جستجوی استاد راهنمای دانشگاهی

• Sociolinguistics
• Anthropology
• Deaf Geographies
• +۶ مورد دیگر

Professor Annelies Kusters is a sociolinguist specializing in sign language ideologies, deaf mobilities, and communication practices at Heriot-Watt University (School of Social Sciences). She holds a PhD from the University of Bristol (2012) and previously worked at the Max Planck Institute. Her research integrates ethnography, film, and visual methods to explore multilingualism, transnational deaf spaces, and media representation. Key projects include the ERC-funded MobileDeaf initiative (2017–2023), focusing on deaf mobilities and translanguaging. Research interests span sign language ideologies, deaf media, transnationalism, and ethnographic methodologies. She leads SIGNS@HWU, fostering interdisciplinary research on sign languages and deaf communities. Awards include the European Research Council Starting Grant (2016) and the Francis Maginn Award (2023). Teaching focuses on Deaf Studies and sociolinguistics, with a commitment to mentoring deaf scholars. Notable grants include £1.5M ERC funding and collaborations with the British Sign Language Broadcasting Trust. Publications emphasize International Sign, deaf media representation, and family language policy. She advises on policy, interpreter training, and media production, contributing to UN Sustainable Development Goals. Leadership roles include Co-Director of Engagement (School of Social Sciences) and Programme Director for the MA British Sign Language (Interpreting, Translating, and Applied Language Studies).

• Learning and Teaching in Higher Education
• Imposter Syndrome
• Transnational Education
• +۹ مورد دیگر

Professor Megan Lawton is a leading figure in academic practice and inclusive education at the University of Wolverhampton, where she serves as Professor of Learning and Teaching in Academic Practice within the Directorate of Students and Education and the Directorate of Academic Development and Success. A National Teaching Fellow and Principal Fellow of the Higher Education Academy, she has significantly advanced staff development, neurodiversity, and inclusive pedagogy in higher education. Doctorate in Professional Studies (Learning and Teaching), Middlesex University MBA, Wolverhampton Polytechnic PGCE in Further Education, Wolverhampton Polytechnic BA in Visual Communication Studies, West Midlands Institute of Higher Education Her research centers on imposter syndrome, neurodiversity, flipped learning, transnational education, and visual research methodologies . She advocates for inclusive practices, drawing from personal experience with dyslexia, and has published extensively on staff development and Special Educational Needs and Disability (SEND). Her work emphasizes empowering marginalized learners and rethinking traditional pedagogical models. The recent publications reflect a strong trend toward inclusive, reflective, and globally aware academic practices , with a focus on mental wellbeing, equitable teaching strategies, and the internationalization of curricula. Her research integrates personal insight with systemic innovation, particularly in supporting Deaf students and neurodiverse academics. Her scientific awards include: National Teaching Fellow (NTF), 2017 Principal Fellow of the Higher Education Academy (PFHEA), 2017 Senior Fellow of the HEA (SFHEA), 2014 Regional Winner, Cosmopolitan Achievement Awards for Women, 1992 National Award for Widening Access to HE, 1992 Megan Lawton has led impactful initiatives, including the Development and design of an IPS education framework and career pathway (2020–2021) . She has advised on academic development nationally and internationally, serving as an external reviewer for Hong Kong Baptist University and the University of Ulster. Her leadership extends to mentoring and coaching, supported by her ILM Level 5 certification. She founded the Visual Language Centre (VLC) at the University of Wolverhampton in 1991, a pioneering initiative that advanced British Sign Language in higher education and created the first BA (Hons) BSL/English program in Europe. The VLC remains a landmark in inclusive academic innovation.

• Clinical Psychology
• Deafness
• Cognition
• +۵ مورد دیگر

Dr. Joanna Atkinson is an Honorary Senior Research Fellow at the Division of Psychology & Language Sciences at University College London (UCL), specializing in deafness, cognition, language, and clinical psychology. She is also an Honorary Clinical Psychologist at the National Hospital of Neurology and Neurosurgery, UCL Hospitals NHS Foundation Trust, working at the Dementia Research Centre. Her educational background includes: Doctorate in Clinical Psychology from the University of Bristol (2005) Master of Science from the University of Bristol (1998) Bachelor of Science from the University of Bristol (1997) Post Doctoral Qualification from the Institute of Psychiatry (2008) Dr. Atkinson's research focuses on the intersection of deafness, cognition, and language, examining how language experience impacts cognitive development in deaf individuals with particular attention to British Sign Language users. She has developed specialized neuropsychological assessments for deaf populations, including tools for detecting cognitive impairment and dementia in BSL users. Her work bridges clinical psychology, cognitive neuroscience, linguistics, and education, with applications in healthcare services for deaf individuals with neurological conditions. Her recent publications demonstrate expertise in developing cognitive and language assessments for deaf sign language users, studying language disorders in deaf children, and creating appropriate dementia services. Dr. Atkinson has received several professional recognitions: Best Keynote Speaker European Congress on Mental Health and Deafness Best Poster Presentation Neurocom, Institute of Cognitive Neuroscience Commendation for Best Poster Presentation World Congress on Mental Health and Deafness Ede Ravenscroft Award for Academic Excellence University of Bristol She has been actively involved in public engagement, including launching online portal tests for clinical assessment of cognitive decline in deaf BSL users and participating in events like 'Whisperings Within' hosted by Claudia Hammond of BBC Radio 4. Dr. Atkinson has contributed to policy development through her work with Action on Hearing Loss and the NHS Highly Specialist Commissioning Group for Mental Health and Deafness.

Rosamund Oatesمشاهده پروفایل

دانشگاهی

• Early Modern History
• Disability History
• Deafness History
• +۳ مورد دیگر

Dr Rosamund Oates is a Reader at Manchester Metropolitan University, specializing in Early Modern and Disability History. She leads the 'Cultures of Disability' research cluster and advises over 70 PhD students in History, Politics, and Philosophy. Her work bridges academia and public engagement, collaborating with museums and heritage organizations to promote inclusive disability narratives. She holds a PhD from the University of York and MA/BA from the University of Oxford, and is a Fellow of the Royal Historical Society with Level 3 British Sign Language qualification. Her research focuses on deafness in Early Modern England, Reformation history, and book cultures. Notable works include Deafness in Early Modern England (forthcoming 2026, CUP) and edited volumes like Communities of Print (2021). Education: PhD, University of York MA/BA (Hons), University of Oxford Research Interests: Early Modern England, disability history, book history, Reformation studies, and cultural heritage. Awards: British Academy Mid-Career Fellowship, Leverhulme Research Fellowship, Canterbury Erskine Fellowship. Her projects include co-curating exhibitions at the John Rylands Library and National Trust sites, and public initiatives like the BSL Poetry and Heritage event. She advises on inclusive disability history for institutions like the Royal Armouries and Manchester City Council. Teaching emphasizes early modern Europe, disability history, and paleography. She supervises doctoral research in disability studies, Reformation history, and Tudor/Stuart politics.

Melanie Drakeمشاهده پروفایل

مدرس

• Voice Studies
• Theatre Education
• Performance Training
• +۳ مورد دیگر

Melanie Drake is a Lecturer specializing in Voice Studies and Theatre Education at the Royal Conservatoire of Scotland. She holds an MA in Voice Studies from the Royal Central School of Speech and Drama and is a Fellow of the Higher Education Authority. Her work focuses on inclusive performance practices, particularly with D/deaf actors and British Sign Language integration. Education: MA (Royal Central School), PGCE (Moray House Institute), actor training at Queen Margaret College Research interests include voice pedagogy for diverse performers, interdisciplinary performance methods, and cultural engagement with deaf communities. Her 2019 article in Theatre, Dance, Performance Training Journal explores BSL integration in actor training. She has collaborated internationally, presenting at venues like the Scottish Parliament and Glasgow Film Theatre. Awards: Fellow of the Higher Education Authority Drake has advised on productions across multiple institutions and trained clients ranging from Paralympic athletes to legal professionals. She co-developed Nadine George Voice Work for the Royal Conservatoire’s BA Performance Course.

• Human-Computer Interaction
• Sound Design
• Embodied Music Interaction
• +۳ مورد دیگر

Balandino Di Donato is a Lecturer in interactive audio at Edinburgh Napier University's School of Computing Engineering and the Built Environment. His research focuses on soundscapes in mountaineering environments and embodied human-computer interaction in music. He led AHRC-funded projects on Sound Design Pipeline for Cross-platform 360 Virtual Productions BSL in Embodied Music Interaction and chaired the Audio Mostly 2023 conference. Education includes a 2021 PhD from Royal Birmingham Conservatoire (Birmingham City University) in Designing Embodied Human-Computer Interactions in Music Performance . Prior academic roles featured collaborations with Goldsmiths (ERC BioMusic project), De Montfort University (Creative AI Dataset), and University of Leicester (INCITE project). Research spans Mountain soundscape analysis Accessible audio-visual-haptic systems Biosignal-driven musical instruments 360 audio design British Sign Language integration Interactive sound art installations Scientific achievements include Biennale awards (2018, 2019) Audio Mostly steering committee Conference chair and session roles EPSRC and AHRC grant reviewer

Rachel O'Neillمشاهده پروفایل

مدرس ارشد

• Deaf Education
• Bilingual Education
• Language Policy
• +۳ مورد دیگر

Rachel O'Neill is the Deaf Education Pathway Coordinator at the Moray House School of Education and Sport, University of Edinburgh. She leads the Scottish Sensory Centre’s work on language policy and deaf education, focusing on bilingual approaches combining British Sign Language (BSL) and English. Her role includes supervising PhD students, designing inclusive curricula, and directing the MSc Inclusive Education program until 2018. O'Neill has held cross-sectoral roles, including co-editing Deafness & Education International (2014–2022) and advising parliamentary groups on deafness issues. Her career spans 25 years in education, transitioning from classroom teaching to university research. Key research areas include deaf learners’ transitions to higher education, BSL policy impacts across Scotland and Wales, and literacy development in bilingual deaf students. O'Neill co-leads the READY longitudinal study tracking 500 UK deaf youths’ outcomes, funded by the National Deaf Children’s Society. Grant-funded projects include the Harmonised Impact Acceleration Account (2024–2025) on accessible learning tools and a Nuffield Foundation study on deaf students’ achievement (2009–2014). She collaborates internationally, notably with South African and Brazilian researchers on bilingual education frameworks. O'Neill advocates for policy alignment between legislation and classroom practice, emphasizing deaf community involvement in educational decision-making. Education: Extensive secondary/further education teaching experience before joining academia in 2006 Affiliations: British Association for Applied Linguistics, Scottish Education Research Association Labs/Teams: Scottish Sensory Centre, EdSign Lectures Collaboration

Gary Quinnمشاهده پروفایل

استادیار

• Sign Linguistics
• Sign Language Variation
• Deaf Education
• +۳ مورد دیگر

Gary Quinn is an Assistant Professor at Heriot-Watt University's School of Social Sciences, affiliated with the Department of Languages and Intercultural Studies. Their research focuses on sign linguistics, sign language variation, and inclusive education for Deaf communities. Quinn joined the university in 2006 and has been actively engaged in developing British Sign Language (BSL) terminology in scientific and mathematical domains. Education background not explicitly stated in texts. Research projects include analyzing non-manual features in BSL pragmatics and the MEDISIGNS initiative (2010–2012) addressing interpreting challenges in healthcare settings. Publications span topics like alternative assessments for Deaf students and the sociocultural evolution of technical terminology in BSL. Awards include the Guardian Social & Community Impact Award (2017), Highest Commended in the Disability Smart category (2024), and School of Social Sciences Staff Awards (2024). Recognized for innovative teaching practices, twice shortlisted for Heriot-Watt University's 'Switched On Member of Staff' (2013, 2015). Key contributions include advancing inclusive communication strategies and promoting access for signing Deaf communities through collaborative projects like the 'Increasing participation, access, and inclusion for signing deaf communities' initiative.

Suzanne Smithمشاهده پروفایل

مدرس

• British Sign Language
• Deaf Studies
• Language Education
• +۲ مورد دیگر

Suzanne Smith is a Lecturer and BSL Language Lead at the University of Reading, where she contributes to British Sign Language education and leadership within the Miller Building, Office 107. Her primary areas of focus include British Sign Language, Deaf Studies, and language education. As a dedicated language educator, she plays a key role in promoting accessibility and linguistic inclusion. No recent publications are currently listed for Suzanne Smith. There are no recorded scientific awards or honors mentioned in the available information. Suzanne Smith advises on BSL curriculum development and language instruction. She holds a leadership role as BSL Language Lead, indicating administrative and academic responsibilities in her field. She is associated with language teaching initiatives at the University of Reading, particularly in BSL programming, though specific labs or research teams are not detailed in the provided text.

Rachel Gardnerمشاهده پروفایل

پژوهشگر

• Early language and literacy development
• Language intervention in the early years
• Use of Randomised Control Trials in educational research
• +۳ مورد دیگر

Rachel Gardner is a Research Officer at the Department of Education, University of Oxford, and affiliated with Brasenose College. Her work centers on improving children’s literacy through early spoken language interventions. Educational background: BSc in Psychology (University of Birmingham), MSc in Language Sciences (University College London), and DPhil student in Education (University of Oxford). Rachel’s research focuses on: Early language and literacy development in children Educational interventions targeting nursery-aged students, especially in deprived areas Methodological expertise in Randomised Controlled Trials (RCTs) in education She has contributed to the development of the ATLAS app (Automated Test of Language AbilitieS) for assessing young children’s language skills and co-organized the student-led STORIES conference (2018). Her current studies include British Sign Language (BSL) and Theology.

Audrey Cameronمشاهده پروفایل

پژوهشگر ارشد

• Science Education
• British Sign Language (BSL) Development
• Deaf Education
• +۳ مورد دیگر

Audrey Cameron is a Chancellor's Fellow in Science Education and British Sign Language (BSL) at the University of Edinburgh's Moray House School of Education and Sport, within the Institute for Education, Teaching and Leadership (IETL). She holds a PhD in polymer chemistry and has transitioned into education, completing a PGCE in Chemistry with Science. Her roles include teaching on PGDE and MSc Inclusive Education programs and managing the Scottish Sensory Centre's BSL Glossary project, which has developed over 3,000 STEM signs in BSL. She chairs the University's BSL Plan working group and advocates for deaf inclusion in education and employment. Her research focuses on BSL in STEM education, accessibility for deaf learners, child protection for deaf and disabled children, and polymer chemistry. Notable projects include the DESIGNS initiative promoting deaf employment in Europe and the JUSTISIGNS project addressing gender-based violence among deaf women. She has secured grants like the RSE Chemistry Inclusion Fund and Royal Academy of Engineering awards. Audrey has presented globally, including at the World Federation of the Deaf and European conferences, emphasizing BSL's role in scientific communication. Awards include an OBE for services to deaf education and the P D Ritchie Prize for her PhD thesis. She is a Chartered Chemist and Honorary Fellow of the Royal Society of Chemistry. Her teaching spans secondary and higher education, with a focus on inclusive practices. Supervision interests include science education for deaf learners and BSL terminology development. Current projects include 'Accessible Zebra Crossings' and 'Signing to Know,' enhancing STEM accessibility through sign language.

Julia Terryمشاهده پروفایل

دانشیار

• Deaf health inequalities
• Mental health
• Qualitative research
• +۳ مورد دیگر

Dr. Julia Terry is an Associate Professor in the School of Health and Social Care at Swansea University, specializing in Nursing and Deaf health inequalities. She leads the Tackling Deaf Health Inequalities research center, focusing on improving healthcare policies and practices for Deaf communities. Terry is also Director of the Global Health Partnerships Cymru group and School Lead for Internationalisation, enhancing international student experiences and collaborations. With 30 years of mental health nursing experience, including roles in Child and Adolescent Mental Health Services (CAMHS), her research explores professional nursing identities, service user involvement, and global health equity. Her expertise spans qualitative research methodologies, Deaf awareness initiatives, and child mental health. Terry collaborates with organizations like the Swansea Centre for Deaf People and Low-/Middle-Income Country partners to develop culturally competent healthcare solutions. She is currently studying British Sign Language (BSL) Level 4 and co-developing a Deaf-led eLearning package for healthcare professionals. Key grants include a £1.4M project addressing Deaf health inequalities and a £38,536 initiative to enhance healthcare workers' knowledge of Deaf patient care. Her research outputs focus on Deaf patient experiences, mental health interventions, and family support systems. Terry is actively involved in postgraduate supervision across diverse topics like midwifery human rights and Saudi Arabian hospital stress management strategies. Awards and recognitions include her 2023 Postdoctoral Fellowship and contributions to global health equity initiatives.

• Language development in deaf children
• American Sign Language (ASL)
• British Sign Language (BSL)
• +۷ مورد دیگر

Dr. Patrick Rosenburg serves as a Research Fellow in Reading Development at the Institute of Cognitive Neuroscience, University College London (UCL), and holds a Part-Time Senior Lecturer position at the University of Wolverhampton since September 2023. His work bridges cognitive neuroscience and educational linguistics with a focus on deaf learners. His research spans child language acquisition, bilingual education, and sign language systems (ASL/BSL), emphasizing text comprehension assessment and development in deaf children. Key interests include language assessment methodologies, interpreting/translation frameworks, and educational linguistics for specialized populations. His 2020 publication introduced a novel ASL text comprehension assessment tool, reflecting interdisciplinary trends merging cognitive science with practical educational applications for deaf communities. This work establishes connections between reading development research and clinical linguistics. Rosenburg holds Qualified Teaching Status from The Teaching Regulation Agency (active since 2015) and offers expertise in teaching provision, consultancy, and conference speaking within his specialized domains.

Elisabeth Tauntonمشاهده پروفایل

پژوهشگر

• Deafness
• Language Development
• Cognition
• +۵ مورد دیگر

Elisabeth Taunton is a Researcher at the Deafness, Cognition and Language Research Centre (DCAL) within the Faculty of Brain Sciences at University College London (UCL), working under Professor Mairéad MacSweeney on a Wellcome Trust-funded longitudinal study examining how visual inputs—lipreading, fingerspelling, and British Sign Language (BSL)—influence reading development in deaf children. She holds a 1st Class Honours BSc in Physiology from the University of Aberdeen and an MSc in Physiotherapy from King’s College London. During the Covid-19 pandemic, she established her own physiotherapy and Pilates business and qualified as a Lipreading Tutor with the City Lit. Taunton's research integrates her lived experience as a profoundly Deaf individual who uses speech, lipreading, and BSL to investigate literacy acquisition in deaf populations. Her work emphasizes applying cognitive and linguistic research to improve educational outcomes across the deaf lifespan, with particular focus on visual communication modalities. She actively collaborates with deaf community organizations including Leeds Deaf Club, RNID, GB Deaf Women’s Football, UK Deaf Sport, Mary Hare School, and Reading Deaf Centre to advance deaf wellbeing and education nationally and internationally.

Ugo Marsiliمشاهده پروفایل

دانشیار

• Multilingualism
• Intercultural Communication
• Inclusive Teaching
• +۱۳ مورد دیگر

Ugo Marsili is an Associate Professor in the Department of Languages and Cultures at the University of Reading. He serves as the Departmental Lead for Disabilities Awareness and the British Sign Language (BSL) Lead for Languages for All. He teaches Italian and Spanish across both degree and non-degree programs, and delivers training in intercultural communication, inclusive teaching, and audio-visual translation. He is also an External Examiner for Italian and BSL at Imperial College London and the University of Bristol. His research centers on inclusive pedagogy, multilingualism, and accessibility, particularly the integration of signed and spoken languages in education. He investigates how emotions, memory, and language retention intersect in learning, and how audio-visual translation (such as audio description and subtitles) supports inclusive education. His work extends to public accessibility in commercial buildings and cultural institutions. Ugo leads several international, EU-funded projects promoting Deaf and Blind awareness and training educators as audio-visual translators. His recent research includes aligning BSL assessment criteria with the CEFR, developing BSL courses for higher education professionals, and enhancing wayfinding in built environments through audio description. His publications and conference presentations reflect a strong commitment to inclusive design and pedagogical innovation across disciplines. Scientific Awards and Honours: University of Reading Endowment Fund (2024) - For BSL assessment project Rewarding Excellence Award (2019) Diversity and Inclusion Fund (2019 and 2017) Outstanding Contribution Award (2017) Teaching Excellence Award (2016) Advising and Grants: Ugo leads a student-partnership research project funded by the University of Reading Endowment Fund and has secured competitive funding through the Diversity and Inclusion Fund for inclusive wayfinding and dyslexia support initiatives. He actively mentors students through the BSL Student-Led Club and collaborates across departments and institutions to promote inclusive practices. Labs and Teams: He co-leads interdisciplinary teams including the 'Inclusive Way Hackathon' involving the School of Construction Management & Engineering, Real Estate, Typography, and Architecture. He is a member of the Breaking Down Barriers (BdB) staff group, the Centre for Literacy and Multilingualism (CELM), and collaborates with international partners in Poland, Latvia, Georgia, and Moldova.