Lauren A. Delisio is an Associate Professor of Special Education at Rider University's Department of Teacher Education. She has taught graduate and undergraduate courses in special education, inclusive practices, and assistive technology since 2015. Ph.D. in Exceptional Student Education (2015, University of Central Florida) Graduate Certificate in Autism Spectrum Disorders (2012, University of Central Florida) M.S. in Teaching (2005, Pace University) B.A. in Communications (2000, Rider University) Her research focuses on universal design for learning (UDL) , assistive technology , and inclusive education practices for students with autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD), and intellectual disabilities. She has explored trauma-informed instruction, STEM accessibility, and evidence-based practices in inclusive classrooms. Her recent publications analyze UDL implementation, video prompting for independence, and pandemic impacts on inclusive education. She has received grants through the Department of Education's Office of Special Education Programs (OSEP) for Project LEAD and served as a doctoral intern with OSEP. Delisio has contributed to STEM research via video game integration for students with disabilities and supported alumni engagement through data collection. She collaborates with service providers, universities, and policymakers to improve educational outcomes for neurodiverse learners.
Dr. Sarah Benson is an Associate Professor in the Department of Disability, Inclusion and Special Needs at the University of Birmingham, based at the Dubai Campus. She serves as Programme Lead for the Inclusion and Special Education Needs PGCert and Masters in both the UK and Dubai, and is affiliated with the School of Education. Educational Background: PhD in Special Education, University of Virginia, 2020 MA in International Education, The George Washington University, 2010 BA in English and Special Education, James Madison University, 2002 Her research focuses on inclusive education policy and practice, particularly in the Middle East and North Africa (MENA) region. She explores teacher development, inclusive science curriculum for primary students, and autism support in Gulf countries. Her work is deeply informed by cross-cultural experiences, including Peace Corps service in Jordan and a Fulbright year in Norway. Dr. Benson's recent publications reveal a strong trend in inclusive teaching strategies, policy analysis in Jordan and the UAE, and the integration of science education with special needs pedagogy. Her research emphasizes practical implementation, teacher preparedness, and equity in educational access. Scientific Awards and Honors: Fulbright Scholar (2013) President, Curry School of Education and Human Development (University of Virginia) Dr. Benson is actively involved in research leadership, serving as Principal Investigator for the ESRC-GCRF Bhutan Inclusive Employment and Social Participation Project and Co-Investigator on the Disability Under Siege Network and a study on teachers' perceptions of autism in Ras Al-Khaimah. She currently supervises PhD candidates and contributes to international scholarly communities such as the Council for Exceptional Children and the Comparative International Education Society. She is also engaged in commissioned research, including a report on autism teaching preparedness in Ras Al-Khaimah, and teaches modules on cross-cultural special education, inclusion, and policy analysis.
Professor Michael C.L. CHAU serves as Professor and Deputy Area Head of Innovation and Information Management at The University of Hong Kong's Faculty of Business and Economics. He also holds the position of Associate Director at the HKU HKJC Centre for Suicide Research and Prevention, and serves on the HKU Senate and Court. His academic journey includes a Ph.D. in Management Information Systems from the University of Arizona and a B.Sc. in Computer Science (Information Systems) from the University of Hong Kong. Dr. Chau's research spans business analytics, artificial intelligence, web mining, fintech, smart health, and security informatics. His work focuses on applying data/text/web mining techniques to business, education, and social domains. He leads the Artificial Intelligence Research Group at HKU Business School, which has secured significant funding from the Hong Kong Research Grants Council, Food and Health Bureau, and other agencies for projects including 'The Invisible Hand in Crowdfunding' and 'Factors Moderating the Predictive Power of Social Media Sentiment on Stock Returns'. His publication portfolio includes over 150 articles in premier journals like MIS Quarterly, JMIS, and IEEE Transactions, with recent work exploring large language models, hate speech detection, and disaster-related social media analysis. His research demonstrates strong interdisciplinary connections across computer science, information systems, and business applications. INFORMS ISS Design Science Award (2020) IEEE ITSS Leadership Award in Intelligence and Security Informatics (2020) AIS Sandra Slaughter Service Award (2016) HKU Outstanding Young Researcher Award (2014) Faculty Research Postgraduate Supervision Award (2020 & 2025) Cited over 9,400 times (h-index = 47) Dr. Chau actively mentors doctoral students and has supervised numerous PhD graduates who now hold academic positions at institutions including Fudan University, Xi'an Jiaotong-Liverpool University, and the University of Maryland. His research grants portfolio demonstrates sustained funding success across diverse areas including blockchain, mental health applications, and social media analytics. The Artificial Intelligence Research Group he leads maintains strong industry connections through projects with Hong Kong Red Cross and the Hospital Authority.
Michaela D.E. Meyer is a Professor in the Department of Communication Studies at Christopher Newport University (CNU), specializing in critical media studies, LGBTQ+ issues, and television/film analysis. Her research bridges interpersonal communication, gender and sexuality studies, and emerging adulthood narratives. Ph.D. in Communication, Ohio University M.S. in Journalism, Ohio University Ph.B. in International Studies, Miami University Her research focuses on intersectional representation in media , LGBTQ+ narratives , and relational aggression in film . She employs narrative and autoethnographic methods to critique political ideologies in popular culture, such as neoliberalism in Fixer Upper and feminist critiques in Glee and Shondaland . Michaela’s recent articles explore themes like disability discourses in Korean television , feminist film auteur theory , and nostalgia in streaming reboots . These works highlight identity politics , gender representation , and media’s role in social discourse . Paul Boaze Prize, Ohio University (2025) Outstanding Panel Award in Sexuality and Gender Identity, Central States Communication Association (2025) Faculty Excellence Award in Undergraduate Research Mentorship, CNU (2025) James W. Chesebro Award for Scholarly Distinction, Sexual Orientation and Gender Identity Caucus of CSCA (2021) She has mentored undergraduate research and contributed to critical media pedagogy , with grants and service awards reflecting her commitment to diversity and inclusion in academia. Her full scholarship and honors are detailed in the scientific_awards section.
Gail E. Joseph is a Professor in the College of Education at the University of Washington, with affiliations in Early Childhood & Family Studies and Learning Sciences & Human Development. She teaches courses, advises students, and conducts research on early care and education, focusing on child care quality, social-emotional learning, teacher education, and technology integration. Ph.D., University of Washington Her research projects include statewide surveys on early childhood workforce conditions, studies on digital professional learning tools like Circle Time Magazine, and evaluations of coaching interventions (e.g., FIND in Childcare) to improve teacher-child interactions. She co-created resources such as Teacher Time and the EarlyEdU Alliance, which aims to enhance early childhood education through accessible bachelor’s degrees. Her publications span topics like social-emotional curricula, behavioral interventions, and inclusive education frameworks. She has held leadership roles as Principal Investigator (PI) of the Head Start Center for Inclusion and Co-PI of the National Center for Quality Teaching and Learning (NCQTL). 2018 David R. Thorud Leadership Award (University of Washington) She currently serves as Executive Director of Cultivate Learning at the University of Washington, advancing professional development and quality improvement initiatives nationwide.
Dr Sue Caton is a Senior Lecturer in the Department of Social Care and Social Work at Manchester Metropolitan University, within the Faculty of Health and Education. Her research focuses on social and health inequalities affecting people with intellectual disabilities, particularly digital inclusion, mental health medication decision-making, and pandemic impacts. She leads projects such as Digital Lifeline (NIHR-funded), Medications and My Mental Health (NIHR RfPB), and co-leads Our Digital Health (NIHR RfSC), emphasizing co-produced methodologies. Research Projects: Digital Lifeline: Evaluating tablet impact on social connections post-pandemic. Medications and My Mental Health: Empowering informed medication decisions for people with learning disabilities. Our Digital Health: Assessing digital health participation barriers. Key Expertise: Qualitative research, health inequalities, inclusive research design, and participatory methodologies. Her work addresses pandemic-related challenges faced by marginalized groups, including access to healthcare and social support. She has supervised four completed PhD students and currently mentors four PhD candidates exploring topics such as digital inclusion, animal-assisted interventions, and familial perspectives in parenting support. Dr Caton has led evaluations for initiatives like the Shared Lives 16+ project and the Us Too project on domestic abuse, demonstrating expertise in policy-informed research. Her contributions include over 50 peer-reviewed articles, focusing on digital participation, mental health, and pandemic resilience among people with intellectual disabilities. Awards: No specific scientific awards mentioned, though her work is funded by prestigious bodies like NIHR and UKRI. Labs/Teams: Collaborates with interdisciplinary teams including Dudley Voices for Choice, Liverpool John Moores University, and the Universities of Dundee, Warwick, and Birmingham City.
Dr. Rajesh Sharma is an Associate Professor in the School of Global, Urban and Social Studies (GUSS) at RMIT University, Melbourne, Australia. He specializes in Dispute Resolution, Investment Arbitration, and International Trade Law. His research focuses on arbitration laws in Asia, WTO-related issues, and mediation innovations. He holds a PhD in Law from China's Chinese University of Political Science and Law, complemented by degrees from Monash University and the University of Delhi. Dr. Sharma has advised governments and transnational companies on trade policies and has conducted trainings in over 20 countries. He is a winner of the ADR Teacher Award 2022 in Australia. His professional roles include: Associate Editor of the Manchester Journal of International Economic Law Editorial Board member of China and WTO Review and Asia-Pacific Mediation Journal Member of ICC Australia National Committee and Singapore Convention preparation He has designed unique moot competitions, including the Asia-Pacific Vis Pre Moot, promoting disability inclusion in legal advocacy. His current projects include a book comparing China-India investment laws and commentary on the Singapore Convention. Dr. Sharma's service engagements include roles as Panel Arbitrator for the Shanghai Arbitration Commission and leadership in organizations like the Hong Kong Basic Law Education Association.
Faye Ginsburg is the David B. Kriser Professor of Anthropology at New York University (NYU), affiliated with the College of Arts & Science. Her work focuses on social anthropology, ethnographic film, media studies, indigenous media, and disability. She holds a Ph.D. from CUNY (1986) and a B.A. from Barnard College (1976). Research interests include global media dynamics, disability studies, and indigenous sovereignty. She co-edited pivotal works like *Media Worlds: Anthropology on New Terrain* (2002) and *Disability Worlds* (2024). Recent publications address disability in the digital age, indigenous media sovereignty, and reproductive politics. Awards include the 2025 American Academy of Arts and Sciences membership and the 2025 CUNY President's Distinguished Alumni Award. She directs NYU’s Graduate Certificate Program in Culture and Media and co-founded the NYU Council for the Study of Disability. Her grants include NEH funding for disability research and leadership roles at the Center for Religion and Media. Key initiatives include SKILLS transition program for NYC youth with learning disabilities and collaborations with global media festivals (e.g., Margaret Mead Film Festival). Her interdisciplinary work bridges academia, activism, and media practice.
Dr. Jennifer Katz serves as an Associate Professor in the Department of Educational and Counselling Psychology, and Special Education (ECPS) at the University of British Columbia's Faculty of Education. She joined UBC in July 2016 after previously holding an Associate Professor position in Inclusive Education at the University of Manitoba. Renowned for creating the Three Block Model of Universal Design for Learning (UDL), her framework is now implemented across Canadian school divisions to advance inclusive educational practices. Dr. Katz's research centers on inclusive education K-12 , social and emotional learning (SEL) , and mental health promotion in schools . Her work integrates the Three Block Model of UDL to address diverse student needs while emphasizing indigenous perspectives through extensive collaboration with First Nation elders and communities in Manitoba, Alberta, and Quebec. This intersectional approach reimagines inclusive education through reconciliation frameworks and culturally responsive practices. Analysis of her recent publications reveals consistent focus on mental health literacy programs for students with developmental disabilities, UDL's impact on academic achievement and teacher efficacy, and the integration of Indigenous knowledge systems. Her research bridges theory and practice through classroom-based interventions, cluster-randomized trials, and transformative learning frameworks that prioritize student well-being and social inclusion. Scientific Awards: No scientific awards were documented in the provided sources. Advising and Grants: While specific graduate students and research grants aren't detailed in the text, Dr. Katz's extensive publication record and community partnerships indicate active research leadership. Her work with school divisions across Canada suggests significant program implementation funding, though grant specifics remain unreported. Labs and Teams: Dr. Katz maintains critical partnerships with First Nation communities, embedding Indigenous knowledge into educational frameworks. Her Three Block Model implementation involves multi-school division collaborations nationwide, creating practitioner-researcher networks focused on inclusive classroom transformation.
Dr. Ben Clarke is an Associate Professor and Department Head of Special Education and Clinical Sciences at the University of Oregon’s College of Education. His research focuses on mathematical development, assessment systems, and school-based interventions to support student achievement. He has led over 20 federally funded grants totaling ~$55 million, emphasizing early numeracy interventions and multi-tiered instructional models. Clarke’s work bridges theory and practice, with publications on mathematics instruction, assessment, and RTI frameworks. Education: PhD (2002), MA (2001) in School Psychology/Special Education from University of Oregon; BS (1997) in Psychology from Wabash College (Phi Beta Kappa). Research Interests: Mathematics intervention design and efficacy Early numeracy assessment Multi-tiered systems of support (MTSS) Technology in education Equity in mathematics education Publications highlight his focus on intervention fidelity, tiered models, and outcomes for students with learning difficulties. Awards include the AERA Special Education SIG Research Award and recognition for academic excellence. Grants and Advising: Principal Investigator on ~$55M in federal grants; advises graduate students in School Psychology and Special Education. His lab develops evidence-based tools like the KinderTEK iPad program and contributes to national practice guides (e.g., IES RTI for Mathematics). Labs/Teams: Leads research teams focused on early mathematics intervention and MTSS implementation, collaborating with schools and policymakers to scale effective practices.
Dr. Mbita Mbao is an Assistant Professor in the School of Social Work at Salem State University, where she teaches courses including SWK 700 (Human Behavior), SWK 704/705 (Social Work Practice), and aging-focused courses like SWK 871. Her teaching philosophy emphasizes experiential learning and valuing student experiences. Dr. Mbao's research focuses on behavioral health, aging populations, workforce development, and immigrant issues. She actively works to expand aging-related curriculum and services through her involvement with the Older Adults Behavioral Health Network and Salem for All Ages initiative. Her education includes a BSW from Bowling Green State University, MSW from Rhode Island College, and PhD from Simmons University. As a Licensed Clinical Independent Social Worker, she maintains a clinical practice providing in-home therapy to older adults. Honors include: 2025 North Star Collective Fellow 2019 AGESW Pre-Dissertation Fellow 2021 GSA MCDTAW Early Career Diversity Fellow
Dr. Samita Arora is an Assistant Professor in the Department of Early Childhood Education at George Mason University , part of the College of Education and Human Development (CEHD). Her work focuses on early childhood education for diverse learners, special education, and inclusive curricula. She teaches courses such as Introduction to Early Childhood Special Education , Medical and Developmental Aspects of Disabilities , and Family-Centered Assessment . Dr. Arora's expertise spans language and literacy development in young learners, assessment strategies, and policies in early childhood education. She holds a terminal degree in the field and is affiliated with the Fairfax Campus, specifically Thompson Hall 1200. Key areas of teaching include curriculum design for inclusive settings, early intervention for infants and toddlers with disabilities, and engagement with families of diverse learners. Her courses emphasize evidence-based practices and culturally responsive teaching methods.
Eric Smialek is a Senior Research Fellow at the University of Huddersfield, specializing in extreme metal vocals, popular music studies, and Taylor Swift analysis. He holds a Marie Skłodowska-Curie Actions Postdoctoral Fellowship and is affiliated with the Centre for Research in Music and its Technologies. His research explores vocal expression, cultural meaning in metal, and intersections of music with class, disability, and LGBTQ+ advocacy. Education: PhD in Genre and Expression in Extreme Metal Music (McGill University, 2016) Master's in Rethinking Metal Aesthetics (McGill University, 2009) Bachelor's from University of British Columbia (2006) Research Interests: Smialek’s work bridges music analysis and sociology, focusing on extreme metal’s vocal techniques, global social-class divides in metal scenes, and Taylor Swift’s cultural impact. He co-founded the European Taylor Swift Research Network and organized the 2024 Taylor Swift unconference in Amsterdam. Awards: Marie Skłodowska-Curie Actions Postdoctoral Fellowship Advising & Collaboration: Accepts PhD students and collaborates on projects like Extreme Metal Vocals: Musical Expression, Technique, and Cultural Meaning (2022–2025). His work has been cited in venues like Metal Music Studies and Contemporary Music Review . Labs/Teams: Member of the Centre for Research in Music and its Technologies, contributing to interdisciplinary studies in music acoustics and cultural analysis.
Ian Ewart is an Associate Professor at the University of Reading's School of the Built Environment, serving as Head of Construction and Engineering Management and Research Group Lead for Organisation, People and Technology. He chairs the Research Ethics Committee since 2016 and supervises undergraduate/postgraduate dissertations. His academic journey spans engineering and anthropology: DPhil Social and Cultural Anthropology, University of Oxford, St Hugh's College (2007-2012) MSc Material Anthropology and Museum Ethnography, University of Oxford, St Hugh's College (2006-2007) BA (Hons) Archaeology and Anthropology, University of Oxford, Harris Manchester College (2003-2006) Diploma in Management Studies, University of the West of England (1990-1994) BEng (Hons) Mechanical Engineering, Staffordshire University (1983-1987) Ewart's research integrates ethnographic methods with digital technology studies, examining human-technology interactions in construction and domestic settings. His work bridges engineering practice and social anthropology, focusing on skill transmission, sustainable design, and multisensory experiences in virtual environments. Publications from 2025-2013 reveal a dominant trajectory in digital twins for socio-ecological sustainability, VR-based occupant behavior prediction, and HBIM for heritage conservation. The corpus demonstrates consistent cross-disciplinary innovation, merging archaeological reconstructions with healthcare applications while maintaining anthropological rigor. Key recognition: ESRC Future Research Leader fellowship (2013) for Designing Healthy Homes project He supervises PhD candidates like Afolabi Dania (Nigerian sustainable construction) and Joanna Hull (Heritage BIM), leveraging ESRC funding for ethnography-VR health studies. His grants emphasize participatory design and real-world impact assessment in built environments. Leaders the Organisation, People and Technology research group, developing multisensory Roman town reconstructions with sound/smell integration to advance archaeological and architectural experience modeling.
Karyn Moffatt is an Associate Professor in the School of Information Studies at McGill University and holds the Canada Research Chair in Inclusive Social Computing. As Graduate Program Director for the PhD program, she leads the Accessible Computing Technologies Research Group (ACT Lab), focusing on designing inclusive computing applications that support social engagement across diverse lifespans and abilities. Her work bridges human-computer interaction, accessibility research, and real-world community impact. Educational background: PhD in Computer Science, University of British Columbia MSc in Computer Science, University of British Columbia BASc in Computer Engineering, University of British Columbia Research Interests: Dr. Moffatt's work centers on inclusive social computing with emphases on aging populations , disability access , and intergenerational communication . She investigates how technology can overcome barriers to social participation through co-design methodologies, particularly for older adults and individuals with cognitive or physical disabilities. Current projects explore AI-enhanced aging support, dementia-friendly social platforms, accessible financial technology, and respite care coordination systems. Her approach integrates participatory design with rigorous usability testing to create solutions that address real-world challenges in healthcare, finance, and community engagement. Publication Trends: Analysis of her 15 most recent publications reveals consistent focus on aging and accessibility (60% of works), with growing emphasis on AI ethics (2025), dementia support systems (30% of 2023-2024 works), and accessible financial technology (2024). Methodologically, 75% employ co-design or participatory approaches, while 40% involve longitudinal field studies. Key venues include CHI (33%), ASSETS (20%), and ACM Transactions on Accessible Computing (27%), demonstrating leadership in top-tier HCI and accessibility forums. Scientific Awards: Multiple Best Paper Awards from ASSETS, CHI, and CSCW conferences Canada Research Chair in Inclusive Social Computing Advising and Grants: Dr. Moffatt currently supervises PhD candidates Chong Hu and Muhe Yang, having graduated four students since 2022 including Maurício Fontana De Vargas (2023) and Carrie Dai (2023). Her active grants include: NSERC Discovery Grant (2024-2029) as PI: Ethical AI for active aging Canada Research Chair renewal (2022-2027) as PI McGill Nursing Collaborative grant (2023-2025) as Co-I: iRespite mHealth app for palliative care Labs and Teams: She directs the ACT Lab, which partners with healthcare providers, public libraries, and community organizations to develop and deploy inclusive technologies. Current initiatives include the QuickPic AAC system for speech therapy, dementia-focused social programs with Montreal libraries, and Quebec-wide respite care coordination tools, all developed through interdisciplinary collaboration with clinicians, caregivers, and end-users.
