Veerle Garrels

Veerle Garrels is a Professor in the Department of Vocational Teacher Education at Oslo Metropolitan University's Faculty of Teacher Education and International Studies. Her office is located at Knowledge Road 55, 2007 Basement, with contact number +47 672 36 120. As Study Leader Area 2, she focuses on special education with particular emphasis on vulnerable populations and transition processes.

Her research spans critical areas including quality of life and legal security for people with neurodevelopmental disorders, school-to-work transitions for young adults with intellectual disabilities, and autism spectrum disorders. She specializes in qualitative research methods and explores topics such as alternative communication systems, self-determination theory, and police interrogation protocols for non-verbal individuals. Her work addresses systemic challenges in educational inclusion and workplace integration.

Analysis of her recent publications (2019-2025) reveals consistent focus on transition services for individuals with intellectual disabilities, ethical research practices with vulnerable populations, and implementation challenges in inclusive education. Key trends include growing attention to cognitive diversity in workplaces (2025), refinement of self-determination frameworks (2024-2025), and urgent examination of teacher preparedness for autism inclusion (2025).

Garrels actively contributes to practical applications through projects like 'Inclusive education in Nepal' (active Norad development project) and completed initiatives including 'Staying on Track' (longitudinal study of vocational students) and 'SCALED' (developing inclusive teaching methods). Her dissemination efforts target both academic and practitioner audiences, with 90 dissemination items addressing real-world implementation challenges.

She advises on critical issues through multiple platforms including Down Syndrome Norway, the Norwegian Association for Developmentally Disabled, and police forums addressing interrogation of non-verbal individuals. Her work bridges research and practice through seminars, policy recommendations, and practical guides for educators and employers.