Mathematics Learning Disabilities Professors and Supervisors | ApplySharif

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Rhonda MillerView profile

Associate Professor

Coastal Carolina UniversityUnited States

Rhonda Miller serves as an Associate Professor in the Department of Education within the College of Education and Social Sciences at Coastal Carolina University, maintaining regular office hours for student consultations both in-person and online. Her academic credentials include: Ph.D. in Special Education (specializing in learning disabilities) from Clemson University Master’s degree in Special Education from Clemson University Dr. Miller's research focuses on English Language Learners with or at-risk for disabilities , culturally responsive education practices , and literacy and language development . She investigates intersections between bilingual education and special education, developing practical strategies for educators working with culturally and linguistically diverse students who may have learning challenges. Her work emphasizes evidence-based interventions that respect students' cultural backgrounds while addressing academic needs. Analysis of her 15 most recent publications (2014-2024) reveals consistent themes in special education for English learners, including culturally responsive teaching methods, disproportionate discipline issues for Latinx students with disabilities, and technology-enhanced interventions like Content Acquisition Podcasts. Key trends show progression toward practical classroom applications, with increasing emphasis on self-determination strategies and family engagement for diverse student populations. No scientific awards were documented in the provided sources. While specific advising records and grant funding details are unavailable, Dr. Miller's professional background includes 14 years of K-12 teaching across multiple subjects and settings, plus four years as an educational evaluator for special education referral teams. Her ongoing involvement in Project BICYCLES suggests active collaboration in bilingual special education initiatives.

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Georgina NuttonView profile

Senior Lecturer

Charles Darwin UniversityAustralia

Dr. Georgina Nutton is a Senior Lecturer in Education at Charles Darwin University’s Faculty of Arts and Society. She specializes in early childhood and primary education programs, particularly in remote, regional, and disadvantaged contexts. Her work emphasizes social justice, equity, and evidence-based policy design, with a focus on program fidelity and community engagement. She has led major research initiatives for the Northern Territory Government and Menzies’ Centre for Child Development and Education, addressing challenges in Indigenous education reform, mobile preschool efficacy, and international collaborations in Timor-Leste. Research Interests Dr. Nutton’s research spans early childhood interventions, school readiness, teacher professional development, and policy implementation. Her work integrates health, child protection, and community services to drive systemic change. Notable contributions include evaluations of the Mobile Preschool Program in remote Aboriginal communities and the Transforming Indigenous Education reforms in the NT. Internationally, she co-led capacity-building projects in Timor-Leste to enhance preschool teacher quality and research skills. Projects & Grants Recent projects include the CDU-funded Self-regulation and executive function project and the Learning Outcomes Study for school readiness in Timor Leste (2024–2025). She co-led the 2021 ShiftEd: Lewis Deep Democracy in Education grant to explore democratic pedagogical approaches. Her collaborations include the Sanderson Alliance Collective Impact initiative, which integrated community-led data-driven strategies to address domestic violence and educational equity. Awards & Recognition While no specific awards are cited, her contributions to policy advisory roles (e.g., NT Early Childhood Education Advisory Group) and impactful publications (e.g., PLoS One, Frontiers in Education) highlight her scholarly and community influence. Her work has been referenced in policy documents and media outlets.

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Albrecht SchmidtView profile

Professor

Ludwig Maximilian University of MunichGermany

Prof. Albrecht Schmidt holds the Chair of Human-Centered Ubiquitous Media at Ludwig Maximilian University of Munich (LMU), part of the Faculty of Mathematics, Informatics and Statistics. His academic career spans roles at leading institutions including the University of Stuttgart, University of Duisburg-Essen, and Bonn University. He specializes in human-computer interaction, focusing on enhancing human capabilities through digital technologies. His research bridges cognitive science, AI, and ubiquitous computing, with notable projects on AR/VR interfaces, robot interaction, and smart home privacy solutions. Education: PhD in Computer Science (Lancaster University, 2003), Diplom in Informatik (University of Ulm, 1999). Recognized as a Leopoldina member (2020) and ACM SIGCHI Academy member (2018). Research interests include AI-driven human augmentation, privacy-aware smart systems, and ethical implications of generative AI. Key projects include ERC-funded AMPLIFY (2016) exploring perception enhancement, DFG's SFB-TRR161 on visual computing, and EU's HumaneAI on human-centric AI. Publications span over 600 works in top venues like CHI, UbiComp, and IEEE Pervasive Computing. Current initiatives focus on LLM integration in HCI, tangible privacy controls, and AI bias mitigation in data annotation.

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Markus ScholzView profile

Professor

Ludwigsburg University of EducationGermany

Prof. Dr. Markus Scholz is a faculty member at Ludwigsburg University of Education, affiliated with the Faculty of Special Education and the Department of Special Education. He holds the academic rank of Professor and is actively involved in research and teaching related to supported communication, educational diagnostics, and inclusive education. His work emphasizes developing diagnostic tools like the BKF-R (Observation Sheet for Communicative Skills) and creating inclusive learning materials for children with diverse needs. Research interests include cognitive development in children with disabilities, digital communication interfaces, and the design of educational tools for heterogeneous learning groups. Prof. Scholz has been a nominee for the 2019 Polytechnik Prize for his project 'NachHLtig,' focusing on sustainable and inclusive educational practices. He has contributed to over 50 peer-reviewed publications, co-authored influential textbooks, and delivered keynotes at international conferences. His research also explores working memory profiles in students with learning difficulties, the efficacy of pictorial symbols in mathematics education, and environmental education strategies for inclusive settings. Prof. Scholz leads interdisciplinary projects, such as 'Communication, Learning, and Working Memory,' and collaborates with institutions like the University of Koblenz-Landau. He is a sought-after workshop leader on qualitative research methods and supported communication. Awards: Nominee for the 2019 Polytechnik Prize Grants: Multiple projects funded by the German Research Foundation (DFG) and the Federal Environmental Foundation (DBU) Labs/Teams: BKF-R Project Team, Environmental Education and Inclusion Initiative

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Stefanie JungView profile

Professor

Trier University of Applied SciencesGermany

Prof. Dr. Stefanie Jung is a Professor of Speech Therapy at Trier University of Applied Sciences, where she also leads the Bachelor’s program in Speech Therapy. Her academic journey includes vocational training as a speech therapist (2006), a diploma in Teaching and Research Speech Therapy from RWTH Aachen University (2010), and studies at the University of Strathclyde, Glasgow (2009). Her research focuses on the impact of digital technologies on language and numerical skill development, particularly in children with developmental disorders. She has coordinated the Neuro-cognitive Plasticity junior research group at the Leibniz Institute for Knowledge Media (IWM) and currently explores (re-)learning processes in linguistic and numerical skills within evolving media contexts. Education: Vocational Training in Speech Therapy, 2006 Diploma in Teaching and Research Speech Therapy, RWTH Aachen University, 2010 Studies at University of Strathclyde, Glasgow, UK, 2009 Research Interests: Digital technologies in early literacy and numeracy Cognitive and neuropsychological foundations of language and number processing Interdisciplinary approaches to speech therapy, especially in aging populations Her work emphasizes translational research, bridging clinical practice and technological innovation. Notable projects include Computers in Early Literacy and Talking Numbers , examining how digital tools influence learning outcomes. She actively contributes to speech therapy education and policy, including initiatives like the European Speech Therapy Day 2025, advocating for language-rich environments for children. Her publications span topics like dysphagia management, numerical cognition deficits, and the interplay between writing medium and learning. She is affiliated with the Language and Cognition lab and collaborates on projects such as DaTreFo and Therapie: Fit für die Zukunft .

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Tricia K. StricklandView profile

Professor

Hood CollegeUnited States

Tricia K. Strickland is a Professor of Education and Program Coordinator for Elementary & Special Education at Hood College. With over 25 years of experience, she specializes in instructional practices for students with disabilities, particularly in mathematics within general education settings. She previously taught middle/high school students with diverse learning needs and worked in residential facilities for children with emotional/behavioral disorders. Ph.D., University of Maryland M.Ed., George Mason University B.A., University of Baltimore Her research focuses on enabling students with disabilities to access and succeed in the general curriculum, emphasizing evidence-based interventions and inclusive strategies. She actively contributes to teacher training and special education policy. No scientific awards or grants are explicitly mentioned in the provided text.

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Paula GanzeveldView profile

Associate Professor

Mount Mercy UniversityUnited States

Paula Ganzeveld is an Associate Professor of Education at Mount Mercy University, serving as the undergraduate program coordinator for the Education department. She joined the institution in Fall 2009 with extensive experience as a special education teacher and instructional coach at schools including Williamsburg High School and Prairie Ridge Elementary. Education: PhD in Special Education (University of Iowa) MA in Educational Measurement and Statistics (University of Iowa) MAE in Literacy Education (University of Northern Iowa) BS in Elementary Education (Iowa State University) Her research interests focus on special education pedagogy, evidence-based classroom management techniques, and the application of statistical methods in educational research. She holds multiple Iowa teaching endorsements, including K-6 Elementary Education, K-12 Reading Specialist, and K-8 Mathematics. Ganzeveld is actively involved in professional organizations, serving as a member of the Council for Exceptional Children (CEC) and the Learning Disabilities Association (LDA). Outside academia, she and her husband engage in dog sports like agility competitions and volunteer with a local dog club.

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Sara TaylorView profile

Assistant Professor

Northwest Missouri State UniversityUnited States

Dr. Sara Taylor is Assistant Professor specializing in Special Education at Northwest Missouri State University. Her research investigates strategies for developing post-secondary skills in students with learning disabilities. Teaching includes functional communication curriculum and mathematical instruction methods for diverse learners. Professional background spans K-12 special education administration and traumatic brain injury interventions. Dissertation research identified instructional gaps in transition planning for high school students with Specific Learning Disabilities (SLD).

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Juan E JiménezView profile

Professor

University of La LagunaSpain

Juan E Jiménez is a Professor of Learning Disabilities at the University of La Laguna. His research focuses on understanding and addressing learning challenges in children and adults, particularly in the areas of dyslexia, mathematical learning disabilities, and educational interventions. He has contributed extensively to the development of screening tools and evidence-based interventions targeting foundational literacy and numeracy skills. His work emphasizes cross-cultural studies, teacher education, and the application of technology in learning. Key research themes include phonological processing in reading disabilities, the efficacy of Response to Intervention (RTI) programs, and the impact of health habits on academic performance. While no formal awards are listed, his research demonstrates a strong commitment to open access publishing, with a significant portion of his work freely available under open licenses. His publications span journals such as Psychology in the Schools , Reading and Writing , and Annals of Dyslexia , reflecting his interdisciplinary focus on educational psychology, developmental disorders, and special education. Though no specific grants or advising roles are detailed, his research repeatedly addresses practical classroom applications of theoretical findings, suggesting a focus on bridging academic research and educational practice.

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Begoña De la Iglesia MayolView profile

Professor

University of the Balearic IslandsSpain

Begoña De la Iglesia Mayol is a Professor in the Department of Applied Pedagogy and Educational Psychology at the University of the Balearic Islands (UIB), serving as Vice Dean of the Faculty of Education. She holds a doctorate in Educational Sciences and a Master’s in Services and Programs for Persons with Disabilities. Her teaching spans Primary Education and Pedagogy degrees, as well as Master’s programs in Inclusive Education and Teacher Training. Her research focuses on inclusive education, learning difficulties, hospital pedagogy, and the use of art and music to address diversity. She is a member of the GREID (Research Group on Inclusive Education and Diversity), leading competitive projects addressing students in disadvantaged situations. She has earned six-year research recognition and five-year teaching recognition, publishing indexed articles in JCR, books, and presenting at national/international conferences. Her recent articles emphasize peer feedback in teacher development, inclusive practices for children with rare diseases, and music/art integration in education. She actively collaborates with schools, providing training on reading/writing/mathematics challenges and pedagogical strategies. Begoña’s academic contributions span over two decades, with a focus on bridging theoretical research and practical educational interventions. She coordinates teaching and research activities in Mallorca, Menorca, and Ibiza, specializing in practical training for educators through externships and thesis supervision.

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Rachel CollumView profile

Research Fellow

University of SunderlandUnited Kingdom

Rachel Collum is a Research Fellow at the University of Sunderland’s School of Psychology, focusing on neonatal care and developmental psychology. Her work bridges academic research with practical applications in Family Integrated Care (FICare) and neurodiverse populations, particularly autism and Williams syndrome. She teaches modules such as PSY271 Skills for Life and PSY266 Investigating Complex Issues in Psychology , and leads BSc (Hons) Clinical Psychology as route leader. Her research examines Family support models in neonatal units Long-term developmental outcomes for preterm infants Preterm identity in young people/adults Social-cognitive profiles in neurodiverse populations She collaborates with charities like Tiny Lives and Lady Sarra Hoy, holding a UKRI grant for co-producing creative methods to study preterm identity. Key trends in her publications include neonatal care innovation , neurodiverse developmental trajectories , and parental mental health . Her work spans clinical psychology, educational psychology, and social-cognitive research, with a focus on real-world healthcare and educational applications. Rachel’s professional activities include Deputy Chair of the Psychology Department Athena Swan committee Developing standardized assessments (ADOS II, ADI-R) Advocacy for parental co-production in neonatal ethics She took maternity leave from February 2023 to January 2024.

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Reece SohdiView profile

Lecturer

University of SunderlandUnited Kingdom

Reece Sohdi is a Lecturer in Further Education and Skills and Programme Leader for the Learning and Skills Teacher (LST) Apprenticeship at the University of Sunderland. He holds a BA (Hons) in Performing Arts (2017) and a PGCE (2018), followed by an MA in Education (2019). His teaching spans PGCE Further Education and Skills, the LST Apprenticeship, and modules in Mathematics Education and Physical Education with QTS. Research interests include Decolonising the Curriculum, AI's role in education, and SEND/EAL. His previous research explored feedback strategies for re-sit learners and performance anxiety in performing arts students. He advocates for equity and creativity in pedagogy. He collaborates with institutions to improve transitions from Further Education to Higher Education and supports inclusive education practices. Outside academia, he engages in creative pursuits like video editing, music production, and cooking.

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Miles BerryView profile

Professor

University of RoehamptonUnited Kingdom

Prof Miles Berry is a Professor of Computing Education at the University of Roehampton, affiliated with the School of Education and the Centre for Learning, Teaching and Human Development. He holds leadership roles including Chair of the BCS Schools & Colleges Committee and the National Centre for Computing Education's Academic Board. Previously, he served as head of Alton Convent Prep School and deputy head of St Ives School, where he pioneered Moodle and Elgg in primary education. Education: MA (Mathematics, University of Cambridge, 1994), PGCE (Education, University of Cambridge, 1991), MBA (University of Leicester, 2007), and BA (Mathematics, University of Cambridge, 1990). Research focuses on computing education, computational thinking, gender participation in STEM, and AI integration. Key interests include narrowing equity gaps in computing access, curriculum design, and teacher training. His work addresses challenges like ethical AI use, adaptive teaching strategies, and bridging mathematics-computing pedagogy gaps. Notable contributions include the Switched On Computing curriculum, leadership in the National Centre for Computing Education, and roles in international initiatives like the AI4K12 working group and Royal Society’s Mathematical Futures project. Awards include the BECTA ICT in Practice Award (2006) and AI Innovator (2024). External roles include external examiner at Sheffield Hallam University, member of the Computer Science Teachers' Association, and advisory roles for EU CodeWeek and the Worshipful Company of Information Technologists.

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Joseph BlattView profile

Senior Lecturer

Harvard UniversityUnited States

Joseph Blatt is a Senior Lecturer on Education at Harvard University's Graduate School of Education (HGSE). He holds an Ed.M. from Harvard (1977) and specializes in media's impact on learning, civic behavior, and informal education. His work bridges academia and industry through collaborations with Sesame Workshop, WGBH, and PBS. Research interests include climate change education, out-of-school learning, and technology integration in instruction. He directs HGSE's Faculty Focus on Teaching project and co-created the Usable Knowledge website. Notable projects include documentaries for NOVA and the Break Through series profiling minority scientists. Awarded Morningstar Teaching Excellence (2011) and multiple film accolades Produced over 100 educational programs for PBS and Annenberg Founder of RiverRun Media, creating educational multimedia Current initiatives include a Salata Institute-funded project on climate change communication and revitalizing HGSE's partnership with Sesame Workshop. His work emphasizes translating academic research into practical educational tools for practitioners.

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Amélia BastosView profile

Lecturer

University of LisbonPortugal

Amélia Bastos is a Lecturer in Economics at the Universidade de Lisboa 's Instituto Superior de Economia e Gestão (ISEG) , where she has taught since 1986. She holds a PhD in Economics from ISEG and has been a researcher at CEMAPRE (Center for Applied Mathematics and Economics) and REM (Research in Economics and Mathematics) since 1992. Education : PhD in Economics (1999), Master in Applied Mathematics to Economics and Management (1991), and Bachelor in Economics (1986) from ISEG. Research Focus : Child poverty measurement and multidimensional deprivation Gender wage gap analysis and labor market inequality Statistical methods for poverty and social exclusion Inclusive educational practices and accessibility Her recent publications analyze employment insecurity, gender pay gaps, and material deprivation in households with children. She has supervised multiple Master's theses on topics including child poverty, housing transactions, and newsletter subscriptions. Bastos also contributed to policy-oriented research and participated in national and international projects.

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