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Gunilla Almgren Bäck is a researcher at the Department of Educational Psychology, Faculty of Health and Life Sciences, Linnaeus University. Her work focuses on assistive technology and its role in addressing reading and writing difficulties, particularly in primary and middle-school education. She has conducted extensive studies on speech-to-text tools for students with dyslexia and writing disabilities. Education: Ph.D. in Psychology (2024) from Linnaeus University, specializing in educational psychology and assistive technology. Research Interests: Almgren Bäck's research explores how speech-to-text technology can prevent, bridge, and develop students' text production capabilities. Her work includes longitudinal studies on dyslexic students' experiences and collaborations across Nordic countries to refine assistive technologies. Recent Publications: Her studies, such as Prevent, Bridge, Develop (2024) and Enhancing Middle-School Students' Textual Expression (2025), highlight the integration of assistive technology in educational settings. Her articles emphasize technology's potential to support writing difficulties, dyslexia, and AI-enhanced text production. Projects: She leads the ongoing project When AT meets AI , investigating the synergy between assistive technology and artificial intelligence in text production. Additionally, she collaborates on a 2024–2025 initiative using speech synthesis to aid reading learning in SFI teaching.

• Educational Psychology
• Assistive Technology
• Reading and Writing Disabilities
• +3 more

Linda Fälth is a Professor of Education at Linnaeus University, Sweden, affiliated with the Faculty of Social Sciences and the Department of Education. She currently serves as Deputy Vice-Rector for Teacher Education and leads the Research in Inclusion, Democracy, and Equity (RIDE) group. Her work focuses on reading acquisition, dyslexia, and educational interventions for diverse populations. Key roles: Professor, Deputy Vice-Rector, Editor for Special Issue: Students with Special Educational Needs in Reading and Writing Research groups: Literacy and Teaching, RIDE Her research emphasizes inclusive education strategies, assistive technology for students with disabilities, and literacy development in multilingual contexts. Notable projects include LegiLexi (digital assessment tools for reading) and RYE (phonological training interventions). Publications span over two decades, with recent work addressing RtI models, speech-to-text interventions, and pandemic impacts on reading development. She collaborates internationally, particularly in Nordic countries, and has contributed to policy and teacher training initiatives.

• Reading Acquisition
• Reading Development
• Dyslexia
• +4 more

Nafiseh Mousavi is a Senior Lecturer at Lund University's Department of Arts and Cultural Sciences within the Faculty of Humanities and Theology. With a PhD in Comparative Literature specializing in Intermedial Studies (2021), she brings expertise in literature, languages, and anthropology to her academic work. Her institutional affiliation includes active participation in intermedial studies, publishing studies, fashion studies, film studies, and digital cultures. Her research operates under the umbrella framework of "media, difference, interaction," focusing on zones where politics of difference are amplified in artistic and daily communication. Mousavi has a particular interest in autobiographical narratives, documentary media, and activist authorships, examining diverse media forms including comics, literary fiction, social media, and film. Her work spans intermedial processes in intercultural contexts, migratory authorships, neurodivergence across media, memory activism, and feminist comics. Analysis of her publication record reveals strong engagement with cultural memory, particularly examining Iranian contexts through the lens of neurodiversity, imprisonment narratives, and activist memory work. Her research demonstrates a consistent focus on how marginalized communities use various media forms to articulate experiences of difference and create counter-narratives. Research Fellow (2025) Mousavi actively contributes to academic discourse through teaching courses such as Digital Cultures: Project Work, Digital Cultures: Project Management, and Fashion Studies. She participates in the Aesthetic Studies Reading Group as a researcher and regularly presents at conferences on topics related to documentary filmmaking, memory work, and intermedial interventions in urban contexts.

• Intermedial Studies
• Media and Difference
• Cultural Memory
• +9 more

Emma Lindeblad is a researcher in the Department of Psychology at Linnaeus University, affiliated with the Faculty of Health and Life Sciences. Her work focuses on educational psychology, assistive technology, and the psychological health of individuals with reading disabilities. 2024: Published longitudinal studies on assistive technology for dyslexic students. 2021: Investigated effects of assistive technology for students with reading/writing disabilities. 2019: Explored self-concepts and psychological health in children with reading difficulties. 2017: Examined long-term impacts of assistive technology in secondary schools. 2016: Analyzed psychological well-being using Beck Youth Inventory. Her research emphasizes inclusive education, technology evaluation, and student well-being. Publications span peer-reviewed journals and conference proceedings across Sweden, Italy, and Australia.

• Educational Psychology
• Assistive Technology
• Reading Disabilities
• +3 more

Heidi Selenius is an Associate Professor at the Department of Special Education , Stockholm University . Her research focuses on literacy development for individuals with intellectual disabilities, second-language learners, and forensic psychiatric populations. She investigates assistive technologies, Response to Intervention (RTI) models, and inclusive educational practices. Special Education Psychology (PhD) Research Trends : Her recent publications examine speech-to-text tools for students with disabilities, longitudinal reading interventions, and psychometric validation of inclusion efficacy scales. She combines single-subject designs with cross-sectional studies across Sweden and Nordic countries. Key Contributions include systematic decoding interventions for L2 students, comparative analyses of reading vs listening comprehension, and forensic clinic follow-up studies. Her work emphasizes teacher training, educational equity, and technology integration for marginalized learners.

• Special Education
• Reading and Writing Skills Development
• Intellectual Disabilities
• +3 more

Lena Swalander is a Senior Lecturer at the Department of Psychology, Linnaeus University. She teaches on independent psychology courses and the psychology program, focusing on academic self-concept, motivation, and learning strategies in relation to reading ability. Research Interests Her research explores how academic self-concept , motivation , and self-regulated learning strategies influence reading comprehension and literacy development . Key themes include technology integration in education, dyslexia, and cognitive development in children/adolescents. Key Trends in Research Her publications span topics in educational psychology , technology-enhanced learning , and literacy disorders . Notable sub-fields include metacognition , digital learning environments , and family influences on educational outcomes .

• Educational Psychology
• Reading Comprehension
• Self-Regulated Learning
• +3 more

Karin Allard is a part-time Lecturer in Special Education at Örebro University, affiliated with the Department of Humanities, Education and Social Sciences. She holds a PhD in Education and focuses on multilingualism, translanguaging theory, and inclusion in deaf education. Her research explores language practices in sign language environments and policy implications for special education teachers. Education: PhD in Education from Örebro University (2013). Previous roles include preschool teacher, primary school educator (F-3), and special educator for deaf/hard-of-hearing students. Active in teacher training programs through the Swedish Labour Market Institute. Research Interests: Multilingual education, translanguaging implementation, deaf education inclusion, special educator professional development, and student health collaboration. She leads an educational development project on interprofessional collaboration between special education and social work programs. Key Projects: Collaboration for Inclusive Student Health Initiative, Nordic Network on Disability Research participation, and comparative studies on special educator training in Sweden/FInland. Published widely in journals like Journal of Deaf Studies and Deaf Education and Nordic Journal of Comparative Education . Professional Roles: Course manager for special education programs, thesis supervisor, and member of program councils. Engaged in peer-reviewing for Language Policy and academic networks like DHOPP (Sign Language Research). Labs/Teams: SpecUL - Special Education, Development and Learning research group; Education and Democracy research environment at HumUS.

• Special Education
• Multilingualism
• Translanguaging
• +4 more

Catharina Tjernberg is a Senior Lecturer at Karlstad University's Department of Education. Her research focuses on inclusive education, literacy practices, and teacher development, with a particular emphasis on early childhood literacy and special needs education. Her work bridges theory and practice, examining how didactic approaches can enhance student participation and learning equity. Key areas include multimodal writing instruction, teacher reflection processes, and school culture's role in fostering inclusion. Recent studies explore teachers' perspectives on designing supportive literacy practices across diverse school settings, while earlier work analyzed successful strategies for students with reading/writing difficulties. Her 2021 synthesis paper proposes frameworks for integrating inclusive and didactic research to ensure equitable learning environments. Award-related information is not documented here, but her extensive publication record reflects sustained contributions to educational research and pedagogical innovation.

• Inclusive Education
• Literacy Practices
• Teacher Education
• +3 more

Sanna Kraft is a Senior Lecturer in The teaching and learning of Swedish at the Department of Primary Teacher Education, Faculty of Education, Kristianstad University. She is affiliated with the research group Learning in Language and Literature (LiLL) and holds a PhD in Swedish, Multilingualism, and Language Technology (awarded 2023) alongside a Master's in Logopedics (awarded 2012). Her research centers on literacy education with emphasis on: Speech-to-text technology applications for children with reading/writing difficulties Transcription process analysis in written composition Dysfluency and hesitation patterns in educational contexts Comparative studies of oral, keyboard, and dictated text production Assessment methodologies for spelling difficulties She investigates how assistive technologies impact writing processes through empirical studies involving standardized tasks and writing-process data. Publications from 2019-2024 reveal consistent focus on technological interventions for literacy challenges, particularly examining how speech-to-text tools affect revision patterns and transcription quality in children with learning differences. Her work bridges educational theory, linguistic analysis, and practical classroom applications. Dr. Kraft has supervised 6 students (per institutional records) and contributed to public discourse through media appearances including the radio program 'Språket i P1' (November 2024). Her research maintains an h-index of 6 (Scopus) with notable social media engagement (93+ shares/comments on key publications).

• Literacy Education
• Swedish Language Teaching
• Assistive Technology in Education
• +3 more

Diana Berthén is a researcher at the Department of Special Education , Stockholm University. Her work focuses on transforming assessment practices and literacy instruction for students with intellectual disabilities. Current faculty member at Stockholm University Research spans educational reform and inclusive pedagogy Research Highlights: Berthén investigates how special education can shift from simplistic assessment frameworks to more nuanced, student-centered approaches. Her studies analyze teacher experiences and systemic barriers in implementing government-mandated reforms. Publications highlight collaborations with Fia Andersson and Monica Reichenberg, exploring: Formative assessment in special schools Literacy development for neurodiverse learners Transition from collective to independent writing Curriculum design for reading comprehension Cultural-Historical Activity Theory underpins her analysis of educational practices.

• Special Education
• Assessment Practices
• Literacy Education
• +3 more

Christian Waldmann is a Lecturer in the Department of Swedish at Linnaeus University, affiliated with the Faculty of Arts and Humanities. His research focuses on writing challenges in educational contexts, language acquisition in children, and Swedish grammar. He leads projects like 'Writing at the upper secondary level in students with and without a history of reading difficulties,' funded by the Swedish Research Council. His work bridges applied linguistics and education, emphasizing the interplay between language skills and academic success. Waldmann holds a PhD from Lund University (2008) and has extensive experience in both research and teaching. He collaborates with the Linnaeus University Language, Cognition, and Culture Lab (LiLa Lab) and serves as Editor-in-Chief of ASLA's writing series. His teaching includes preschool and special education programs, focusing on language and writing development. Key research themes include longitudinal studies on spelling development, cognitive aspects of writing, and the role of oral language in literacy. He has published widely in journals like Journal of Second Language Writing and Frontiers in Psychology , with a focus on educational linguistics and bilingualism in minority languages.

• Writing in cases of language/reading difficulties
• Children's language acquisition
• Language development in school contexts
• +3 more

John Rack is an Associate Professor at Linnaeus University's Department of Education within the Faculty of Social Sciences. He actively contributes to the EdTechLnu and RIDE (Research in Inclusion, Democracy and Equity) research environments, focusing on educational technology, learning analytics, and inclusive pedagogy. His work bridges technical development with pedagogical implementation through collaborations with EdTech companies and institutions like the Karolinska Institute. His research addresses critical areas in digital education, including: Systematic implementation of educational technology in K-12 settings Learning analytics applications in mathematics education Writing-process data for literacy assessment Overcoming barriers in digital technology adoption Notable trends in his publications include leveraging data-driven approaches for inclusive teaching and advancing understanding of phonological and orthographic coding in learning difficulties. While no specific awards are mentioned in the provided texts, his extensive collaborations indicate significant academic engagement.

• Educational Technology
• Learning Analytics
• Inclusive Teaching Methods
• +3 more

Thomas Nordström is a Senior Lecturer at Linnaeus University’s Department of Psychology, within the Faculty of Health and Life Sciences. His teaching focuses on educational psychology, scientific methodology, and independent research projects in psychology, emphasizing evidence-based practices and open science principles. He leads courses such as Independent Work in Psychology , integrating students into research projects with a focus on pre-registration and data sharing. His research centers on evidence-based methods in education, particularly reading development and assistive technologies for students with learning difficulties. Key projects include collaborations with the LegiLexi foundation to improve primary school teaching through data-driven recommendations, and a Swedish Research Council-funded meta-analysis of John Hattie’s Visible Learning framework. He also investigates assistive technologies like text-to-speech systems and their impact on students with disabilities. Nordström’s work spans methodological research, including systematic review standards and open science practices. He co-leads the Methods and Meta-science research group and contributes to Research in Inclusion, Democracy and Equity (RIDE) . Recent projects include evaluating the Simple View of Reading Model in Swedish contexts and assessing pandemic impacts on reading development. His contributions address systemic challenges in education and research, advocating for rigorous, reproducible methods while supporting inclusive practices for vulnerable learners. Current initiatives include the Minerva Project, which explores classroom environments and mathematical skills in elementary students.

• Educational Psychology
• Learning Disabilities
• Assistive Technology in Education
• +3 more

Kent Löfgren is an Associate Professor at the Department of Education, Umeå University, Sweden, with extensive teaching experience as course coordinator for Special Education Programme degree projects and undergraduate/master's thesis supervision. His research focuses on: Special Education and Inclusive Education, examining self-efficacy of special educators and inclusive practices for students with intellectual disabilities Curriculum Design and Educational Assessment, particularly competency-based methodologies and ECTS implementation Teacher Education, addressing generational change and professional development Sports and Gender, analyzing gender equality in sports participation and policy Recent publications (2012-2019) reveal consistent emphasis on Swedish educational contexts, with empirical studies on teacher self-efficacy, voter participation for disabled students, and gender equality in sports. His work combines policy evaluation with practical educational interventions across special education, assessment systems, and sports sociology. Löfgren supervises undergraduate and master's thesis students in education. Since 2008, he has independently managed educational YouTube channels in Swedish and English featuring instructional content outside his university duties.

• Special Education
• Inclusive Education
• Curriculum Design
• +3 more

Karin Nilsson is an Assistant Professor at Linköping University's Department of Behavioural Sciences and Learning (IBL), affiliated with the Disability Research Division (FUSA) and the Swedish Institute for Disability Research. Her work focuses on advancing understanding of reading ability in adolescents with mild intellectual disability to enable active societal participation through evidence-based literacy support. Her research investigates linguistic, cognitive, and environmental variables affecting reading ability in adolescents with mild intellectual disability, critically examining whether established reading theories from typical development apply to this population. She emphasizes decoding skills and reading comprehension as critical components requiring tailored interventions, with particular attention to home environment influences and cognitive-linguistic predictors. Recent publications (2024-2025) demonstrate cohesive focus on reading ability in intellectual disability, spanning teacher perspectives on accessible instruction, user-centered text adaptation processes, meta-analytic reviews of cognitive correlates, and longitudinal developmental trajectories. Her work bridges clinical linguistics, educational psychology, and disability studies to address the sparse knowledge base in this field. Dr. Nilsson actively contributes to the Disability Research Division (FUSA), which conducts interdisciplinary research measuring disability impact with emphasis on cognition and communication. This division operates within Linköping University's mission to improve societal conditions for people with disabilities through rigorous scientific inquiry and practical application of findings.

• Reading Ability in Intellectual Disability
• Cognitive Linguistics
• Special Education
• +2 more