavior momentum metaphor Behavioral interventions in educational and clinical contexts Interdisciplinary approaches to autism treatment Publications demonstrate expertise in autism interventions, therapist training, citation education, and behavioral strategies for food aversion. Her work bridges applied research with practical implementation frameworks. Scientific Awards: NECC Outstanding Educator of the Year (2018) Academic Leadership: Previously served as adjunct faculty at Simmons College and UMass Boston. Currently on the editorial board of Behavioral Interventions and the Berkshire Association for Behavior Analysis and Therapy professional practice committee.

• Special Educational Needs
• Learning Disabilities
• Social Inclusion
• +5 more

Dr Stephanie Brewster is a Senior Lecturer in Special Needs & Inclusion at the Faculty of Education, Health, and Wellbeing, University of Wolverhampton. She holds an EdD from the University of Birmingham and a BMedSci in Speech and Language Therapy from the University of Sheffield. Her work bridges clinical practice and academic research, focusing on social inclusion, learning disabilities, and equitable higher education practices. EdD, University of Birmingham (2007) BMedSci, University of Sheffield (1989) Postgraduate Certificates in Learning & Teaching (2009) and Research Methods (2003) Her research explores inclusive education, augmentative communication, and disability leadership. Recent publications analyze SENCo roles, political engagement for people with disabilities, and inclusive placement learning. Notably, she co-edited Developing Your Expertise as a SENCo (2025), which emphasizes evidence-based inclusive practices. Key trends in her 15 most recent works include: SENCo professional development and leadership Political and civic participation for people with disabilities Equity in higher education placements Discourse analysis of disability narratives Methodological innovations in disability research Brewster received a Senior Fellowship from the Higher Education Academy in 2014. She supervises doctoral students on topics such as dyslexia diagnosis in adulthood, AAC systems, and socio-economic educational disparities. Her grants include the Enabling Employability project (University of Wolverhampton) and Talk Derby (Derby County Council). She serves as Faculty Enabling Tutor, supporting students with additional needs, and as External Examiner at institutions including the University of Suffolk. Her lab work centers on the Wolverhampton Intellectual Disability Network , addressing inclusion through collaborative research and policy development.

Kelly A. AcostaView profile

Assistant Professor

• Teacher education and special education
• Learning disabilities
• Special education law and policy
• +2 more

Kelly A. Acosta is an Assistant Professor in the Department of Special Education at Rhode Island College. She holds a Ph.D. (2022) and M.Ed. (2002) in Special Education from the University of Florida and University of North Carolina–Greensboro, respectively, and a B.A. in English and Secondary Education from Northeastern University (2001). Ph.D., Special Education, University of Florida (2022) M.Ed., Special Education, University of North Carolina–Greensboro (2002) B.A., English and Secondary Education, Northeastern University (2001) Her research focuses on teacher education , special education policy , and addressing teacher shortages , particularly in rural settings. She explores interventions for students with learning disabilities and post-secondary transition strategies, contributing to inclusive education frameworks. Publications span special education policy, teacher recruitment challenges, and assessment methodologies, with notable works on systemic solutions to staffing shortages and data-driven instructional practices. She has authored book chapters and policy briefs on leveraging multiple sources of information for student profiling. Acosta's work emphasizes bridging educational theory with practical policy solutions, though no specific scientific awards or student advisement details are documented in the provided texts.

Mihela ErjavecView profile

Senior Lecturer

• Child Development
• Health and Wellbeing
• Evidence-Based Interventions
• +5 more

Dr. Mihela Erjavec is a Senior Lecturer at the School of Psychology and Sports Science, Bangor University, where she also serves as the Disability, Equality, Diversity, and Inclusion Tutor. She holds a BSc in Psychology from London and a PhD from Bangor University. Her teaching portfolio includes modules on child health and wellbeing, psychophysiology of eating, and developmental psychology, and she supervises research projects at undergraduate, master's, and PhD levels. Her research focuses on child development, health and wellbeing, evidence-based interventions, and eating behaviour. Key projects include: Investigating social support and mental health in pregnancy among Kuwaiti women Exploring determinants of health in children with Type 1 diabetes Collaborating with Coed Lleol to study nutritional choices through woodland activities Developing early interventions for children with developmental delays in Bosnia and Herzegovina Implementing healthy eating programmes in primary schools (Food Dudes) Dr. Erjavec collaborates globally with organizations including UNICEF, World Bank Group, and multiple health ministries. Her work has been funded by Kuwait Ministry of Education, Kuwait Ministry of Health, and KESS II.

Jane FinnView profile

Professor

• Special Education
• Post-School Outcomes for Individuals with Disabilities
• Common Core Math Instruction
• +3 more

Dr. Jane Finn is the Susan M. and Glenn G. Cherup Professor of Education at Hope College since 2004, where she teaches Research in Education Practice and The Exceptional Child . She chairs the Department of Education (since 2019) and has mentored over 65 education majors on 30+ research projects. Education: Ed.D. in Special Education (Western Michigan University, 2005), M.A. in Counseling (1989), B.A. in Special Education (1986). Her research focuses on post-school outcomes for individuals with mild to moderate disabilities (including autism, ADHD, and learning disabilities), aiming to develop evidence-based practices for transition planning. She also investigates reading strategies and math instruction for special needs students. Recent grants include projects on RTI implementation , Friendship House transitional living programs , and Teagle Foundation work on writing in special education. Her publications span algebraic mastery , autism support methods , and transition services . Civic Engagement: Volunteers at Young Life camp and church crews.

Tony SzturmView profile

Professor

• Technology-assisted rehabilitation
• Telerehabilitation
• Game-based rehabilitation
• +7 more

Tony Szturm is a Professor and Senior Scholar in the Department of Physical Therapy at the College of Rehabilitation Sciences, University of Manitoba. His work bridges clinical rehabilitation and engineering innovation, focusing on technology-assisted and game-based therapeutic interventions delivered through telerehabilitation platforms. Institution: University of Manitoba School: College of Rehabilitation Sciences Department: Department of Physical Therapy Location: Bannatyne Campus, Winnipeg, MB Dr. Szturm holds a BSc in Biology and a BSc in Physical Therapy from the University of Western Ontario, and a PhD in Neurophysiology from the University of Manitoba. His research is deeply interdisciplinary, integrating wireless sensors, digital media, and interactive systems to support rehabilitation in both clinical and home environments. His primary research interests include technology-assisted rehabilitation , telerehabilitation , game-based motor training , and neurological recovery across diverse populations such as stroke survivors, children with neurodevelopmental disabilities, individuals with traumatic brain injuries, Parkinson’s patients, and aging adults. A key focus is enhancing accessibility, accountability, and engagement in therapy through innovative, low-cost digital tools. The 15 most recent inferred articles reflect a strong trend toward digital health innovation , remote monitoring , and interdisciplinary rehabilitation engineering . These works span areas such as upper limb recovery, balance and gait training, dual-task performance, vestibular rehabilitation, and patient engagement. The integration of wearable sensors, real-time feedback, and gamification principles is a consistent theme, demonstrating his commitment to translating research into practical, scalable solutions. Dr. Szturm is actively involved in mentoring, supervising postdoctoral fellows, PhD, and master's students through the Mentoring of Highly Qualified Personnel (HQP) Program, fostering collaboration between rehabilitation sciences and engineering disciplines. While no formal scientific awards are listed, his leadership in high-impact, publicly featured research projects underscores his contribution to the field. His lab and research group focus on developing and evaluating plug-and-play rehabilitation technologies that can be deployed in resource-limited settings, including international applications such as projects in India. These initiatives emphasize affordability, usability, and clinical effectiveness, aiming to expand access to high-quality rehabilitation globally.

• Leadership
• Employee Well-being
• Diversity, Equity, and Inclusion (DEI)
• +7 more

Lars U. Johnson is an Assistant Professor in the Department of Management at the College of Business, The University of Texas at Arlington. His research focuses on leadership, employee well-being, diversity, equity, and inclusion (DEI), and personality in organizational contexts. He teaches courses in leadership, human resource management, and evidence-based management, and actively mentors students at multiple levels. Ph.D., University of Houston, Organizational Psychology, 2017 M.A., University of Houston, Organizational Psychology, 2015 B.A., Tougaloo College, Psychology, 2007 M.Ed., Lamar University, Educational Administration, 2011 His research explores how leadership influences employee engagement, burnout, and inclusion, with a strong emphasis on DEI and individual differences. He develops and validates psychological instruments and applies findings to real-world organizational challenges. His work integrates theory with practice, particularly in HR analytics, training development, and 360-degree feedback. The recent articles show a consistent focus on leadership, DEI, and employee well-being, with increasing attention to systemic issues like anti-Black racism, stereotype threat, and diversity measurement. His collaborations span multiple institutions and include both empirical and conceptual contributions across journals in psychology and management. Scientific Awards and Honors: No formal awards listed in the provided text. Advising and Grants: Lars integrates students into his research and has secured significant external funding, including a pending National Science Foundation grant on enhancing STEM persistence among Black and Latine students. He mentors through programs like RISE and UROP and chairs graduate and faculty search committees, demonstrating strong commitment to academic service and student development. Labs and Teams: While no formal lab is named, Lars leads a collaborative research program involving partnerships with organizations such as Whole Foods Market, the Department of Defense’s DEI Institute, and municipal agencies. He co-chairs SIOP’s Diversifying I-O Psychology initiative and leads editorial and professional committees, indicating active engagement in national scholarly communities.

Tim CavellView profile

Professor

• Clinical Child Psychology
• Prevention Science
• School-Based Interventions
• +9 more

Tim Cavell is a Professor in the Department of Psychology within the College of Arts & Sciences at the University of Arkansas. He is a clinical child and family psychologist whose research focuses on prevention and intervention for children at risk due to aggression, bullying, or family circumstances such as military deployment. His work is funded by the National Institute on Drug Abuse, the Institute of Education Sciences, and the Department of Defense. His research explores school-based mentoring, parent involvement in natural mentoring, and integrated behavioral health care. He leads the Center for Research on Aggression and Victimization (CRAV), where his team evaluates interventions involving teachers, parents, and mentors to support children’s social and emotional development. Dr. Cavell's recent publications reflect a consistent focus on peer victimization, mentoring dynamics, military-connected youth, and school-based mental health. His work shows strong trends in understanding risk and protective factors in child development, especially through mentoring relationships and school environments. He has contributed significantly to measurement development, such as the Inventory of School Supports for youth. University of Arkansas, Award for Outstanding Contributions to Service Learning Fellow, Association of Behavioral and Cognitive Therapies Dr. Cavell has served as a principal investigator on multiple federally funded grants, including a $749,449 DoD grant (2022–2025) on digital support for military-connected students and prior IES and NIDA grants exceeding $1.3 million each. He mentors graduate students and teaches courses in psychotherapy, clinical supervision, and advanced seminars on bullying and mentoring. He is also actively involved in national leadership roles in the American Psychological Association and clinical child psychology organizations. He directs the Center for Research on Aggression and Victimization (CRAV), which conducts intervention research with aggressive and victimized children, mentors, and families. The lab emphasizes evidence-based practices and translation of research into school and community settings.

Raghu RaghavanView profile

Professor

• Mental Health
• Global Mental Health
• Public Mental Health
• +13 more

Raghu Raghavan is Professor of Mental Health at De Montfort University, Leicester, affiliated with the Faculty of Health and Life Sciences and the School of Nursing and Midwifery. He directs the Social Sciences Research and Innovation Institute (SSRII), fostering interdisciplinary research in social sciences. His work bridges academia and community action, with a focus on global mental health, resilience, and cultural inclusivity. PhD, Oxford Brookes University Post Graduate Certificate in Higher and Adult Education, University of Wolverhampton M.Sc. in Medical Psychology, University of Surrey BA in Psychology, University of Kerala, India Registered Nurse (Learning Disabilities), East Surrey School of Nursing Raghu Raghavan's research centers on mental health literacy, resilience, and wellbeing across diverse cultural contexts, particularly in the UK and India. He specializes in transcultural mental health, migration, intellectual disabilities, and health disparities. His innovative use of participatory and creative methodologies—such as community theatre, digital storytelling, and photovoice—empowers marginalized communities to co-create knowledge. His work emphasizes strength-based models and inclusive research, aiming to reduce stigma and improve service access for ethnic minorities. His recent publications reflect a strong trend in global mental health, with a focus on culturally grounded interventions in low- and middle-income settings. Key themes include mental health literacy in Kerala, resilience among internal migrants, faith-based coping in Muslim communities, and participatory approaches to reduce coercion in mental health services. His use of interdisciplinary and arts-based methods highlights a commitment to accessible, community-driven research. Scientific Awards and Recognitions: Editorial Board Member, International Journal of Social Psychiatry Lead, De Montfort University – India Research Hub Raghu Raghavan has secured significant funding from UKRI, NIHR, ESRC, AHRC, GCRF, and other bodies, including major grants for projects on dementia diagnosis in BAME communities, mental health literacy in India, and resilience in migrant populations. He actively supervises PhD students on topics including mental health literacy, migration, disabilities, and health inequalities. His collaborative network spans institutions in India, Zimbabwe, and Europe, and he has advised NGOs such as MeHeLP India Foundation and Public Health Resource Network. He leads and contributes to multiple research initiatives involving creative and participatory methods, including the MeHeLP India project, which uses applied theatre to promote mental health literacy. His work with internal migrant communities in Pune and engagement with UK Parliament committees underscore the real-world impact of his research.