جست‌وجوی استاد و پژوهشگر

Elika Bergelsonمشاهده پروفایل

دانشیار

• Infant Language Acquisition
• Cognitive Development
• Word Learning
• +۹ مورد دیگر

Elika Bergelson is the John L. Loeb Associate Professor of the Social Sciences in the Department of Psychology at Harvard University, within the Faculty of Arts and Sciences. She leads the Bergelson Lab (BLAB), part of Harvard's Laboratory for Developmental Studies, focusing on infant language acquisition. Her research examines how infants learn words by studying both cognitive mechanisms and environmental input through naturalistic and lab-based methods. Her research interests center on infant language acquisition , cognitive development , and word learning , with a focus on how language input, social interaction, and sensory experience shape early linguistic knowledge. She explores word comprehension, phonological and semantic representations, and the role of variability in talker and wordform input. Her lab has pioneered large-scale cross-linguistic studies and expanded into atypical development, including language acquisition in blind and deaf infants. The 15 most recent publications reflect a strong trend in naturalistic data collection , cross-linguistic comparison , and methodological innovation , particularly in using LENA recordings and open science practices. Topics include acoustic and talker variability, vocabulary development in sensory-impaired children, remote infant testing, and the reliability of speech analysis tools. Dr. Bergelson is committed to diversity, equity, and inclusivity in research and lab recruitment. She actively promotes open science, public outreach, and policy applications of developmental science. She has mentored numerous students and researchers, though specific names are not listed. Her work is supported by collaborative grants and large-scale interdisciplinary projects. The Bergelson Lab employs methods including eye-tracking , EEG , audio discrimination tasks , and corpus analysis . It continues the SEEDLingS project and collects longitudinal data from infants with sensory impairments. The lab maintains open repositories on GitHub and emphasizes reproducibility and transparency in research.

Anjali Adukiaمشاهده پروفایل

استادیار

• Educational inequality
• Economics of education
• Child development
• +۵ مورد دیگر

Anjali Adukia is an assistant professor at the University of Chicago Harris School of Public Policy and the founder and director of the MiiE Lab (Messages, Identity, and Inclusion in Education). She is a faculty research fellow at the National Bureau of Economic Research (NBER) in the Economics of Education and Children and Families groups, a research fellow at the IZA Institute of Labor Economics, a non-resident fellow at the Center for Global Development, and an affiliate of the Bureau for Research and Economic Analysis of Development (BREAD). Dr. Adukia earned her doctoral degree from Harvard University Graduate School of Education with a focus on the economics of education, along with master's degrees in international education policy and higher education from Harvard. She completed her undergraduate studies in molecular and integrative physiology at the University of Illinois at Urbana-Champaign. Her interdisciplinary background bridges the natural sciences with social science research methods. Her research explores how to reduce inequalities so children from historically disadvantaged backgrounds have equal opportunities to develop their potential. She examines factors influencing educational decisions and the role of institutions in improving child outcomes, particularly at the intersection of education and health. Adukia's work draws on large-scale data, often using artificial intelligence methods to expand social science tools and data sources. Her research spans educational infrastructure, representation in children's literature, restorative justice practices, and urban-rural educational disparities. Her publications reveal consistent themes in educational equity, with particular focus on how school infrastructure (like sanitation facilities), representation in educational materials, and disciplinary practices impact student outcomes. She employs innovative computational methods to analyze large datasets, including applying AI tools to measure representation in children's books and examining textbook content across different educational systems. NSF CAREER Award in economics (2024-2029) SREE Early Career Award (2023) William T. Grant Foundation Scholar Award (2018-2023) NAEd/Spencer Postdoctoral Fellowship (2018) APPAM PhD Dissertation Award (2014) AEFP Jean Flanigan Outstanding Dissertation Award (2015) 2021 Google Customer Award for Education Dr. Adukia serves on the editorial boards of Education Finance and Policy, Journal of Research on Educational Effectiveness, and Journal of Social Computing (IEEE). She organizes the annual AI in Social Sciences conference at the University of Chicago and continues to work with international non-governmental organizations including UNICEF and Manav Sadhna in Gujarat, India. Her research has been featured in major media outlets including The Economist, Wall Street Journal, Washington Post, and NPR.

Gael Orsmondمشاهده پروفایل

استاد

• Autism Spectrum Disorder
• Developmental Disabilities
• Family Relationships
• +۳ مورد دیگر

Gael Orsmond, PhD, serves as Associate Dean of Academic Affairs and Professor in the Department of Occupational Therapy and Department of Rehabilitation Sciences at Boston University's Sargent College of Health and Rehabilitation Sciences. Her work centers on autism spectrum disorder and developmental disabilities, emphasizing family and community contexts across the lifespan. Her academic background includes: BA in Psychology from Carleton College MA in Clinical/Developmental Psychology from University of Illinois at Chicago PhD in Clinical/Developmental Psychology from University of Illinois at Chicago NIH Post-Doctoral Fellowship at Waisman Center, University of Wisconsin-Madison Dr. Orsmond's research examines how family, social, and community environments shape outcomes for autistic individuals. She investigates social participation barriers, transition challenges to adulthood, and sibling/family dynamics in developmental disabilities. Recent work develops community-based programs promoting autonomy and future planning for autistic adults and adults with Down syndrome, translating research into practical interventions. Her publication record shows consistent focus on autism across the lifespan, with increasing emphasis on adult outcomes and community integration since 2014. Research spans family perspectives, sibling relationships, museum accessibility, feasibility methodologies, and adolescent media use, reflecting interdisciplinary approaches to understanding disability experiences. Her professional recognition includes: Fellow of Division 33 (Intellectual and Developmental Disabilities/Autism Spectrum Disorder) of the American Psychological Association Dr. Orsmond actively mentors doctoral students through thesis development and practice innovation projects. Her research program is sustained by active grants from NIMH, IES, and BU's CTSI, supporting community-engaged projects that address critical gaps in services for individuals with developmental disabilities. These projects emphasize participatory approaches involving families and community stakeholders. She directs the Families & Autism Research Lab, which focuses on developing and evaluating community-based interventions to enhance social participation, transition planning, and family support systems for individuals across the autism spectrum.

Priscilla Burnham Riosaمشاهده پروفایل

دانشیار

• Therapeutic Rapport
• Parent-Child Relationships
• Mental Health
• +۴ مورد دیگر

Priscilla Burnham Riosa is an Associate Professor and Department Chair in the Department of Applied Disability Studies at Brock University. She holds a PhD in Human Development from the University of Guelph and an MSc in Developmental Psychology from Western University, with a postdoctoral fellowship at York University focusing on mental health and autism. Her research emphasizes improving well-being and quality of life for individuals with disabilities and their families, with key interests in therapeutic rapport, mindfulness-based interventions, and community-engaged research. The Burnham Riosa Lab explores topics such as parent-child relationships, mental health disparities among migrants, and healthcare accessibility for individuals with autism. Her academic trajectory includes publications on autism spectrum disorder interventions, emotion regulation in children, and healthcare provider training. Current students include Shona Mills, Kevin Yu, and Sara Tanasichuk. Past advisees have contributed to studies on sibling perspectives of autism and risk factors for violence in autistic adults. She is accepting ABA/LDCC students for Fall 2024. Research trends in her publications reflect a focus on translational science, bridging clinical practice and community needs. Collaborations span disciplines like behavioral analysis, pediatric healthcare, and qualitative methodologies. Her work addresses gaps in service provision while advocating for strengths-based approaches to disability. Advising and mentoring have been central to her career, with a record of guiding students through rigorous qualitative and quantitative studies. The Burnham Riosa Lab collaborates with institutions like the Centre for Applied Disability Studies to advance inclusive policies and interventions.

Alice Jonesمشاهده پروفایل

استاد

• School Behaviour
• Socio-emotional Development
• Autism and Education
• +۲ مورد دیگر

Alice Jones is Professor of Psychology and Director of the Unit for School and Family Studies at Goldsmiths, University of London. She researches socio-emotional development and school behavior with focus on inclusive education approaches. Her work investigates bullying dynamics, special educational needs, and intervention strategies for children with emotional/behavioral difficulties. Current projects examine sibling bullying and social care systems' impact on child development. Jones collaborates with schools to develop evidence-based behavior management systems and serves on advisory boards bringing neuroscience research to educational practice. She edits the British Journal of Educational Psychology and has evaluated youth mental health programs.

Diana Robinsمشاهده پروفایل

استاد

• Autism
• Early Detection
• Toddler Screening
• +۳ مورد دیگر

Diana Robins, PhD is a Professor and Director of the AJ Drexel Autism Institute at Drexel University, with secondary appointments in the Department of Community Health & Prevention within the Dornsife School of Public Health and the Department of Psychological and Brain Sciences in the College of Arts and Sciences. She founded the Research Program in Early Detection and Intervention for autism at the Institute in 2014, establishing Drexel as a leader in public health approaches to autism research. Her leadership extends to mentoring students from diverse disciplines including public health, psychology, and medicine who work collaboratively on autism-related research initiatives. Dr. Robins received her educational training through a rigorous academic pathway: BA in Psychology and Neuroscience from Oberlin College (1996), MA in Clinical Psychology from the University of Connecticut (1999), and PhD in Clinical Psychology with Concentration in Clinical Neuropsychology from the University of Connecticut (2002). Her postdoctoral development included an APA-approved internship at the University of Florida Health Sciences Center followed by a 2-year postdoctoral fellowship at the Yale University School of Medicine Child Study Center. Before joining Drexel, she spent a decade on the faculty at Georgia State University with joint appointments in the Department of Psychology and the Neuroscience Institute. Her research program centers on autism early detection, particularly through the development and validation of screening tools. The Modified Checklist for Autism in Toddlers (M-CHAT), which she developed, has become a globally recognized screening instrument with the original paper cited over 2,400 times. Her work on the M-CHAT-R/F revision demonstrated that children could be diagnosed approximately two years earlier than the national median, significantly improving access to early intervention. Current research examines how early detection strategies in primary care settings impact long-term outcomes for autistic children, representing a public health approach to improving autism services. Analysis of Dr. Robins' recent publications reveals a strong emphasis on refining autism screening methodologies across diverse populations, examining sex differences in symptom presentation, validating screening tools in multiple languages and cultural contexts, and implementing tiered diagnostic approaches to address systemic barriers to diagnosis. Her work increasingly focuses on translating research into community practice, with attention to implementation science, healthcare access disparities, and the integration of screening into routine primary care. Research funded by Eunice Kennedy Shriver National Institute of Child Health and Human Development Research funded by Autism Speaks Research funded by National Institute of Mental Health Treasurer, Board of Directors of the International Society for Autism Research Panel member, Child Psychology and Developmental Disorders study section at NIH Dr. Robins has built a productive research program that draws students and professionals from multiple disciplines to work on public health approaches to autism. Her lab has conducted numerous validation studies of the M-CHAT across different cultural contexts and populations, including work in Northern Mexico to build autism research capacity. Current grants focus on examining how primary care implementation of autism screening affects diagnostic pathways and outcomes, with particular attention to disparities in access and diagnosis. Her team collaborates with community providers to develop practical solutions for identifying autism earlier in diverse clinical settings. The Early Detection and Intervention research program at the AJ Drexel Autism Institute operates as an interdisciplinary hub where public health researchers, psychologists, and medical professionals collaborate on innovative approaches to improving early autism detection. The team works closely with community pediatric practices to implement and refine screening protocols, while also conducting rigorous validation studies of assessment tools. This collaborative model enables the translation of research findings into practical clinical applications that can be implemented in real-world settings.

Shelley Mulliganمشاهده پروفایل

دانشیار

• Sensory Processing Disorders
• Sensory Integration
• Pediatric Occupational Therapy
• +۳ مورد دیگر

Shelley Mulligan is an Associate Professor in the Department of Occupational Therapy at the University of New Hampshire. Her research focuses on sensory processing and integration disorders , particularly in pediatric populations, and the development of standardized assessment tools like the Children's Occupational Performance Questionnaire (COPQ) and Sensory Processing 3 Dimensions Assessment (SP3D) . She has published extensively in top occupational therapy and neuroscience journals. Education : Ph.D. in Special Education from University of Washington, MS and BS in Occupational Therapy from Colorado State University and University of Western Ontario Research Interests include: Sensory processing disorders in children Development of evidence-based assessment tools Clinical applications of sensory integration theory Occupational performance in neurodiverse populations Interdisciplinary collaborations in autism research Community-based interventions for vulnerable children Publication Trends : Dr. Mulligan's work spans sensory integration theory, psychometric validation of assessment tools, and interventions for children with developmental disorders. Recent articles (2021-2025) focus on SP3D and COPQ validation, while earlier work (1998-2017) examines sensory profile correlations and autism screening. Community Engagement : She serves as a Court-appointed special advocate and Guardian ad litem for children in protective custody, reflecting her commitment to vulnerable populations.

• Pediatric Nursing
• Child Health
• Nursing Care
• +۲ مورد دیگر

Gülay Manav is an Associate Professor at the Faculty of Health Sciences , Muğla Sıtkı Koçman University , specializing in Child Health Nursing . She holds a Doctorate in Child Health and Disease Nursing from Marmara University and has supervised numerous graduate theses in pediatric care, disaster response, and adolescent health. Education : BSc in Nursing, Hacettepe University (1998) MSc in Nursing, Cumhuriyet University (2008) PhD in Child Health Nursing, Marmara University (2013) Her research focuses on pediatric nursing practices , non-pharmacological pain management , and health behaviors in children and adolescents , particularly during disasters. Recent publications include systematic reviews on music therapy for neonatal pain and psychometric studies on delirium assessment tools. She serves on adaptation commissions for the Nursing Department at Muğla Sıtkı Koçman University and participates in national and international healthcare conferences. Her editorial roles include peer-review services for journals like Clinical and Experimental Health Sciences and Ordu Üniversitesi Hemşirelik Çalışmaları Dergisi .

• Criminal Justice System Impacts
• Family Dynamics in Incarceration
• Youth Empowerment Research
• +۳ مورد دیگر

Dr. Britni L. Adams is an Assistant Professor in the Department of Criminal Justice at the University of Nevada, Reno. Her research focuses on family and youth experiences impacted by crime and the criminal justice system, particularly examining father-child relationships during incarceration and developmental outcomes following family violence. She holds a Ph.D. in Sociology from the University of California, Irvine. Dr. Adams’ work emphasizes marginalized voices through methodologies like Youth Participatory Action Research (YPAR), collaborating with community organizations to address challenges faced by children of incarcerated parents. Her research branches include: Family networks supporting incarcerated fathers and maintaining child contact Developmental impacts of family violence and child maltreatment Methodological innovations for studying vulnerable populations Her recent grants include a youth-led study on parental incarceration support needs in Florida. Articles highlight themes like incarceration's intergenerational effects, pandemic-era community adaptations, and resilience among at-risk youth. She consistently advocates for ethical research practices prioritizing participant safety and diversity. Grant activities include community-based participatory research initiatives. While no specific lab affiliations are noted, her work emphasizes collaboration with social service agencies and justice system stakeholders.

• Evolutionary Anthropology
• Primate Behavior
• Cognitive Evolution
• +۵ مورد دیگر

Alecia Carter is an Associate Professor in Evolutionary Anthropology at University College London (UCL), where she has been working since 2019. She is affiliated with the Department of Anthropology and conducts research primarily focused on primate behavior, cognition, and evolutionary anthropology. Her work bridges multiple disciplines including ecology, evolutionary biology, and zoology, with a particular emphasis on understanding complex behaviors in wild primates. Dr. Carter's academic journey includes: Undergraduate studies: BSc (Hons) and BA at the University of Queensland PhD at the Australian National University Postdoctoral positions at the University of Cambridge (Research Associate in Zoology, 2012; Junior Research Fellow with Churchill College, 2013) Research Scientist at l'Université de Montpellier, France (prior to joining UCL in 2019) Dr. Carter's research centers on two main themes: how primates respond to the deaths of others (providing insights into the evolution of cognition and complex emotion), and how individuals access information to make decisions. She investigates how primates use their social environment to gather information and how individual characteristics may constrain this process. Her work on primate thanatology (the study of death responses) has been particularly influential, examining phenomena like infant corpse carrying across multiple primate species. She also studies behavioral consistency and individual differences in primates, exploring how and why animal behavior varies between individuals but remains consistent over time. Analysis of Dr. Carter's recent publications reveals a strong focus on primate cognition, social behavior, and evolutionary anthropology. Her work frequently examines baboon behavior in the wild, with special attention to social dynamics, reproductive strategies, and responses to death. She employs comparative approaches across primate species and integrates methodologies from behavioral ecology, cognitive science, and evolutionary biology. Her research often addresses fundamental questions about the evolution of complex social behaviors and cognition in primates, with implications for understanding human evolution. Professional recognition: Fellow of the Higher Education Academy Dr. Carter is actively involved in mentoring students and researchers in evolutionary anthropology and primate behavior. Her collaborative network spans multiple institutions globally, with frequent co-authorship with researchers from Cambridge, Montpellier, and other leading universities. She has secured research funding for field studies of wild primates, particularly focusing on chacma baboons in Africa. Her work often involves long-term observational studies combined with innovative experimental approaches in natural settings. Dr. Carter is part of a vibrant research community studying primate behavior at UCL and collaborates with researchers across the globe. Her work contributes to UCL's commitment to Sustainable Development Goal 15 (Life on Land) through research that enhances understanding of primate ecology and conservation needs. She is passionate about ethics in academia, equality, diversity and inclusion, and alternative approaches to teaching, which informs both her research and educational practices.

Ariella Meltzerمشاهده پروفایل

پژوهشگر ارشد

• disability
• interpersonal relationships
• peer support
• +۸ مورد دیگر

Dr. Ariella Meltzer is a Senior Research Fellow at the Centre for Social Impact UNSW , focusing on advancing services for people with disability and their families through evidence-based research. She aligns her work with lived experience perspectives to address gaps in information accessibility , sibling support , and employment inclusion for people with disabilities. Education: PhD in Social Policy (2015) BSocSci (1st Class Honors) Her research bridges disability studies , social policy evaluation , and inclusive service design . Recent projects like the Evaluation of the St Vincent de Paul Supported Open Employment Program highlight her commitment to systemic solutions. Her publications span themes of accessible knowledge exchange , peer support , and policy adaptation , with a focus on crisis communication, employment equity, and sibling dynamics. Awards include the UNSW Business School Research Impact Award (2020) and UNSW Dean's Award for Research Society Impact (2015) . Scientific Awards: UNSW Business School Research Impact Award (2020) UNSW Dean's Award for Research Society Impact (2015) Dr. Meltzer collaborates with institutions like the National Centre of Excellence in Intellectual Disability Health and Raise Youth Mentoring Foundation , emphasizing social impact and cross-sector partnerships .

Julia Cookمشاهده پروفایل

مدرس ارشد

• Sociology of Youth
• Housing Studies
• Economic Sociology
• +۵ مورد دیگر

Dr Julia Cook is a Senior Lecturer in Sociology at the University of Newcastle's School of Humanities, Creative Industries and Social Sciences. She is a youth sociologist specializing in housing, family finance, and their impacts on young people's lives. As an ARC DECRA Fellow (2022-2025) and chief investigator on the ARC-funded Life Patterns longitudinal research program (2021-2026), her work bridges academic research and policy development. Dr Cook completed her Doctor of Philosophy and Bachelor of Arts (Honours) at the University of Melbourne. Her educational background established the foundation for her expertise in the sociology of youth, time, and housing, with particular attention to economic sociology. Her research focuses on how housing and family financial assistance shape young adults' pathways into homeownership, with special attention to intergenerational financial transfers and young adults' navigation of debt. Through qualitative and mixed methods research, she amplifies young people's voices to inform policy changes, particularly regarding housing, loans, and family assistance. Her work reveals how financialized property markets, precarious housing, and conditional tenancy arrangements impact youth transitions to adulthood. Analysis of her recent publications shows a consistent focus on the financialization of young people's lives, with increasing attention to digital financial services like 'Buy Now Pay Later' platforms, intergenerational wealth transfers, and the gendered dimensions of financial management. Her work increasingly examines how these financial arrangements intersect with housing pathways and future orientations of young people. ARC DECRA Fellow (2022-2025) 2022 ABC Top 5 (Humanities) scholar Co-editor in chief of Journal of Applied Youth Studies Editorial board member: Time & Society, Journal of Youth Studies, Irish Journal of Applied Social Studies Dr Cook actively supervises PhD students focusing on youth, social media, mental health, and housing. She has secured over $2.7 million in research funding, including major ARC grants examining intergenerational financial assistance with homeownership and young people's experiences with debt. Her research partnerships include collaborations with the Greater Bank Financial Literacy Laboratory and the Centre for Household Assets and Savings Management at the University of Birmingham. As a founding member of the Newcastle Youth Studies Centre, Dr Cook contributes to an interdisciplinary research hub focused on youth issues. She regularly engages with media as a commentator on youth sociology topics and has developed interventions to improve financial literacy programs for young people based on her research findings.

• Developmental Disability
• Assistive Technology
• Childhood Disability in Developing Countries
• +۳ مورد دیگر

Dr. Karen Bunning is a Professor of Speech & Language Therapy at the University of East Anglia’s School of Health Sciences, with expertise in developmental disabilities, assistive technology, and global health equity. She holds a PhD from City University London on sensory environments for adults with learning disabilities and is a registered member of the Royal College of Speech & Language Therapists. Her career spans clinical practice, higher education leadership, and research. She was Course Director for the Speech & Language Therapy program at UEA (2003–2009) and awarded a Readership in 2009. She currently leads modules on intellectual disability and special educational needs, and chairs the Norwich Electronic Assistive Technology centre’s steering committee. Key research focuses include assistive technology for communication, disability in developing countries (e.g., Kenya), and accessibility of communication tools. Her work addresses challenges such as rehabilitation provision in rural areas, human mediation in technology use, and communication access for marginalized groups. Recent grants include projects on mental capacity assessments (NIHR), caregiver support in Kenya (CT Trust), and ethical inclusion of disabled adults in research (NHS England). Over 70 research outputs span journals like British Journal of Learning Disabilities and Disability & Society , emphasizing interdisciplinary approaches to disability studies and policy. She supervises postgraduate research in intellectual disability, low-tech communication methods, and disability advocacy. Collaborations include the Rix Centre (UEL) and global partners in Kenya (KEMRI).

Anna-Maija Castrénمشاهده پروفایل

استاد

• Family sociology
• Social networks
• Global crises and family formation
• +۵ مورد دیگر

Anna-Maija Castrén is Professor of Sociology at the University of Eastern Finland since August 2023. She coordinates interdisciplinary bachelor programs in social sciences and holds a Doctor of Social Sciences (2001) and Master of Social Sciences (1993) from the University of Helsinki, where she also earned her Docent title in 2010. 2019-2023: Associate Professor (Tenure Track) 2018-2019: Research Director 2016-2018: Fixed-term Professor 2013-2016: University Lecturer 2013: Visiting Researcher, University of Geneva Her research focuses on family sociology , social network analysis , and global crisis impacts on family formation . She leads the international NETREP project (2023-2026) examining young adults' family plans across Finland, Portugal, and Scotland amid climate change, economic instability, and post-pandemic realities. Key research themes include non-traditional family structures , marital transitions , post-separation dynamics , and cultural inclusivity . Her work employs figurational perspectives to analyze family bonds and has produced major publications like The Palgrave Handbook of Family Sociology in Europe (2021) and Family Album (2016), challenging institutional family definitions through children's agency. She actively contributes to the European Sociological Association's Research Network 13 and chairs the Finnish Society for Research on Families and Personal Relationships (PELS). Her methodological expertise in qualitative network analysis and cross-cultural comparisons has shaped contemporary understandings of family boundaries and personal relationships.

Salim Hashmiمشاهده پروفایل

مدرس ارشد

• Developmental Psychology
• Play and imagination
• Inclusive Education
• +۷ مورد دیگر

Dr. Salim Hashmi is a Senior Lecturer in Psychology (Education) at the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King's College London. He joined King's College London in January 2019 as a Teaching Fellow after completing both his PhD and BSc in Psychology (with professional placement) from Cardiff University. Dr. Hashmi leads and teaches modules for the BSc in Psychology related to developmental psychology at the Department of Psychology within the School of Mental Health & Psychological Sciences. Dr. Hashmi's research focuses on developmental psychology, particularly children's play, imagination, and interactions with technology. His work also explores social understanding, executive function, and longitudinal study designs. He has a strong interest in inclusive education and decolonizing the curriculum to enhance student experience. His research has been published in numerous high-impact journals and has received attention from news outlets and academic platforms. Dr. Hashmi's recent work has examined barriers to inclusion in higher education, neurodiversity in play contexts, and the benefits of various play forms for child development. His research often employs interdisciplinary approaches, combining psychological, neurological, and educational perspectives to understand child development and improve educational practices. Microaggressions in educational settings Lived experience in curriculum design Inclusive education practices Neurodiversity in play contexts Social cognition development Pretend play and its cognitive benefits Dr. Hashmi has received recognition for his work through citations and mentions across various platforms. His research on inclusion in higher education has been picked up by 25 news outlets, while his work on neurodiversity in doll play has been cited in Scopus. His publications have garnered attention on social media platforms with mentions on X (Twitter), Bluesky, and Reddit. As an educator, Dr. Hashmi is involved in teaching developmental psychology modules for the BSc Psychology program. He has contributed to initiatives that connect the Department of Psychology with local schools, such as the art competition with Lyndhurst Primary School. His commitment to inclusive education extends to his teaching philosophy and curriculum development.