Katherine Vroman is a Lecturer in the Department of Teacher Education at Rider University, specializing in Inclusive Education and Special Education . She has held adjunct roles at institutions including the University of New Hampshire, The College of New Jersey, and Montclair State University. Her work focuses on universal design for learning, disability rights, and systemic change in K-12 and postsecondary education. Ph.D. in Cultural Foundations of Education from Syracuse University C.A.S. in Disability Studies from Syracuse University Master’s in International Educational Development from Boston University B.A. in Classical Civilization and Women’s Studies from Boston University Vroman's research explores inclusive pedagogy, disability studies, and the intersectionality of race and disability in education. She advocates for collaborative practices, differentiated instruction, and the inclusion of individuals with intellectual and developmental disabilities in academic and social settings. Her publications emphasize dismantling ableism, fostering communication through physical activity, and inclusive leadership frameworks. Vroman has received recognition for her dissertation and academic achievements, including Pass With Distinction for her Ph.D. Vroman serves on advisory committees such as the Pennsylvania Inclusive Higher Education Consortium and the National Down Syndrome Society's Inclusive Education Task Force. She also contributes as a reviewer for journals like the Journal of Inclusive Postsecondary Education .
Patrick Stefan Kermit is a Professor in the Department of Mental Health at the Norwegian University of Science and Technology (NTNU), Faculty of Medicine and Health Sciences. He also holds a position as Researcher I at NTNU Social Research and serves as President of the Nordic Network of Disability Research. His office is located at MTFS, 4.402, Øya, and he can be reached at patrick.kermit@ntnu.no or by phone at 73412348. Professor Kermit's research focuses on disability studies, with particular emphasis on inclusive education, hearing impairment, and accessibility in social institutions. His work examines the experiences of people with disabilities across multiple domains including education, criminal justice, and employment. A recurring theme in his research is the examination of barriers faced by deaf and hearing-impaired individuals in various societal contexts, along with the development of strategies for improved inclusion. His scholarship bridges theoretical perspectives with practical applications, often employing qualitative methodologies to capture the lived experiences of people with disabilities. An analysis of his recent publications (2015-2021) reveals a consistent focus on accessibility challenges across multiple societal domains. His work spans education (particularly inclusive education settings for deaf children), criminal justice (barriers to access for deaf individuals), employment (employer attitudes toward hiring people with disabilities), and assistive technology (user experiences and symbolic meanings). The interdisciplinary nature of his research connects disability studies with education, linguistics, criminology, and rehabilitation science. A distinctive feature of his scholarship is the emphasis on user perspectives and the moral dimensions of inclusion. As President of the Nordic Network of Disability Research, Professor Kermit leads collaborative research efforts across Nordic countries. His work with NTNU Social Research involves practice-based investigations into marginalization, vulnerability, and coping strategies. While specific grant information isn't detailed in the available materials, his extensive publication record across multiple journals and book chapters indicates substantial research activity. His collaborations span numerous institutions and researchers across Norway and internationally, reflecting the collaborative nature of contemporary disability research.
Melissa Lee Anderson is an Associate Professor at UMass Chan Medical School with primary appointments in the Department of Psychiatry and Behavioral Sciences within the School of Medicine. She holds additional positions in Population and Quantitative Health Sciences, Masters in Clinical Investigation, and Population Health Sciences across the T.H. Chan School of Medicine and Morningside Graduate School of Biomedical Sciences. Boston University: BA in Psychology, BS in Deaf Studies Gallaudet University: MA and PhD in Clinical Psychology As a Gallaudet University-trained psychologist, Dr. Anderson specializes in Deaf mental health with research focusing on trauma, substance use disorders, and healthcare accessibility for Deaf communities. She founded the DeafYES! Center for Deaf Empowerment and Recovery at UMass Chan Medical School in 2014, where she provides outpatient therapy and conducts community-engaged research. Her work consistently addresses barriers in behavioral healthcare systems, violence against Deaf women, and development of culturally accessible interventions like the Signs of Safety toolkit. Her publication trends (2010-2023) reveal strong emphasis on Deaf-specific trauma experiences , substance use epidemiology in Deaf populations, and methodological innovations for linguistically appropriate research. Key fields include trauma psychology (32% of publications), substance-related disorders (18%), and audiology/education (25%), with growing focus on implementation science and health equity in recent years. APA/APAGS Award for Distinguished Graduate Student in Professional Psychology (2012) High-impact publications in Health Affairs (2022, Altmetric score 3) and Social Psychiatry (2017, 33 citations) Leadership in NIH-funded studies on clinical trial accessibility for Deaf participants Dr. Anderson actively mentors through the DeafYES! Center and collaborates with national experts like Lisa Najavits (Seeking Safety protocol) and Nancy Byatt (perinatal mental health). Her research has influenced policy through 5 policy source references and generated significant social media engagement (32 X posts for 2017 Social Psychiatry paper). Current work focuses on adapting evidence-based practices for Deaf trauma survivors using community-based participatory approaches.
Sharon Christ is an Associate Professor in the Department of Human Development and Family Science at Purdue University, with joint appointments in the Department of Statistics, College of Science, and courtesy appointments in the Department of Speech, Language, and Hearing Sciences. She serves as Co-Director of The Methodology Center at Purdue (MCAP) and is actively involved in research focusing on statistics, statistical modeling, adolescent development, and aging. Her work spans multiple research areas including Health and Well-Being, Interpersonal Relations, and Military Families. Dr. Christ received her PhD in Sociology from the University of North Carolina in 2008, an MS in Statistics from the same institution in 2004, an MA in Sociology in 2002, and a BA in Sociology & Political Science from the University of Minnesota in 1994. Her research primarily focuses on applications in the social, behavioral, and health sciences, with expertise in structural equation modeling (SEM) with latent variables, multilevel (mixed effects) models, longitudinal modeling, and analysis of complex sample data. She investigates measurement of social constructs, missing data, and selection problems, often using large nationally representative datasets as well as data from observation and experimental designs. A significant portion of her recent work examines child maltreatment experiences in adolescence and their impacts on well-being outcomes including academic achievement, aggressive behaviors, and mental health. Analysis of Dr. Christ's recent publications reveals a strong focus on developmental language disorders, military family research, and statistical methodology. Her work increasingly integrates retrieval practice techniques for language learning in children with developmental disorders, examines long-term trajectories of mental health outcomes in military families, and investigates the relationship between physical activity, stress, and health outcomes in diverse populations. There's a clear interdisciplinary trend across her publications, bridging statistics, psychology, speech-language pathology, and military family research. Dr. Christ has received numerous awards and honors including: University Faculty Scholar, Purdue University (2022-present) Christine M. Ladisch Faculty Leadership Award, Purdue University (2022) Faculty Leadership Academy for Interdisciplinary Research (FLAIR) Fellow, Purdue University (2020) Honorable Mention for Disruption Paper Competition, National Foundation to End Child Abuse and Neglect (2019) College of Science Team Award for Statistics Living Learning Community, Purdue University (2015) Center for Aging and the Life Course Outstanding Professor Award for Exceptional Teaching and Mentoring of Emerging Scholars in Aging, Purdue University (2014) Dr. Christ actively mentors graduate students and is accepting applications for the December 1, 2024 deadline. She has secured significant research funding, including as Co-Principal Investigator for the 'Interdisciplinary Summer Institute on the Analysis of Complex, Large-Scale Longitudinal Data' from the National Institute on Drug Abuse ($365,129, 2024-2027) and as Co-Investigator on multiple substantial grants from agencies including the U.S. Army Medical Research & Development Command, National Institute on Deafness and other Communication Disorders, and Eunice Kennedy Shriver National Institute of Child Health and Human Development. Dr. Christ is affiliated with several research centers at Purdue including the Center for Families, The Military Family Research Institute, The Methodology Center at Purdue (MCAP), and the Center on Aging and the Life Course. These affiliations support her interdisciplinary research on family dynamics, military families, statistical methodology, and aging processes.
North Cooc, EdD, is an Associate Professor in the Department of Special Education at the University of Texas at Austin's College of Liberal Arts, with a concurrent appointment as core faculty in the Center for Asian American Studies. His work bridges educational equity, disability studies, and immigrant student experiences. College of Liberal Arts, University of Texas at Austin Center for Asian American Studies Research Interests His research examines: 1) racial/ethnic disparities in educational outcomes, 2) equity in special education systems, and 3) culturally sustaining teacher preparation. Projects address obesity trends in disabled youth, hate speech against AAPI students, and refugee integration. Publication Trends Recent work spans education policy (disproportionality monitoring), disability studies (achievement modeling), and social justice (AAPI student experiences). Articles demonstrate interdisciplinary approaches combining statistical analysis , critical theory , and innovative pedagogy . Professional Activities Former education researcher at Policy Studies Associates (Washington, D.C.) and middle school English teacher through Japan Exchange and Teaching Program in Shizuoka, Japan. Regularly publishes in education policy, special education, and Asian American studies journals.
Samuel Atcherson, Ph.D., is a Professor at the University of Arkansas for Medical Sciences (UAMS) in both the College of Health Professions Department of Audiology and Speech Pathology and the College of Medicine Department of Otolaryngology—Head and Neck Surgery. His research spans audiologic rehabilitation, auditory electrophysiology, and health literacy, with a focus on addressing challenges faced by individuals with hearing loss, particularly in healthcare communication during mask use and accessibility for people with disabilities. Research Interests: Atcherson's work integrates audiologic rehabilitation through innovations like transparent face masks and amplified stethoscopes, auditory electrophysiology using evoked potential systems, and health literacy research examining readability of medical materials, especially for those with disabilities. Publications: With over 60 peer-reviewed articles, his recent publications explore AI integration in audiology, masked speech challenges, and health disparities. A recurring theme is the intersection of technology, accessibility, and multidisciplinary collaboration. Grants & Awards: He has secured over $477,000 in grants, including NIH funding, and holds the Distinguished Scholar Fellow title from the National Academies of Practice. Leadership: Atcherson serves on the Editorial Board of the Journal of the American Academy of Audiology and has contributed to textbooks like Auditory Electrophysiology: A Clinical Guide .
Hanna Lindberg is a Research Fellow at Åbo Akademi University's Faculty of Arts, Psychology and Theology, affiliated with the Department of Culture, History and Philosophy. Her research focuses on minority welfare, historical sociology, and the conceptual foundations of social policies. She leads the project MOR: Minoritetsvälfärd och reproduktion (2022–2026), examining the professionalization of Finland-Swedish population questions post-1945. Her work bridges historical analysis and contemporary social issues, with a particular emphasis on welfare systems, minority experiences, and interdisciplinary methodologies. Key research areas include post-war child welfare, intra-minority dynamics, and the lived experiences of marginalized groups. Lindberg’s publications span edited volumes, chapters, and peer-reviewed articles addressing topics such as gender in historical contexts, cultural transformation, and institutional memory. Collaborations include international networks and funding from the Society of Swedish Literature in Finland and Svenska Kulturfonden. Her research contributes to understanding historical trajectories of welfare, identity, and social policy through a lens of long-term societal change.
Dr. Fatmanur ALSANCAK is a Researcher at the Department of Social Work within the Faculty of Humanities and Social Sciences at Sakarya University, where she has served as a Research Assistant since 2017. Her academic foundation includes a Doctorate (2019) from Hacettepe University's Institute of Social Sciences, a Master's degree in Social Service from Republic University (2015-2017), and a Bachelor's degree in Social Work from Hacettepe University (2010-2015). Her research focuses on critical societal issues including disability inclusion (particularly deaf culture and hearing impairment), refugee integration challenges, substance addiction dynamics, social adaptation mechanisms, and the socio-psychological impacts of pandemics. She employs interdisciplinary approaches to examine vulnerability and resilience in marginalized populations. Dr. ALSANCAK's publication corpus (2020-2024) demonstrates consistent thematic focus on vulnerable groups, with research spanning refugee studies (37%), disability advocacy (30%), addiction and family systems (13%), pandemic-related social policy (13%), and cultural/organizational studies (7%). Methodologically, she prioritizes descriptive analyses, case studies, and policy evaluations within Turkish and European contexts. No awards, grants, or student advising relationships are documented in available sources. Institutional affiliations remain exclusively with Sakarya University without indication of laboratory leadership or team collaborations.
Annemarie Ross is an Associate Professor in the Department of Science and Mathematics at the National Technical Institute for the Deaf (NTID), part of Rochester Institute of Technology (RIT). Her work focuses on creating inclusive educational environments for deaf and hard-of-hearing students in science, technology, engineering, and mathematics (STEM) disciplines, with particular emphasis on chemistry education and laboratory accessibility. Dr. Ross earned her BS and MS from Rochester Institute of Technology and her Ph.D. from the State University of New York at Buffalo. Her educational background has equipped her to address the unique challenges faced by deaf students in STEM. Her research centers on deaf education in STEM, inclusive teaching strategies, laboratory safety, scientific argumentation, and career preparation. She develops resources and curricula to ensure equitable access to science education, often collaborating with colleagues to create supportive learning environments that integrate universal design principles and assistive technologies. Recent publications highlight her commitment to enhancing accessibility in chemistry education and undergraduate research experiences. Her work emphasizes safe laboratory practices, culturally responsive teaching, and technology integration to support diverse learners, significantly advancing inclusive STEM education. Dr. Ross has received notable recognition including: ACS Stanley C. Israel Award for Advancing Diversity in the Chemical Sciences (2012) American Chemical Society Certificate of Environmental Merit Award (2013) She has secured multiple grants from NSF, ACS, and RIT to develop course-based undergraduate research experiences (CUREs) for deaf and hard-of-hearing students and establish industry partnerships. Her projects focus on improving student success, technical skill development, and workforce diversity in STEM fields. Dr. Ross collaborates with colleagues Todd Pagano and Susan Smith to create inclusive laboratory environments and research opportunities. Their team has developed nationally recognized programs ensuring safe and successful experiences for deaf and hard-of-hearing students in academic and professional settings.
Laura Snell is a Research Fellow at the University of Cumbria, working within the Health and Society Knowledge Exchange (HASKE) at Lancaster Campus. Her role focuses on applied research and development in health and social care, with emphasis on community-based evaluations and knowledge translation projects across Cumbria and North West England. Her academic background includes a PhD in Applied Social Science from Lancaster University (2013) and a First Class BA (Hons) in Deaf Studies from the University of Central Lancashire (2006). These qualifications underpin her dual expertise in disability studies and health systems research. Dr. Snell's research spans Deaf Studies, Health and Social Care, Arts and Health, Disability Studies, and Healthcare Education. She investigates deaf experiences in educational settings, cochlear implant sociocultural implications, and innovative health interventions through arts-based approaches. Recent work examines suicide prevention, paramedic practice, social prescribing, and stroke recovery, demonstrating consistent interdisciplinary methodology and community engagement. Analysis of her publications (2007-2022) reveals evolving focus from deaf education toward integrated health systems research. Early work centered on cochlear implant identity politics, while recent studies address urgent care workforce development, technology in healthcare education, and community health initiatives. Her research consistently employs mixed-methods approaches with strong policy relevance. She has secured over 20 research contracts since 2017, including evaluations for Every Life Matters (suicide prevention), Centre of Excellence in Paramedic Practice (iPad technology implementation), Healthwatch Cumbria (Disability Voices project), and North Cumbria Social Prescribing (Wellbeing Walking Groups). These projects demonstrate sustained funding success and practical impact in regional health systems. Dr. Snell collaborates extensively through HASKE, which serves as the primary conduit between University of Cumbria researchers and health/social care providers. Her work involves close partnerships with NHS trusts, local councils, third-sector organizations, and community groups to co-design interventions addressing health inequalities and service gaps.
Jesper Dammeyer serves as a Professor in the Department of Psychology at the University of Copenhagen's Faculty of Social Sciences. His office is located at Øster Farimagsgade 2A, 1353 København K, with office hours held on Mondays from 12:00-13:00. His research has established him as a leading figure in disability studies within the psychological sciences. Education: DMSc (Doctoral Thesis 2 in Medical Science), Faculty of Health and Medical Sciences, University of Copenhagen (2015) PhD in Psychology, Department of Psychology, University of Copenhagen (2008) MA in Psychology, Department of Psychology, University of Copenhagen (2005) BA in Education, University College Lillebælt (2000) Professor Dammeyer's research primarily focuses on the social, communicative, and cognitive development in people with sensory loss, including congenital and acquired deafness, blindness, and deafblindness. His work spans multiple psychological disciplines including developmental psychology, health psychology, personality and social psychology, and educational psychology. His interdisciplinary approach has produced significant contributions to understanding disability from psychological, educational, and social perspectives. His research often examines how sensory impairments affect identity formation, social relationships, and educational outcomes. With 194 research outputs documented (including 138 journal articles, 21 book chapters, and 13 books), Dammeyer's scholarly work shows consistent productivity and impact across multiple domains. His recent publications (2024-2025) demonstrate continued active research, with particular emphasis on disability studies, deaf education, and the psychological aspects of chronic conditions. His work frequently appears in high-impact journals across psychology, public health, and disability studies. Professor Dammeyer maintains an active research profile with international collaborations, as evidenced by his cross-national comparative studies. His work bridges theoretical psychological frameworks with practical applications in education and healthcare settings, particularly for individuals with sensory impairments and other disabilities.
Pilar Pinar is a Professor in the Department of World Languages and Cultures at Gallaudet University, part of the Language, Education, and Culture school. She specializes in bilingualism, deaf education, and second language acquisition with a focus on Spanish and American Sign Language (ASL) bilingual populations. Her research explores cognitive aspects of bilingualism, including lexical access, cross-language activation, and reading comprehension in deaf readers. Serves as Spanish Program Coordinator and Academic Advisor Leads the International Studies Program Former Faculty Leader for LSE Study Abroad in Spain (2002) Editorial roles include Co-Editor of Sign Language Studies (2021–present) and Board Member of Gallaudet University Press Research interests emphasize bilingual processing in deaf populations, including studies on eye movement patterns during reading, syntactic parsing in ASL-English bilinguals, and cultural identity among DHH Latine students. She has secured grants from NIH and Gallaudet’s Research Institute to investigate deaf literacy and perceptual span dynamics. Teaching includes foundational Spanish courses (SPA-111/112), advanced language studies, and interdisciplinary courses like Comparing Multicultural Perspectives . Her advising spans over 30 undergraduate students annually, with active roles on doctoral committees in Linguistics and Educational Neuroscience. Publications bridge cognitive science and deaf education, with contributions to Journal of Deaf Studies and Deaf Education and Bilingualism: Language and Cognition . Her work highlights unique challenges and strengths of bilingual deaf populations in language processing and education.
Yuka Ando serves as Lecturer at the Institute of East Asian Studies (INEAST) within the Faculty of Social Sciences at the University of Duisburg-Essen, Germany, a position held continuously since 1999 following prior appointments at the University of Hawai’i at Manoa and Ruhr University Bochum (1992–1999). Her academic preparation includes: MA in Communication (1992) from the University of South Alabama, USA BA in English Literature and Japanese as a Foreign Language (circa 1990) from Kanagawa University, Japan Dr. Ando’s scholarly focus centers on Japanese language pedagogy with specialized research on cognitive linguistics and typological analysis of the Japanese case particle “ni”. Her work extends to Ryukyuan language revitalization frameworks and critical examinations of linguistic “correctness” in educational contexts, emphasizing practical applications for autonomous thinking development and assertive communication skills in learners. Analysis of her 15 most recent publications (2005–2017) reveals three dominant research trajectories: (1) cognitive linguistics applications to Japanese particle acquisition using prototype theory, (2) Ryukyuan/Okinawan language documentation and pedagogical frameworks for endangered languages, and (3) sociolinguistic investigations of language norms in Japanese education. These strands consistently bridge theoretical linguistics with classroom practice, particularly in intermediate-to-advanced Japanese instruction. No formal scientific awards are documented in available materials. As an educator, Dr. Ando maintains comprehensive teaching responsibilities across all proficiency levels (Japanese 1–5), including standard and intensive tracks for Summer Semester 2025 (Japanese 2+4 and Intensive Japanese II). Her curriculum development activities span composition, reading, technical writing, and advanced communication skills, reflecting sustained engagement with language pedagogy despite no explicitly documented grant funding. Her primary academic affiliation remains the Institute of East Asian Studies, with research activities extending to international collaborations evidenced by presentations at the European Association for Japanese Studies, Ryukyuan Heritage Language Symposium, and specialized linguistics conferences focused on language endangerment.
Ariel Goldberg is Associate Professor of Psychology at Tufts University, where he directs the Psycholinguistics & Linguistics Lab investigating cognitive mechanisms of language production across spoken, written, and signed modalities. Education: PhD in Cognitive Science, Johns Hopkins University MA in Cognitive Science, Johns Hopkins University BA in Cognitive Science & Philosophy, University of Pennsylvania His research examines morphological processing, asking how complex words are represented and produced, with specific focus on interactions between lexical and grammatical processes. Current projects investigate: 1) Multimorphemic word storage and phonological production, 2) Serial ordering in spelling, 3) Statistical knowledge of orthographic patterns, and 4) Morphological influences on spelling. Publication analysis shows consistent development of computational models for language processing, with recent emphasis on sign language lexicons (ASL-LEX database) and iconicity in language organization. Methodologies integrate psycholinguistic experiments, computational modeling, neuropsychological case studies, and corpus analysis. Funding: NSF Collaborative Research: Quantifying systematicity, iconicity in ASL Lexicon (2019-2022) NSF Collaborative Research: Structure of ASL lexicon (2016-2019) Co-directs Tufts Linguistics Minor and teaches courses including Introduction to Linguistics, Phonological Theory, and Psychology of Language.
Dean Burry is an Assistant Professor at Queen’s University’s Dan School of Drama and Music, specializing in music composition and libretto writing. He holds degrees from Mount Allison University (B.Mus. in Saxophone Performance) and the University of Toronto (DMA in Composition, Mus.M. in Theory & Composition). As a leading composer of children’s opera and Canadian music, he has created over twelve theatrical works for young audiences, including the landmark opera The Brothers Grimm , performed over 600 times and recognized as the most performed Canadian opera. His works span orchestral pieces like Tracing Colville (inspired by WWII artist Alex Colville) and chamber music such as The Highwayman , released on Centrediscs/NAXOS. He also serves as founding Artistic Director of the Watershed Festival, Reimagining Music Theatre. Education: DMA (Composition), University of Toronto; Mus.M. (Theory & Composition), University of Toronto; B.Mus. (Saxophone Performance), Mount Allison University. Research interests include music for young audiences, Canadian identity in composition, and historical narratives through opera. Notable works include Shanawdithit (DORA Award-winning opera about Beothuk Nation history), Il Giudizio di Pigmalione (myth-based opera), and String Quartet No. 1 (exploring deafness and vibration in music). His outreach includes the Canadian Opera Company’s Education Department and the After-School Opera Program, engaging thousands of youth nationwide. Recent achievements include the 2020 DORA Award for Shanawdithit , the 2011 Louis Applebaum Award, and commissions from institutions like the Kingston Symphony Orchestra and Canadian Children’s Opera Company. His works are performed internationally, with premieres in China, Slovenia, and Brazil.
