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Paul Taele is an Instructional Assistant Professor and Deputy Lab Director in the Sketch Recognition Lab at Texas A&M University's Department of Computer Science & Engineering. He holds a Ph.D. (2019), M.S. (2010), and dual B.S. degrees in Computer Science and Mathematics from the University of Texas at Austin (2006). His research focuses on sketch recognition, haptics, and intelligent interfaces for education and accessibility, with notable work in mid-air gesture recognition, educational sketching tools, and assistive technologies for disabilities. He has contributed to projects like Kanji Workbook , Hashigo , and HaptiMoto , and has published over 50 peer-reviewed articles across venues like CHI, IUI, and AAAI. Taele has received awards including the NSF Student Travel Grant (2014) and Ford Foundation Honorable Mention (2015). He teaches courses in capstone design, programming, and sketch recognition, and mentors students across all academic levels through strict eligibility criteria for research collaborations. Education : Ph.D. Computer Science, Texas A&M University (2019) M.S. Computer Science, Texas A&M University (2010) B.S. Computer Science & Mathematics, University of Texas at Austin (2006) Concentration in Mandarin Chinese, National Chengchi University (2007) Research Interests : Taele's work bridges HCI and AI to create accessible educational interfaces. His projects emphasize: Sketch Recognition : Developing algorithms for mid-air gestures, children's developmental assessments, and language learning Accessibility : Haptic systems for visually impaired learners and algebra education Educational Tech : Intelligent tutoring systems for music, math, and East Asian languages Awards & Grants : EAAI-20 Travel Grant (2020) Ford Foundation Dissertation Honorable Mention (2015) NSF East Asia-Pacific Summer Institutes (2013, 2012) Royce E. Wisenbaker Fellowship (2009) Lab & Teams : Director of the Sketch Recognition Lab (SRL) and collaborator with global institutions like Singapore Management University and National Taiwan University. Active in organizing workshops like SketchRec at IUI conferences.

• Sketch Recognition
• Human-Computer Interaction (HCI)
• Artificial Intelligence
• +5 more

James Lawler is a Professor in the Seidenberg School of Computer Science and Information Systems at Pace University, focusing on Information Technology. He has dedicated his career to advancing Disability Studies and STEM technologies for individuals with developmental and intellectual disabilities (IDD), while also contributing to e-Business strategies and social entrepreneurship. His work bridges technology and inclusivity, with a strong emphasis on community engagement and equity. Education: DPS, School of Computer Science and Information Systems, Pace University (2002) MBA, Graduate School of Business, Pace University (1974) BBA, Business Administration, Saint Francis College (1971) APC in Computer Applications (Audited), New York University (1979) Research Focus: Professor Lawler's research spans Customer Relationship Management (CRM) technologies, service-oriented architecture, and web services. He has pioneered initiatives for neurodiverse students in STEM, developed multisensory environments using virtual reality, and created programs like the Disability Film Festival to promote inclusion. His work often involves partnerships with AHRC New York City and other organizations. Awards: National Jefferson Award for Community Service (2024) Pace University Golden Graduates Reunion 50th Year of Service (2024) SEINFORMS Certificate of Recognition (2021) ISECON Meritorious Paper Award (2013) Grants & Professional Contributions: He has secured multiple grants for projects like the Disability Film Festival, robotics for elderly people with disabilities, and mobile app development for food waste reduction. His professional service includes roles with AHRC NYC, IEEE Education Society, and editorial boards for academic journals. He also teaches courses on design thinking, information systems, and e-commerce strategies.

• Disability Studies
• STEM Technologies for Developmental and Intellectual Disabilities
• Service-Oriented Architecture
• +3 more

Sarah Hansen is an Associate Professor in the Department of Learning Sciences at Georgia State University's College of Education & Human Development (CEHD). Her expertise focuses on early intervention strategies for children with autism spectrum disorders and developmental disabilities, emphasizing parent and teacher training to enhance social communication skills in natural environments. Education: Ph.D. in Special Education (Early Intervention), University of Oregon (2016) M.A. in Early Childhood Education, Mills College (Oakland) B.S. in Psychology, University of California, Davis Research Interests: Hansen’s work centers on early childhood special education, behavioral interventions, and telehealth applications. Key areas include: Assessment and intervention for pivotal social communication skills Parent and teacher training for inclusive classroom environments Technology integration in early childhood instruction Sleep and health issues in neurodivergent children Publications Trends: Her recent work addresses telehealth-delivered interventions, autism-related sleep challenges, and inclusive STEM/social skills curricula. Themes include family-centered care, intervention fidelity, and cross-disciplinary approaches. Grants & Advising: Hansen’s research has been supported by grants focusing on accessibility and intervention effectiveness. She advises projects on topics like telehealth feasibility and parental coaching for behavioral interventions. Her work is often collaborative with institutions like the Center for Research on Atypical Development and Learning (CRADL). Labs/Teams: Affiliated with CEHD’s research centers, including the CRADL, focusing on developmental disabilities and early intervention strategies.

• Early Childhood Special Education
• Autism Spectrum Disorders
• Early Intervention
• +4 more

Kosuke Izumi, M.D., Ph.D., is an Assistant Professor in the Department of Pediatrics at the University of Texas Southwestern (UT Southwestern). He holds appointments at Children’s Medical Center Research Institute at UT Southwestern. Dr. Izumi’s research focuses on understanding the molecular mechanisms underlying pediatric genetic disorders, particularly those involving chromosomal abnormalities and chromatin protein mutations. His work integrates genomic technologies to link clinical findings with genomic alterations, aiming to identify druggable pathways for therapeutic interventions. Education: He earned his M.D. and Ph.D. at Keio University School of Medicine, Tokyo, Japan. His postdoctoral training included studies at the Children’s Hospital of Philadelphia (CHOP) and the University of Tokyo, where he investigated chromosomal disorders like Pallister-Killian syndrome and neurodevelopmental disorders. Prior to joining UT Southwestern in 2023, he was a faculty member at CHOP. Research Interests: His lab explores disorders such as nuclear speckleopathies, chromatin disorders, and syndromic neurodevelopmental conditions. Key discoveries include identifying causative genes (e.g., AFF4, ARCN1, NKAP, CBX1) for Mendelian disorders. The lab employs patient-derived models, induced pluripotent stem cells, and mouse models to study disease mechanisms. Publications: His recent work highlights studies on neurodevelopmental disorders, genetic variants in STAT6, CHD7-spectrum disorders, and molecular mechanisms of congenital anomalies. These publications emphasize genomic and phenotypic analyses to uncover disease mechanisms. Labs/Teams: The Izumi Lab at UT Southwestern focuses on translational research to bridge genetic discoveries with clinical applications. Collaborations span genomic diagnostics, functional genomics, and developmental biology.

• Pediatric Genetics
• Molecular Mechanisms of Genetic Disorders
• Chromosomal Abnormalities
• +3 more

Christina Carnahan is a Professor of Special Education at the School of Education , part of the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. She serves as the director of the IDD Education Center , focusing on interventions for individuals with autism and intellectual disabilities. With a Doctor of Education (2006) from the University of Cincinnati and a focus on literacy and communication interventions, her work emphasizes structured work systems , technology integration , and virtual coaching for teachers. Literacy instruction for neurodiverse learners Autism spectrum disorder educational strategies Teacher professional development STEM accessibility for individuals with disabilities Her research includes 15 recent publications spanning topics like interactive books (2009), personal narrative interventions for adults with autism (2023), and technology-supported literacy (2011). She has secured multiple grants, including Federal NSF funding for inclusive STEM workforce development and Ohio state grants for developmental disability support programs. Dr. Carnahan has delivered over 30 invited presentations across the U.S., addressing literacy for students with significant disabilities in Ohio (2011), technology supports for ASD learners in Maryland (2012), and university-school professional development collaborations in North Carolina (2009). She co-authored two key texts: Quality Literacy Instruction for Learners with Autism Spectrum Disorder and Facilitating Evidence Based Practice for Students with ASD , establishing herself as a leading voice in inclusive education.

• Autism Spectrum Disorders
• Literacy Instruction
• Communication Interventions
• +5 more

Darold Joseph is an Assistant Professor in Educational Specialties at Northern Arizona University. His work centers on culturally responsive education, Indigenous schooling, and resilience in Native American communities. He actively collaborates with interdisciplinary teams on behavioral health, STEM pedagogy, and methodological innovation in culturally grounded research. His research interests focus on culturally responsive professional development , resilience in Indigenous populations , STEM education in rural settings , and the impact of the pandemic on Southwest Indigenous nations . His work emphasizes lived experience and methodological complexity, advocating for both/and approaches in assessment validity. The recent publications reflect a strong trend in interdisciplinary scholarship at the intersection of education, health, and Indigenous sovereignty. His work increasingly integrates technology and database design with community-based health initiatives, particularly with the Hopi Nation. Much of his research is co-authored with scholars like Castagno, Keene, and Baldwin, focusing on systemic support and equity in education and healthcare. Scientific Awards: No specific awards mentioned in the text. Advising and Grants: While no direct students or grant funding are listed, Darold Joseph is deeply involved in collaborative, externally visible research projects, including multimethod studies on mental well-being and resilience. His co-authorship on professional development and curriculum initiatives suggests leadership in educational reform and faculty mentoring. Labs and Teams: He collaborates with behavioral health services on the Hopi Reservation and participates in research teams focused on Indigenous health and education. These collaborations suggest involvement in community-engaged research networks, though no formal lab name is provided.

• Culturally Responsive Education
• Indigenous Education
• Higher Education
• +9 more

Dr. Scott Tenenbaum is a Professor at the University at Albany's College of Nanotechnology, Science, and Engineering, with joint appointments in the Department of Nanoscale Science & Engineering and The RNA Institute. His research focuses on RNA biology and nanotechnology, particularly post-transcriptional gene regulation and development of RNA-based therapeutics. He holds a PhD in Microbiology and Immunology from Tulane University and completed postdoctoral training at Duke University Medical Center. Research interests span: RNA-binding protein networks and regulatory codes Nanoscale immunoassay platforms Antiviral therapeutic technologies Bioinformatics approaches for genomics Cancer diagnostics and therapeutics Publication analysis reveals strong emphasis on RNA structural biology, single-molecule biophysics, and computational approaches to gene regulation. Recent work demonstrates increasing focus on clinical applications including cancer metastasis diagnostics and engineered RNA therapeutics. Awards include: Excellence in Research Award (UAlbany) Rising Star Award (SUNY Research Foundation) Golden Apple Teaching Award Robert & Barbara Bell Science of Cancer Award James A. Wilson Fellow Award Leads research on nano-based technology development and collaborates with biotechnology startup HocusLocus Inc. to commercialize sxRNA platform technology.

• RNA Biology
• Nanotechnology
• Genomics
• +2 more

Dr. Michaela Schenkelberg is an Associate Professor in the Department of Health and Kinesiology at the University of Nebraska at Omaha (UNO), within the College of Education, Health, and Human Sciences. Her research focuses on physical activity promotion, particularly among children with developmental disabilities, and explores sociocultural determinants of health in underserved populations. Education: Bachelor of Science in Exercise Science, University of Nebraska at Omaha (2011) Master of Public Health in Physical Activity, Kansas State University (2013) Doctor of Philosophy in Exercise Science, University of South Carolina (2019) Research Interests: Dr. Schenkelberg investigates disparities in physical activity access for children with intellectual/developmental disabilities, rural community health interventions, and the role of social determinants in shaping health behaviors. She develops innovative measurement systems (e.g., accelerometer-based infant activity tracking) and collaborates with schools and community organizations to promote equitable physical activity opportunities. Awards: Golisano Health Leadership Award (2023) Service Contributions: Faculty Advisor for Exercise is Medicine - On Campus (2021) Reviewer for UNMC uBEATS STEM program (2022) Board Member, Special Olympics Nebraska (2020–present) Contributor to media outlets including the American College of Sports Medicine Blog and UNO's Access the Experts series Her work bridges academia and practice through community-engaged projects addressing health equity, such as rural youth physical activity surveillance systems and inclusive playground advocacy.

• Physical Activity
• Developmental Disabilities
• Public Health
• +6 more

Luis De La Torre-Ubieta is an Assistant Professor-in-Residence in the Department of Psychiatry and Biobehavioral Sciences at the David Geffen School of Medicine, University of California Los Angeles. He directs an active research laboratory established in 2018 that investigates mechanisms of human brain development and neurodevelopmental disorders using multidisciplinary approaches including single-cell genomics and stem cell models. His lab is affiliated with UCLA's Intellectual and Developmental Disabilities Research Center (IDDRC). Education: Ph.D. in Neurobiology, Harvard University (2010) B.S. in Biology, University of Puerto Rico (2003) Research Focus: Dr. De La Torre-Ubieta's research program centers on understanding the gene regulatory mechanisms governing human cortical development and their disruption in neuropsychiatric disorders. His laboratory employs cutting-edge genomic technologies including single-cell RNA sequencing, chromatin accessibility mapping, and brain organoid models to investigate: 1) Developmental trajectories of human neocortex formation; 2) Isoform diversity and post-transcriptional regulation during neurogenesis; 3) Genetic and epigenetic mechanisms underlying neurodevelopmental conditions; and 4) Evolutionary conservation of neuronal specification programs. Publication Trends: His extensive publication record demonstrates consistent focus on neurodevelopmental genomics, with recent work emphasizing single-cell resolution analyses of human brain development. Publications frequently integrate multi-omic approaches to map gene regulatory networks across developmental timepoints. Research consistently bridges basic mechanisms of cortical development with translational applications for neuropsychiatric disorders, particularly through identification of disease-relevant molecular pathways. Laboratory & Collaborations: The De La Torre-Ubieta Lab employs multidisciplinary approaches combining wet-lab experimentation with computational biology. The team collaborates extensively within UCLA's neuroscience research ecosystem and maintains national/international partnerships. Research has been published in high-impact journals including Science, Nature, Cell, and Neuron.

• Neuroscience
• Neurodevelopmental Disorders
• Brain Development
• +4 more

Dr. Rajiv Satsangi is an Associate Professor at George Mason University's Helen A. Kellar Institute for Human disAbilities, within the College of Education and Human Development. He holds a PhD from Purdue University and focuses on special education with an emphasis on mathematics instruction for students with disabilities. His work emphasizes the use of technology-based interventions, such as virtual manipulatives and video modeling, to enhance learning outcomes for students with learning disabilities, intellectual disabilities, and other exceptionalities. Dr. Satsangi's research interests center on inclusive education strategies, assistive technology integration, and evidence-based practices in mathematics education. He has extensively studied the efficacy of virtual tools like number lines, graphic organizers, and algebraic manipulatives in improving mathematical proficiency among students with disabilities. His work also addresses policy implementation (e.g., NCTM/CEC guidelines) and teacher training in inclusive pedagogy. His recent publications highlight trends toward technology-driven solutions for teaching algebra, fractions, and geometry to students with learning challenges. He has explored comparative studies between virtual and concrete manipulatives, as well as video modeling versus traditional instruction methods. Dr. Satsangi collaborates closely with the Helen A. Kellar Institute to develop adaptive curricula and interventions that promote educational equity in STEM fields. No awards or grants are explicitly listed in the provided texts. His teaching focuses on special education coursework related to general curriculum adaptations. While no advising records are mentioned, his research consistently involves collaborative efforts to improve educational access through innovative methodologies.

• Special Education
• Mathematics Education
• Assistive Technology
• +3 more

Cliff Oliech is a Lecturer in the Department of Educational Foundations and Leadership at Duquesne University's School of Education. He holds a Ph.D. in Special Education (2023) and an M.S.Ed. in Special Education (2020), both from Duquesne. His teaching spans undergraduate and graduate special education courses, and he previously taught high school science in Kenya (2011-2018). Education: Ph.D., Special Education, Duquesne University (2023) M.S.Ed., Special Education - CBP/HD, Duquesne University (2020) B.S.Ed., Special Needs Education with IT, Maseno University (2010) Research Interests: Dr. Oliech focuses on applying Applied Behavior Analysis (ABA) principles to improve postsecondary transition outcomes for individuals with disabilities. His work emphasizes Universal Design for Learning (UDL) in STEM programs and video-based interventions to enhance employment readiness, particularly for those with Autism Spectrum Disorders (ASD) and Intellectual/Developmental Disabilities (IDD). He emphasizes inclusive education practices and equitable career assessment methods. Teaching Philosophy: Oliech prioritizes inclusive classroom environments through interactive discussions, group work, and technology integration. He fosters a sense of belonging and encourages diverse student perspectives, as evidenced by student testimonials about his supportive classroom atmosphere. Community Engagement: He actively participates in campus life, advocating for mental health resources and cultural diversity. Outside academia, he enjoys soccer, travel (targeting all 50 U.S. states), and speaking Luo/Kiswahili/English.

• Special Education
• Applied Behavior Analysis
• Inclusive Education
• +3 more

Alex Shcheglovitov is an Associate Professor of Neurobiology at the University of Utah, where he leads the Shcheglovitov Lab in the Department of Neurobiology & Anatomy. His research focuses on understanding the cellular and molecular mechanisms underlying human neurodevelopmental disorders using stem cell-derived neurons and organoids. He is also affiliated with the Departments of Biomedical Engineering, Psychiatry, and Huntsman Cancer Institute, and serves as Faculty Director of the Clinical and Translational Research Core at the Utah Clinical and Translational Science Institute. Dr. Shcheglovitov's educational background includes: Bachelor's degree in Applied Physics from National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" Master's degree in Biophysics from National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" Ph.D. in Biophysics from Bogomoletz Institute of Physiology of the National Academy of Sciences of Ukraine Postdoctoral training at University of Virginia with Dr. Ed Perez-Reyes Postdoctoral training at Stanford University with Dr. Ricardo Dolmetsch Dr. Shcheglovitov's research primarily investigates the cellular and molecular basis of neurodevelopmental disorders such as autism, intellectual disability, and epilepsy. His lab has pioneered techniques for generating cortical organoids from single neural rosettes to study human-specific aspects of cortical development. The lab focuses on three main projects: developing single-rosette derived cortical organoids, studying mechanisms disrupted in 22q13 deletion syndrome and autism, and investigating epilepsy mechanisms in neurodevelopmental disorders. His work has demonstrated that SHANK3-deficient neurons from 22q13 deletion syndrome patients exhibit impaired synaptic transmission that can be restored by IGF1 treatment. Analysis of Dr. Shcheglovitov's publication history reveals a clear progression from fundamental calcium channel physiology to sophisticated human stem cell models of neurodevelopmental disorders. His recent work heavily focuses on brain organoid technology, particularly the development of single-rosette derived cortical organoids (SRCOs), which has become a signature technique of his lab. The research spans multiple disciplines including neuroscience, genetics, stem cell biology, and molecular medicine, with a consistent focus on translating basic discoveries into potential therapeutic approaches for neurodevelopmental conditions. Dr. Shcheglovitov's scientific contributions have been recognized through funding from multiple prestigious sources: National Institute of Neurological Disorders and Stroke (NINDS) National Institute of Mental Health (NIMH) Whitehall Foundation NARSAD (Brain & Behavior Research Foundation) Brain Research Foundation Utah Neuroscience Initiative Dr. Shcheglovitov actively mentors a diverse team of researchers including postdoctoral fellows, graduate students, undergraduate students, and high school researchers. His lab emphasizes diversity, equity, and inclusion, believing these values enhance scientific innovation. Current lab members include postdoctoral researchers with expertise in biochemistry and cell biology, neuroscience and molecular biology graduate students, and undergraduate researchers working on various aspects of neurodevelopmental disorder modeling. Many former lab members have gone on to successful careers in academia, industry, and medicine. The Shcheglovitov Lab is at the forefront of developing and applying human stem cell-derived models to study cortical development and neurodevelopmental disorders. Their innovative approach using single neural rosette-derived cortical organoids allows for unprecedented investigation of human-specific brain development. The lab maintains active collaborations across multiple departments and is committed to translating basic research findings into potential therapeutic approaches for currently incurable neurological conditions.

• Neurobiology
• Stem Cell Research
• Brain Organoids
• +7 more

Amanda Levin Mazin, Ph.D., is a full-time Senior Lecturer and Practicum Coordinator in the Programs in Intellectual Disability/Autism at Teachers College, Columbia University. She holds certifications as a special education teacher and Board Certified Behavior Analyst with 20 years of experience in supporting students with diverse needs. Her roles include teacher training, curriculum design, and promoting inclusive education models. Education: BAE in Special Education, University of Florida M.Ed. in Special Education (Emotional/Behavior Disorders and Learning Disabilities), University of Florida Ph.D. in Intellectual Disabilities/Autism, Teachers College, Columbia University Her research focuses on teacher preparation for neurodivergent learners, effective classroom design, and curriculum modification in inclusive settings. Recent work explores AI applications in education, peer learning communities for new teachers, and neurodiversity in academia. Presentations emphasize collaborative inquiry in teacher preparation, inclusive science education, and strategies for students with autism. She has presented at conferences such as the Council for Exceptional Children Annual Convention and the Division of Autism and Developmental Disabilities.

• Special Education
• Disabilities
• Neurodivergent Learners
• +3 more

Christopher A. Walsh is Bullard Professor of Pediatrics and Neurology at Harvard Medical School, Chief of the Division of Genetics and Genomics at Boston Children's Hospital, and an Investigator of the Howard Hughes Medical Institute. His research laboratory at the Manton Center for Orphan Disease Research and F.M. Kirby Neurobiology Center focuses on the genetic basis of human cerebral cortical development and associated disorders. Dr. Walsh completed his MD and PhD degrees at the University of Chicago, neurology residency at Massachusetts General Hospital, and postdoctoral training at Harvard in Genetics. He has held the Bullard Professorship since 1999 and joined Children's Hospital as Chief of Genetics in 2006. His educational background includes undergraduate studies at Bucknell University (1978), PhD in Neurobiology from the University of Chicago (1983), and medical training at the Pritzker School of Medicine (1985). Dr. Walsh's research spans multiple areas of neurogenetics and brain development. His lab pioneered the analysis of clonal somatic mutations as causes of disease and has revealed roles for somatic mutations in pediatric focal epilepsy, adult temporal lobe epilepsy, autism spectrum disorders, and schizophrenia. He has identified more than three-dozen human disease genes over 20 years and analyzed rates of somatic mutations in normal brain cells, revealing their accumulation with age in single human neurons. His work has expanded into brain aging and degenerative diseases, earning the Pignolo Award for Aging Research from the University of Pennsylvania in 2018. The lab is particularly well-suited for projects on somatic mutation across human tissues due to their longstanding interest in somatic mutation in human brain, cell lineage in human brain, and innovative genomic technologies. Dr. Walsh's recent publications (2024-2025) demonstrate a strong focus on somatic mutations, brain development, and neurological disorders using cutting-edge single-cell and spatial genomics technologies. His work increasingly examines cellular heterogeneity in the brain, how somatic mutations impact neurological function across disorders including autism, epilepsy, and neurodegenerative conditions, and the evolutionary aspects of human brain development. Dr. Walsh has received numerous prestigious awards including the Jacob Javits Award, Kavli Prize in Neuroscience, Gruber Prize in Neuroscience, and election to the National Academy of Sciences. His work has been recognized by multiple societies including the American Neurological Association, American Association of Physicians, National Academy of Medicine, and American Association for the Advancement of Sciences. Recent honors include the Jacob Javits Distinguished Investigator Award (2024), election to the Norwegian Academy of Science and Letters (2022), and the Kavli Prize in Neuroscience (2022). Dr. Walsh has been deeply involved in training the next generation of researchers, having mentored over 50 MDs, PhDs, and MD/PhDs and more than 20 pre-doctoral students. Most of these trainees continue to be involved in medical research after leaving his lab, many starting their own labs. He previously served as Director of the Harvard-MIT MD-PhD training program for three years and has been active on many committees for this program for 20 years. His current research is supported by multiple grants including an HHMI Investigator award (10/01/02-10/31/31), several NIH R01 grants, and funding from the Paul Allen Frontiers Group, Simons Foundation, and John Templeton Foundation. Dr. Walsh leads the Walsh Laboratory within the Intellectual and Developmental Disabilities Research Center at Boston Children's Hospital. His lab continues to push boundaries in understanding how somatic mutations contribute to both normal brain function and neurological disorders across the lifespan, with recent work expanding into studying the evolution of the human brain through the Center for the Study of Human Brain Evolution funded by the Paul Allen Frontiers Group.

• Neurogenetics
• Brain Development
• Cerebral Cortical Development
• +8 more

Dr. Teresa Taber Doughty serves as Dean of the School of Education and Human Sciences at the University of Alabama at Birmingham (UAB), where she leads strategic initiatives to enhance academic programs, research, and community engagement. She holds a Professor rank in Curriculum Instruction. Over 40 years, she has held leadership roles including Dean of the College of Education at the University of Texas at Arlington and Professor of Special Education at Purdue University. Her career spans special education, teacher training, and administrative leadership across multiple states. Dr. Doughty earned her Ph.D. in Special Education from Georgia State University, and her B.S. from Auburn University. She focuses on preparing professionals in education and human sciences, emphasizing evidence-based practices. Her research interests include special education strategies, technology integration, and inclusive education models. Her professional service includes roles with the Association for Advancing Quality in Educator Preparation (AAQEP), the Council for Exceptional Children, and editorial boards for scholarly journals. She has authored over 60 publications, focusing on topics like assistive technology, autism interventions, and curriculum development. Dr. Doughty’s leadership emphasizes fostering innovation, program growth, and community partnerships to strengthen educational outcomes and professional readiness for students and faculty.

• Special Education
• Educational Leadership
• Disability Studies
• +3 more