Åste Marie Mjelve Hagen is a Professor at the Department of Special Needs Education within the Faculty of Educational Sciences at the University of Oslo. Her work focuses on evidence-based interventions for language and reading development in children, particularly those with special educational needs. Her educational background includes: Ph.D in Educational Psychology, University of Oslo, 2012 M.A. in Educational Psychology, University of Oslo, 2005 B.A., University of Oslo, 2003 Professor Hagen's research centers on language acquisition trajectories, vocabulary development in preschool settings, strategic reading comprehension, and school-based psychological interventions. She investigates how early childhood education impacts language outcomes and develops assessment tools for at-risk populations. Her methodology frequently employs systematic reviews and randomized controlled trials to establish causal relationships in educational interventions. Analysis of her 15 most recent publications reveals dominant themes in vocabulary interventions for second language learners, long-term language prognosis studies, and writing support for students with intellectual disabilities. Her work consistently bridges theoretical linguistics with practical classroom applications, emphasizing measurable outcomes through standardized assessments and treatment-inherent metrics. She leads significant research initiatives including “Better equipped for school”, “Inference skills in children”, and “Preventing and Improving Special Needs Education in Children with Language Problems”. As a core member of the Literacy and Numeracy in Context (LiNCon) research group, she contributes to Norway's national framework for evidence-based special education practices.
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.
Sigmund Eldevik is a Professor at Oslo Metropolitan University, affiliated with the Faculty of Health Sciences and the Institute for Behavioral Sciences. His research focuses on applied and experimental behavioral analysis in clinical practice, particularly for children with autism spectrum disorder. Key areas: Early Intensive Behavioral Intervention (EIBI), social referencing, conditional discrimination training, and seizure-like behavior assessment. Recent work evaluates stress in parents of autistic children, telehealth supervision methods, and outcome measures for EIBI. He collaborates extensively with researchers like Svein Eikeseth and Børge Strømgren, contributing to journals such as Advances in Neurodevelopmental Disorders and Behavioral Interventions . His publications highlight innovations in behavioral intervention techniques and tool validation for clinical use.
Anett Kaale is an Associate Professor at the Institute of Special Needs Education, University of Oslo. Her research focuses on autism spectrum disorder (ASD), particularly early intervention strategies for preschool and school-age children. She holds a PhD in Medicine from the University of Oslo (2014) and has extensive international experience, including a Fulbright Fellowship at UCLA (2008–2009). Her work bridges clinical research and educational practices, emphasizing developmental trajectories and social communication challenges in ASD. Education: PhD, Faculty of Medicine, University of Oslo (2014) Cand. Ed (Advanced Professional Degree in Special Needs Education), University of Oslo (2004) Master of Science in Emotional Disturbance and Autism, University of Texas at Austin (1994) Social Educator, Østfold College of Social Science (1990) Research Interests: Early intervention for ASD Developmental trajectories in ASD Social communication development Cognitive flexibility in young children with ASD Evaluation of intervention efficacy Research Groups: Cost Action BM1004 (Enhancing Early Autism Research), NeuroDevelop, and the Oslo-based Communicative Processes group. Key Projects: Investigating long-term effects of early intervention in ASD and moderating factors like sex and age. Collaborates internationally on neurodevelopmental frameworks for drug discovery.
Gro Trondalen is a Professor of Music Therapy at the Norwegian Academy of Music. She holds a PhD specializing in music therapy for young people with eating disorders and has expertise in the Bonny Method of Guided Imagery and Music (GIM). Her work spans clinical practice, education, and research, focusing on mental health, relational dynamics through music, and ethical considerations in therapy. Trondalen has led major academic programs including the Master’s and PhD programs in Music, and directed the Center for Research in Music and Health (CREMAH). Her research emphasizes music’s role in fostering relational healing, particularly for vulnerable populations. Notable projects include Sounding Relationship (1999–2004), exploring music therapy with anorexia patients, and Musicians and Health (2011–2015). She actively contributes to international bodies like the World Federation of Music Therapy and European Association for Music and Imagery. Trondalen has authored/co-authored 2 monographs, 6 edited books, and numerous articles across languages. Her recent work addresses ethical musicality and contemporary developmental psychology applications in therapy. She supervises master’s and PhD students while advocating for music therapy’s role in public health, including dementia care initiatives.
Silke Melanie Göbel is a Professor II at the Department of Special Needs Education, University of Oslo (since 2019) and an Associate Professor at the Department of Psychology, University of York, UK (since 2015). She holds a DPhil in Experimental Psychology from the University of Oxford (2003), supervised by Professors Vincent Walsh and Matthew Rushworth. Her research focuses on mathematical cognition, including the neural correlates of numerical processing, developmental dyscalculia, and cross-linguistic influences on numerical skills. She leads the Numerical Cognition Lab at the University of York and directs the MSc course in Developmental Cognitive Neuroscience. Her work employs methods like fMRI, EEG, and rTMS to investigate how cultural and linguistic factors shape numerical understanding. She has published widely on topics such as arithmetic development, language effects in number processing, and the cognitive foundations of mathematical difficulties. Her research highlights the interplay between education, language, and numerical competence. She has contributed to understanding how reading direction and number word structure influence counting and arithmetic. Key interests include identifying predictors of arithmetic fluency and examining the role of executive functions in mathematical learning. Her recent work addresses longitudinal studies of numerical development and interventions for mathematical learning disabilities. Dr. Göbel’s articles span cognitive neuroscience, developmental psychology, and education, emphasizing cross-cultural comparisons and translational research. She has co-authored textbooks like An Introduction to Mathematical Cognition and edited volumes exploring cultural and linguistic impacts on numerical cognition. Her projects, such as iSeeNumbers , investigate individual differences in numeracy development linked to motivation and well-being.
Courtenay Frazier Norbury is Professor II at the University of Oslo's Department of Special Needs Education (part-time) and Professor of Developmental Disorders of Language and Communication at University College London. She holds a DPhil in Experimental Psychology from the University of Oxford (2004), an MSc in Clinical Communication Sciences from City University London (1998), and a BA in Communication Disorders from the University of New Mexico (1992). She is registered with the Health Professions Council and Royal College of Speech and Language Therapists. Her research examines language disorders across clinical conditions, focusing on Developmental Language Disorder (DLD) and its impact on social, academic, and cognitive development. She leads the SCALES study, the UK's first epidemiological study of language disorders in school children, which identified 7.58% prevalence of DLD. Her work emphasizes early identification and longitudinal outcomes. Recent publications (2019-2025) cluster around: Interventions for language disorders in neurodevelopmental conditions Mental health correlates of communication disorders Predictive relationships between language and social-emotional development Innovative methodologies for minimally verbal populations Awards and honors: Fellowship, Royal College of Speech & Language Therapists (2017-18) British Academy Mid-Career Fellowship (2016) Neil O’Connor Award, British Psychological Society (2004) Multiple teaching prizes including UCL Inspirational Teaching nomination She oversees doctoral projects on stammering-mental health links and minimally verbal autism. Major grants include ESRC funding for predictive language-mental health relationships (£942,047) and Wellcome Trust support for SLI comorbidity studies.
Dr. Siri Steffensen Bratlie is a Research Fellow at the Department of Education, University of Oslo, specializing in language development and learning disorders. Her research focuses on bilingualism, morphological knowledge acquisition, and interventions for language-minority students. Previously, she served as a pedagogical-psychological counselor and special needs teacher. Her research interests include: Bilingual language acquisition trajectories Morphological interventions for literacy development Socio-cognitive factors in language disorders Technology-enhanced learning for minority students Cross-linguistic transfer in reading development Educational background includes Master's in Special Needs Education and Norwegian as Second Language from University of Oslo, and teacher education from Bergen University College. Current projects include the Oslo Early Education Study investigating language development patterns in multilingual children and developing morphology-focused digital interventions.
Vanja Kljajevic is an Associate Professor at the Department of Special Education, University of Oslo. Her research focuses on neurolinguistics, cognitive neuroscience, and clinical applications of language processing. She leads projects on figurative language comprehension and verbal memory decline in aging. Key areas include proverb interpretation in dementia diagnosis, aphasia rehabilitation via virtual reality, and neurodevelopmental disorders in children. Research Projects: Comprehension of Figurative Language Verbal Memory Decline in Healthy Cognitive Aging Key Contributions: Pioneering corpus-based methods for proverb analysis, developing VR tools for stroke rehabilitation, and investigating sex differences in verbal learning through population studies. Awards: None listed. Advising & Grants: No explicit student advising details provided. Active in interdisciplinary collaborations within the ComPros research group. Labs/Teams: Member of the Communicative Processes (ComPros) research group at UiO, focusing on language and cognition interfaces.
Elin Kirsti Lie Reikerås is a Professor in Early Childhood Education at the University of Stavanger , Faculty of Educational Sciences and Humanities, Department of Kindergarten Teacher Education. She serves as Center Leader for FILIORUM - Center for Research in Early Childhood Education and Care since 2019. Doctor of Philosophy (PhD) in Special Needs Education, University of Stavanger (2007) Cand. Scient. in Pure Mathematics, University of Bergen (1990) Her research focuses on early mathematical development , digital play , and language-math correlations . She examines how coding toys and computational thinking integrate into ECEC environments, with emphasis on inclusion and gender perspectives . Her 2024-2025 articles analyze STEM integration in early education and gender disparities in ECEC outcomes. Recent publications highlight critical thinking in play-based learning, Nordic assessment frameworks , and inclusive research methodologies . She has supervised 10 master's students and six PhD candidates, while leading projects like The Stavanger Project - The Learning Child (2012-2018). She holds editorial leadership at Nordisk barnehageforskning and participates in advisory committees for Norwegian educational policy, including teacher training reforms and math/science curriculum development.
Mari Vaage Wang is an Associate Professor in the Department of Education at the University of Oslo's Faculty of Educational Sciences. Her professional background includes positions as Researcher/Project Manager (2014-2022), PhD scholar (2010-2014), and Research Fellow (2007-2010) at the Norwegian Institute of Public Health. Her research focuses on: Psychosocial development across childhood Language acquisition trajectories Developmental difficulties and interventions Mental health in educational settings Advanced quantitative methodologies Wang's publications predominantly investigate early childhood development through longitudinal population studies, examining how educational interventions and social environments impact long-term outcomes. Her recent work demonstrates consistent focus on teacher-child relationships, language development impacts on mental health, and socioeconomic factors in educational achievement. Wang contributes to academic service through participation in research groups including DEAL (Development, Equality and Literacy) and TextDIM (Text Comprehension development), while leading seminars in educational-psychological counseling at the graduate level.
Giosuè Baggio is a Professor of Psycholinguistics at the Norwegian University of Science and Technology (NTNU), affiliated with the Department of Language and Literature within the Faculty of Humanities. His research focuses on cognitive science, neurolinguistics, and the neural mechanisms underlying language processing, including semantics, syntax, and compositionality. He is the author of influential works such as Meaning in the Brain and Neurolinguistics , published by MIT Press. Baggio teaches courses such as Language and Cognition , Semantics and Pragmatics , and Research Methods in Linguistics . His work bridges experimental psychology, neuroscience, and computational models, with a particular interest in how language is represented in the brain and the implications for artificial intelligence. He actively engages in science communication, contributing to media outlets like Nature , The Guardian , and Norwegian public radio (NRK), discussing topics ranging from AI ethics to university policies. His research has explored the cultural transmission of symbolic systems, the neural basis of deductive reasoning, and the role of computational complexity in quantifier processing. Baggio is a vocal advocate for rigorous scientific methodology, emphasizing preregistration and theory development. He collaborates internationally, including roles at the Embodied Cognitive Science Unit (OIST, Okinawa) and the Sydney Music, Mind, and Body Lab. His recent work includes organizing conferences like the 2025 Linguistic Association of Finland Symposium on 'Meaning in Language, Machines, and Humans.'
Sobh Chahboun is a Professor at the Department of Special Needs Education, University of Oslo. Their research focuses on figurative language processing in neurodevelopmental disorders, particularly autism spectrum disorder (ASD), and the intersection of language, culture, and pedagogy. They hold a PhD in Psycholinguistics (2017) from the University of Oslo and have extensive international research experience, including a Marie Curie fellowship (Lanpercept ITN, 2013-2016). Education background includes advanced degrees in Cognitive and Behavioral Neuroscience, Educational Psychology, Hearing and Language Teaching, and Speech Therapy from the University of Granada, Spain. Their work bridges clinical, educational, and sociocultural aspects of language development, with a focus on improving inclusion for children with ASD and neurodivergent populations. Research interests include metaphorical priming effects in ASD, contextual and visual cues in language comprehension, cross-cultural temporal perception, and policy implications of evolving diagnostic criteria. They have published widely on topics such as AAC (augmentative and alternative communication) in education, early childhood sexuality education, and multicultural integration in Norway. Key contributions include a doctoral thesis on figurative language processing comparisons between neurotypical and ASD populations, and collaborative studies using eye-tracking methodologies to analyze reading strategies in children with ASD. Their work frequently addresses societal challenges in education and healthcare through interdisciplinary lenses.
Natallia Bahdanovich Hanssen is a Professor of Special Education at the Faculty of Education and Arts, Nord University, Norway. Her research focuses on inclusion, special needs education, developmental language disorders, and interprofessional collaboration in early childhood settings. She also explores bullying, classroom management, and refugee education. Education : Aesthetic education (Belarusian State Pedagogical University), Adaptive Training (Nord University), and PhD in Special Education (Nord University). Research Groups : Leads the Logopedics: Language, Speech, and Communication Difficulties group and contributes to topics like interprofessional collaboration and educational quality. Her recent publications analyze inclusion policies in Northern/Eastern Europe, teacher competence, and integration of immigrant students. She emphasizes practical implementation of inclusive pedagogy and comparative studies between Norway and Belarus. Scientific Contributions : Peer-reviewed articles on special education practices, classroom management, and refugee education in journals like European Journal of Special Needs Education and Education Sciences . Collaborations : Active in international comparative studies and interprofessional teams for inclusive education.
Kristin Rogde is an Associate Professor at the Department of Special Education , University of Oslo (UiO). Her academic work focuses on language development, reading comprehension, bilingualism, and intervention programs for children with language difficulties. She has contributed extensively to meta-analyses and educational research, particularly in early childhood development. Current Role: Associate Professor, Department of Special Education, UiO Prior Roles: Postdoctoral Fellow (2020–2023) and Research Assistant (2009–2012) at UiO; Researcher at NIFU (2017–2020) Research Interests include: Systematic reviews and meta-analyses of language and reading interventions Language outcomes in neurodevelopmental disorders and at-risk populations Impact of bilingual development on educational outcomes Recent Publications (2016–2023) emphasize randomized trials, systematic reviews, and assessments of language interventions in preschool and kindergarten settings. These works often examine second-language learners and the efficacy of generalized educational programs. Teaching Experience includes courses on educational-psychological counseling, methods, and master's thesis supervision at UiO.
