Prof. Alexander Minnaert is a Professor in Inclusion and Special Needs Education & Clinical Educational Sciences at the University of Groningen's Faculty of Behavioural and Social Sciences. He leads research on Specific Learning Disorders and educational problems. His work focuses on motivation, social-emotional learning, giftedness, and autism spectrum disorders, aiming to improve inclusive education systems. Minnaert holds a PhD from KU Leuven and has held roles including Director of Research at the Department of Education (2014–2016) and Scientific Advisor to the Academy of Finland (2022–2029). He teaches in Master’s programs like Special Needs Education and coordinates research initiatives such as the 'Learning and Giftedness' workshop at Windesheim Applied University. His research spans three clusters: specific learning disabilities, motivation/emotion/self-regulation, and student/teacher support in inclusive settings. Over 30 PhD students have been supervised, contributing to fields like deafblindness communication, twice-exceptionality, and educational policy. Notable awards include the 2013 Best Teacher Award and Ubbo Emmius Colleghie award (2012). He chairs the Dutch Youth Institute's Youth Intervention Committee and advises on national education reforms. His projects address challenges like autism inclusion, gifted education, and early school leaving.
Dr. Tracey N. Sulak is a Clinical Associate Professor in the Department of Educational Psychology at Baylor University's School of Education. She earned her B.A. in English from the University of Houston, M.Ed. in Curriculum and Instruction with an emphasis on gifted education from the University of North Texas, and Ph.D. in Educational Psychology from Baylor University. Research Focus: Broadening participation in STEM, gifted education, special education, and secondary data analysis of national/international datasets. Teaching Interests: Doctoral student preparation, teaching in higher education, and educating students with twice-exceptionalities. Grants: National Science Foundation (NSF) grant of $99,999 for the iBEARS Lab. Her work has been published in journals such as Journal of Attention Disorders and Early Child Development and Care . More details about her lab and research are available at www.iBEARS.org . Scientific Awards: Outstanding Graduate Student Instructor (2010), Baylor Outstanding Professor Award nomination (2015).
Dr. Mariana Costa e Silva-Pickett is a Research Fellow at City, University of London's School of Health and Psychological Sciences, currently active until December 2025. She holds a PhD in Health Psychology from the same institution, complemented by an MSc and BSc in Psychology from Brazil's Federal University of Mato Grosso. Her research focuses on: Developmental conditions and autism spectrum disorders Psychological interventions for families of neurodiverse individuals Parenting self-efficacy and family dynamics Psychological assessment tool validation Her recent publications (2021-2025) demonstrate consistent specialization in autism-related parenting interventions, scale validation, and educational psychology, with methodologies spanning systematic reviews, clinical assessments, and cross-cultural studies. No awards, grants, or student advising relationships are documented in the source material. No laboratory or team affiliations are mentioned.
Dr. David J. Francis holds the Hugh Roy and Lillie Cranz Cullen Distinguished Chair of Quantitative Methods in the Department of Psychology at the University of Houston. He serves as Director of the Texas Institute for Measurement, Evaluation, and Statistics (TIMES) and the Center for the Success of English Learners, a National Research and Development Center funded by the Institute of Education Sciences. His work focuses on statistical modeling, reading disabilities, and the education of English Language Learners. Ph.D. in Clinical-Neuropsychology from the University of Houston (1985), specializing in Quantitative Methods His research spans developmental disabilities , neuroscience (e.g., brain injury consequences), and educational equity for at-risk populations. He has pioneered methods for improving personnel selection using random effects models and explored interventions for seizure disorders via brain stimulation. Recent publications highlight his expertise in statistical modeling applied to education and neuroscience , including studies on academic vocabulary instruction, bilingual phonological awareness, and neuroimaging techniques for seizure localization. Collaborative grants from NICHD, NINDS, and the Office of Naval Research underscore his interdisciplinary impact. Scientific Awards : Hedges Lecture Award (2021) Albert J. Harris Award (2006) Esther Farfel Award (2008) Fellowships: APA Division 5, AERA, APS Dr. Francis has directed foundational centers like CREATE and the Texas Center for Learning Disabilities. His leadership roles include Chairman of the Psychology Department (2002-2014) and advisory positions on the National Board of Education Science and NRC committees. Key labs and teams include: Texas Institute for Measurement, Evaluation, and Statistics (TIMES) Center for the Success of English Learners Data Management and Statistics Core (PI, Texas Center for Learning Disabilities)
Dr. Letizia Gauck serves as a Postdoctoral Researcher and Psychological Psychotherapist at the University of Ulm since March 2024, establishing the child and adolescent psychotherapy unit and giftedness diagnostics section at the university's psychotherapeutic clinic. Concurrently, she has led the Center for Developmental and Personality Psychology (ZEPP) at the University of Basel's Faculty of Psychology since 2013, specializing in systemic-behavioral therapeutic approaches for high-ability contexts. Her academic foundation includes a doctorate from Ludwig-Maximilians-Universität München (2006) on behavioral disorders in gifted children, complemented by professional training as a Psychological Psychotherapist (behavioral therapy), hypnotherapy certification for youth, and dual supervisory qualifications from the University of Zurich and Swiss Association for Child and Adolescent Psychology. Dr. Gauck's research critically examines gifted education through interdisciplinary lenses, with primary focus on twice exceptionality (2e) , resilience factors in performance development, and teacher perceptions of giftedness. Her work bridges clinical psychology and educational settings, investigating underachievement prevention, mental health support systems, and evaluation methodologies for gifted programs. Key themes include differential diagnosis of giftedness versus psychological disorders and resource-oriented counseling frameworks. Her publication trajectory (2004-2021) reveals evolving expertise from bipolar disorder interventions toward specialized giftedness research, with recent emphasis on diagnostic communication ethics and school development processes. The body of work consistently addresses practical implementation challenges in educational systems while maintaining clinical rigor. As an educator, she designs and delivers Master's/Bachelor seminars on developmental counseling, giftedness diagnostics, and resource-oriented communication at Basel, while contributing to teacher training at Pädagogische Hochschule Nordwestschweiz since 2007. Her leadership in postgraduate training (2013-2018) and current Postdoc representation in Ulm's Faculty Committee demonstrate institutional commitment. Dr. Gauck operates at the nexus of clinical practice and academic research through ZEPP at Basel and Ulm's emerging psychotherapeutic clinic, directing teams focused on evidence-based interventions for gifted youth and developing assessment protocols for twice-exceptional cases within university-affiliated clinical settings.
Yunus Emre Demir is a researcher at the Faculty of Education, Anadolu University, specializing in twice-exceptionality and gifted students. He holds a PhD in Education from the University of Plymouth and a master's in Special Educational Needs and Disabilities from Anglia Ruskin University. Education: PhD in Education (University of Plymouth), Master's in SEND (Anglia Ruskin University) His research focuses on educational strategies for gifted students with twice-exceptionalities and the integration of Syrian refugee children into Turkish primary education. He has contributed to projects like the EU-Turkish Ministry of Education initiative on Syrian child integration.
Melike Ömerogullari, Dr. phil., is a Senior Teaching and Research Assistant at the Chair for Research on Learning, Instruction and Didactics at the University of Zurich (UZH) , a position she has held since November 2024. Previously, she worked as a Research Assistant at the University of Teacher Education of the Grisons (PHGR) (2023–2024), University of Erlangen-Nuremberg (FAU) (2019–2022), and the Leibniz Institute for Science and Mathematics Education (IPN) (2017–2019). She earned a Certificate of Advanced Studies (CAS) in Evaluation from the University of Bern (2023), a PhD in Education (Dr. phil.) from FAU (2022), an M.Sc. in Empirical Educational Research from the University of Bamberg (2016), and a Diploma in Biology from the University of Hohenheim (2012). Ömerogullari’s research focuses on teaching quality, heterogeneity in educational contexts, and social support in classrooms . Her peer-reviewed work explores how private tutoring, school enjoyment, and transitions to secondary education impact disadvantaged students, with datasets like KESS (grades 4–13) and longitudinal studies. Though no explicit awards are listed, her contributions to collaborative research and field reports highlight her role in advancing educational psychology and equity.
Prof. Dr. Vancho Gjorgjiev is a Full Professor at the Institute of History within the Faculty of Philosophy at Ss. Cyril and Methodius University of Skopje. Born in 1964, he holds a PhD from 2002 on the topic of the Macedonian Revolutionary Movement. His academic career includes roles as assistant professor (1990s), associate professor (2007), and full professor (2012). He has served as Head of the Institute of History twice and held roles in national education policy, including Undersecretary of Education (1999-2000). His awards include the prestigious Goce Delchev Award (2004) for contributions to national science and the Manning Prize as top graduate (1989). Education: Bachelor's: Institute of History, Faculty of Philosophy – Skopje (1989) Master's: "Petar Pop Arsov: Contribution to the Macedonian National Liberation Movement" (Skopje) PhD: "Macedonian Revolutionary National Liberation Movement in the Thessaloniki Province (1893–1903)" (2002) Research Interests: Focuses on the Macedonian Revolutionary Movement (late 19th–early 20th century), the Macedonian Question in Balkan state politics, foreign propaganda, and economic/urban history. His work emphasizes documentary analysis and historiographical debates. Professional Roles: Member of the Commission for History in School Curricula (Bureau of Education) Chair of the State Examination Center's Exam Commission Editor-in-Chief of History Magazine and Annual Proceedings of the Faculty of Philosophy Member of the Macedonian-Bulgarian Expert Commission on Historical/Educational Issues Publications: Over 20 monographs, including Podzemnata Republika (2010–2011) and VMRO 1893–1903 (2013), plus numerous book chapters and articles in journals like Macedonian Historical Review . His works analyze revolutionary tactics, state formation, and national identity. Awards: Goce Delchev Award (2004) Manning Prize (1989) Recognition from international civil society organizations Labs/Teams: Leads research initiatives at the Institute of History, focusing on archival documentation and interdisciplinary historical studies.
Dr. Pau-San Haruta is an Associate Professor of English at Marist University’s School of Liberal Arts, where she has designed the Writing Major and a cloud computing system for language-processing diagnostics. Her interdisciplinary work spans Linguistics, Cognitive Science, and Technical Communication, focusing on exceptional populations—from gifted individuals to those with disabilities—while addressing language disorders, dyslexia, ADHD, and twice-exceptionality. Education: BA, Department of English, Universiti Sains Malaysia PhD, Department of Linguistics and Cognitive Science, University of Delaware Dr. Haruta’s research integrates theoretical linguistics with extensive fieldwork, emphasizing how cognitive science informs technical communication and pedagogy. She has developed innovative diagnostic/therapy methods and collaborated with mathematicians and computer scientists, securing NSF grants for curriculum development and Internet2 integration. Her 2016 book, Technical Communication: Excelling in a Technological World , reflects her focus on verbal/visual information processing. Though no explicit awards are noted, her editorial advisory roles and peer-review referee invitations underscore her influence in gifted education and linguistics. A dedicated mentor, Dr. Haruta has guided undergraduates to publish in peer-reviewed journals and secure scholarships at institutions like Columbia University. She also chairs peer review committees for tenure and promotion and previously served as Dean of a language school.
Prof. Macid Ayhan MELEKOĞLU is a Professor in the Department of Educational Sciences at Bogazici University's Faculty of Education. He serves as the Chair of the Department of Educational Sciences, Director of the Assistive Technology and Education Laboratory for Individuals with Visual Disabilities (GETEM), Advisor for Students with Disabilities, Chair of the Individuals with Disabilities Commission, and Chair of the Department of Social Policy at Boğaziçi University's Institute for Graduate Studies in Social Sciences. His educational background includes a BA from Selçuk University (2001), and both MA and PhD from University of Wisconsin-Madison (2005, 2009) in Special Education. Prior to his current position at Bogazici University (since February 2024), he worked at Eskişehir Osmangazi University and Muğla University. During his career, he has held various leadership positions including Department Chair of Special Education Department (2012-2018, 2020-2024) and director of Eskişehir Osmangazi University Research Center for Special Education Services (2012-2019). Prof. MELEKOĞLU's research focuses on learning disabilities, including dyslexia, dyscalculia, and dysgraphia. His work explores inclusive education practices, teacher training for special education, and interventions for students with specific learning disabilities. He has developed several assessment tools and intervention programs, including the Oral Reading Skills and Comprehension Test-II (SOBAT®-II) and the Repeated Reading and Visual Comprehension Program (TOGAP). His publication record demonstrates consistent focus on understanding and addressing the needs of students with learning disabilities across various educational contexts. His recent work examines self-determination learning models, multi-component reading interventions, and science instruction strategies for students with learning disabilities, showing his commitment to evidence-based practices that improve educational outcomes. Prof. MELEKOĞLU is actively involved in policy and practice related to special education in Turkey, having served on the Students with Disabilities Commission of the Higher Education Council of Turkey (2015-2018) and continuing this work as Chair of the Individuals with Disabilities Commission at Bogazici University. He has authored numerous books on special education topics, including "Mathematics difficulties - Dyscalculia: Diagnosis and intervention" (2022), "Dysgraphia - writing difficulties: Diagnosis and intervention" (2021), and "Teaching Turkish in special education" (2021), demonstrating his comprehensive approach to addressing specific learning disabilities across different domains. His laboratory work through GETEM focuses on assistive technology applications for individuals with visual disabilities, reflecting his commitment to practical solutions that support diverse learners and his understanding that disability support requires both specialized interventions and inclusive approaches.
Sara Renzulli is an Assistant Professor in the Department of Counselor Education and Counseling Psychology at the University of Connecticut's Neag School of Education. She holds a Ph.D. in Counselor Education and Counseling Psychology (2013) from UConn, an M.A. in School Counseling (2011), and a B.A. in History from Union College (2007). Her research focuses on counseling strategies for twice-exceptional students, academic probation interventions, and men's psychology education. Education Background: Ph.D., Counselor Education & Counseling Psychology, University of Connecticut (2013) M.A., School Counseling, University of Connecticut (2011) B.A., History, Union College (2007) Research Interests: Counseling methodologies for students with special needs Twice-exceptional (2E) student advocacy and support Academic intervention strategies for at-risk students Gender dynamics in psychology education Her publications emphasize practical applications of counseling interventions and systemic educational challenges. She has contributed to journals like Professional School Counseling and NACADA Journal , focusing on counselor leadership roles and academic probation support systems. No scientific awards are listed. Her advising and grant activity details are not specified in the provided text. She is affiliated with the Neag School's academic teams but no specific lab or collaborative unit is mentioned.
Jennifer Smith is a Clinical Associate Professor of Special Education in the Department of Educational Studies at Purdue University's College of Education. With a diverse background spanning elementary education, gifted and talented education, and higher education, her work focuses on inclusive pedagogy, creative development for students with disabilities, and fostering collaborative relationships between educators, students, and families. Education: Ph.D. in Special Education (University of Nevada, Las Vegas, 2019); M.Ed. in Curriculum and Instruction (UNLV, 2010); B.A. in Elementary Education (University of Northern Colorado, 2003). Her research interests revolve around enhancing teacher preparation through evidence-based practices, particularly in addressing the needs of twice-exceptional learners. She emphasizes the integration of creativity in special education frameworks and advocates for ethical, policy-aligned teaching methodologies that strengthen educator-family partnerships.
Ylva Backman is an Associate Professor in the Department of Health, Education and Technology at Luleå University of Technology, specializing in Education. Her academic work bridges the fields of philosophy and special education, with a particular focus on dialogic approaches to teaching and learning. Her research interests span dialogic education, philosophical dialogues across various settings, argumentation theory, twice exceptionality (2e), and inclusive education. She has led multiple research projects exploring philosophical dialogues with students with intellectual disabilities, educational interventions for socioeconomically disadvantaged students, and well-being in compulsory schools through the BRIDGE project (2023-2026). Her publication record demonstrates consistent scholarly output focused on inclusive education frameworks, twice exceptionality, and philosophical dialogue interventions. Recent work analyzes the relationship between participation models and inclusion levels, examines the educational situation of twice-exceptional students in Sweden, and investigates philosophical dialogue interventions for pupils with intellectual disabilities. Nordic Mensa Fund's Article of the Year Award (2024) for research on twice exceptionality As an educator, Backman plays a significant role in the special needs teacher education program at LTU, having been involved in its development since 2016. She supervises doctoral students in areas related to philosophical dialogues in compulsory schools and school belonging, and teaches courses in philosophy, critical thinking, and philosophical dialogue with children. Her educational background combines teacher education with philosophy, reflecting her interdisciplinary approach to special education research and practice.
Minnie Carolyn is a Researcher affiliated with the University of Würzburg's Faculty of Human Sciences. Her work focuses on educational strategies for students with twice-exceptionality (giftedness combined with learning disabilities), particularly their transition to secondary school. She has collaborated with researchers like Carly Lassig, Donna Tangen, and Denise Beutel on studies addressing teacher collaboration in inclusive education settings. Her 2022 publication in the Australasian Journal of Gifted Education explores systemic and collaborative approaches to support this student population. No awards or formal teaching roles are explicitly mentioned in the provided texts.
Dr Penny Round serves as a Lecturer in the School of Curriculum, Teaching and Inclusive Education at Monash University, Australia. With three decades of dedicated work in special education, she specializes in supporting students with special needs within mainstream secondary schools, with particular emphasis on senior secondary levels and twice-exceptional learners. Dr Round actively supervises PhD students and contributes to national research initiatives addressing educational inclusion through her role as Chief Investigator on multiple projects including the current PASS Network Program. Her academic credentials include advanced qualifications in both special education and gifted education, which form the foundation of her interdisciplinary research approach and informed teaching practices in inclusive educational settings. These dual specializations enable her unique perspective on intersecting educational needs. Dr Round's research program investigates critical challenges in inclusive education, focusing on students with special needs and gifted learners in regular secondary schools. She examines the complexities of twice-exceptionality, teacher preparation for inclusive classrooms, and strategies for reengaging marginalized student populations. Her work integrates qualitative methodologies to capture nuanced student experiences and has significant implications for educational policy and practice, contributing to Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities). Analysis of her recent scholarly output (2024-2025) reveals evolving expertise across three interconnected domains: gifted education within low-SES contexts, inclusive practices using student-centered methodologies like Photovoice, and preservice teacher development for intellectual disability support. These publications demonstrate methodological consistency through qualitative inquiry while addressing systemic barriers across primary and secondary educational settings. As an active PhD supervisor, Dr Round mentors students in inclusive education research. Her grant leadership includes the current PASS Network Program (2024-2026) examining post-pandemic educational recovery, and previously as Primary Chief Investigator for 'Setting up for success: reengaging young parents with education' (2019-2021). She has secured multiple research grants totaling seven projects, often collaborating with interdisciplinary teams on initiatives addressing educational equity, student wellbeing, and teacher development in inclusive contexts.
