Tamara Kalandadze

Tamara Kalandadze is an Associate Professor at the Department of Education, ICT and Learning at Østfold University College in Norway. She also holds an Associate Professor position at the Knowledge Center for Education at the University of Stavanger and has previously worked as a Senior Lecturer at OsloMet and as a Researcher at the Knowledge Center for Education, Norwegian Research Council. Her academic expertise bridges special education, developmental science, and research methodology with a strong commitment to open and reproducible research practices.

Education:

• 2019: PhD in Special Education, Department of Special Education, University of Oslo
• 2008: Master's degree in Special Education, Department of Special Education, University of Oslo
• 2006: Applied Linguistics, Department of Linguistics and Nordic Studies, University of Oslo

Tamara Kalandadze's research spans multiple interconnected domains with a central focus on open science methodologies within educational and developmental contexts. Her work significantly contributes to understanding neurodiversity, particularly autism spectrum disorder, developmental language disorders, and figurative language comprehension. She has pioneered approaches to 'open evidence synthesis' including meta-analyses that prioritize transparency and reproducibility. Her scholarship bridges special education, developmental psychology, and research methodology, with particular attention to how research practices can be made more inclusive of neurodivergent perspectives. Kalandadze actively promotes participatory research models where neurodivergent individuals contribute to the research process itself.

Analysis of Kalandadze's recent publication record reveals a strong trajectory toward integrating open science principles with neurodiversity research. Her work demonstrates growing emphasis on methodological transparency in developmental science, with increasing focus on participatory approaches that center neurodivergent voices. The publications show evolution from traditional meta-analyses of autism research toward more innovative frameworks that combine open science practices with neurodiversity-affirming approaches. A notable trend is her development of the NIRO (Non-Interventional, Reproducible, and Open) evidence synthesis framework, which has gained recognition across multiple disciplines.

Leadership and Editorial Roles:

• Associate Editor, Infant and Child Development (2023-)
• Topic Editor for Wiley's Special Issue on Neurodiversity (2023)
• Initiator and Leader of RIOT (Reproducible, Interpretable, Open and Transparent) Science Club
• Deputy Leader of the DeveLeP research group
• Local Node Lead for Norwegian Reproducibility Network (NORRN)

Kalandadze actively supervises master's students at both Østfold University College and the University of Oslo, and serves as co-supervisor for PhD candidate Malin Dahlby-Skoog at Karolinska Institutet. Her supervision focuses on research methodology, particularly open and reproducible approaches to studying neurodevelopmental conditions. She has developed and leads a PhD course on 'Open and Credible Science,' reflecting her commitment to training the next generation of researchers in transparent research practices. Her collaborative network spans multiple international institutions including University College London, University of Oslo, University of Stavanger, University of Copenhagen, and institutions in Georgia.

As founder of the RIOT Science Club in Norway, Kalandadze has established a vibrant community focused on advancing open science practices. She is actively involved in the DeveLeP research group (Development Learning and Psychological Processes) which investigates developmental trajectories in learning and psychological processes. Her work with the Communicative Processes (ComPros) research group focuses on language development and communication challenges, particularly in neurodivergent populations. These research environments provide interdisciplinary spaces where methodological innovation meets practical application in educational and clinical settings.