Dr Susana Castro-Kemp is a Reader in Education Studies (Psychology). She is a Chartered Psychologist (British Psychological Society) and her research interests lie on inclusion of children with special educational needs and disabilities, education policy and its translation into education practice, early childhood development and learning, mental health and wellbeing in childhood and functional approaches to developmental disabilities. She has a track record of excellent publications in these areas and has led a number of projects as Principal Investigator, with funders such as the European Commission, the British Academy, the Leverhulme Trust and the Froebel Trust. She also holds an affiliation as Research Associate at the University of Pretoria, Centre for Augmentative and Alternative Communication (South Africa).
Dr Carolina Gaona has been a Lecturer at the University of Roehampton since 2020. Her PhD thesis project focused on post-16 education and employment experiences of young people with Autism Spectrum Disorders under the new Special Educational Needs and Disability Code of Practice. She trained as an educational psychologist in Argentina and obtained a Master of Arts in Special and Inclusive Education from the University of Roehampton, University of Oslo (Norway) and Charles University in Prague (Czech Republic). Carolina has worked in different settings in neurocognitive assessment and intervention across age groups, and as a primary school teacher. Her main interests are related to transition to adulthood and adulthood outcomes in people in the autism spectrum, disability rights, and special education policy.
Dr Angeliki Kallitsoglou is a Senior Lecturer in Child Psychology and Education. She completed her PhD in Education and Psychology in 2008 at Thomas Coram Research Unit, Institute of Education, University of London (now UCL). She, then held research positions at the Institute of Psychiatry, Psychology and Neuroscience, Kings College London, and the Dartington Social Research Unit, an independent charity, before joining Roehampton in 2014. Her research looks to answer questions that involve understanding and supporting children’s social, emotional, and mental health outcomes with a focus on the family and school context. Within this area research themes include the evaluation and implementation of intervention programmes to promote social and emotional development and learning, the value of nurturing approaches to parenting and education, and child and family wellbeing. Angeliki is a Chartered member of the British Psychological Society and a member of the board of trustees and Chair of Research at nurtureuk.
Dr Wolfgang Mann, the director of CIRSIE, is a Reader in Special and Inclusive Education, specializing in (sign) language development and assessment. Wolfgang received his PhD in Special Education from the University of California, Berkeley. His key interests include the wider impacts of experiencing a language problem, specifically language development and language difficulties in deaf children, bilingualism, (sign-) language acquisition & assessment, and computer-and mobile-assisted language testing. Wolfgang's research has been published in peer-reviewed journal and practitioner-read journals.He has worked closely with deaf and hearing practitioners and researchers in the UK, the USA, Germany, Finland, Iceland, the Netherland, and Switzerland. As part of his work, Wolfgang has developed the Web-based British Sign Language Vocabulary test (BSL-VT), which was the first vocabulary test for use with signing deaf children. This test has been adapted to other signed languages, including American Sign Language (ASL) and Finnish Sign Language (FinSL). An adaptation for Hong Kong Sign Language (HKSL) is currently under way. Wolfgang is a Research Associate at the Deafness Cognition and Language Research Centre (DCAL) at University College London (UCL) and at the University of Jyväskylä (Finland).
Dr. Alison Murray has been a senior lecturer in Primary Education (ITE: Physical Education) at the University of Roehampton since 2012 having taught at primary, secondary and university levels in North America. She enjoys contributing across several programmes (undergraduate to doctorate) through teaching and academic supervision. Alison facilitates our online Masters programmes quality assurance team. Alison completed her Doctorate in Curriculum & Instruction and Educational Psychology with the University of New Mexico in 2008. Alison specialises in designing motor based challenges to support and enhance cognitive development. Her work explores potential opportunities for children to flourish through developmentally appropriate movement-based learning experiences through PE and associated settings. Alison is currently serving on a National Taskforce set up to explore means to improve the quality and positioning of our curricular subject of physical education.
Emily Rotchell has been a Senior Lecturer in Primary Education (ITE: Geography) at the University of Roehampton since 2007. Prior to this, Emily worked as a primary school teacher for 10 years, including 4 years as a Deputy Headteacher of an Infant School. Emily completed her Masters with the Open University. In 2018 Emily has started a PhD, investigating if there are any links with the use of maps in primary schools and inclusion.
Dr Elena P. Soukakou is an Honorary Research Fellow in the School Education, at the University of Roehampton, United Kingdom. Elena has been working in the field of early childhood inclusion and special education for over 15 years as a researcher, early intervention specialist, and consultant in the United States, United Kingdom, and her home country, Greece. Her areas of interest include classroom practices that support inclusion in early childhood, quality assessment in inclusive programs, and models of professional development in early childhood.
Elena is the author of the Inclusive Classroom Profile (ICP), a classroom assessment measure designed to assess and support the quality of inclusive practices in early childhood settings. For her research and work on the ICP assessment system, Elena has been awarded in 2013 the Distinguished Early Career Award of the Early Education and Child Development Division of the American Education Research Association. Elena enjoys working collaboratively with researchers, practitioners, and leaders in the field to improve the quality of education and care for young children with disabilities and their families.