Dr. George J. DuPaul
Dr. George DuPaul is a Professor of School Psychology in the Department of Education and Human Services at Lehigh University. He has extensive experience providing clinical services to children with Attention Deficit Hyperactivity Disorder (ADHD) and their families as well as consulting with a variety of school districts regarding the management of students with ADHD. He has been an author or co-author on over 190 journal articles and book chapters related to ADHD and pediatric school psychology, and has published nine books and two videos relating to the assessment and treatment of ADHD. Dr. DuPaul serves on the editorial boards of several journals and is a former Associate Editor of the School Psychology Review. He was School Psychologist of the Year in Pennsylvania in 1999, the recipient of the 2008 Senior Scientist Award from Division 16 (School Psychology) of the American Psychological Association, and was named to the Children and Adults with ADHD (CHADD) Hall of Fame in 2008. Currently, he is investigating the effects of early intervention and school-based interventions for students with ADHD as well as the assessment and treatment of college students with ADHD.
Après des études à La Sorbonne à Paris, Evelyne Klima a enseigné le français pendant 35 années au sein de l’éducation nationale française. Elle s’est particulièrement attachée tout au long de sa carrière à prendre en charge des élèves en difficulté. Elle a travaillé à jeter des ponts entre école et famille. Depuis six ans, elle enseigne à l’Ecole Germaine de Staël et est membre de l’équipe pédagogique du Lycée Pareto.
Jo Egerton, who has a PGCE and a Masters in Learning Disability Studies, worked in special education and residential care settings for 12 years as a researcher, teacher and key worker. She is currently a Schools Research Consultant and a writer. She is also a part-time Research Fellow at Leeds Beckett University and works on Research and Development for Chadsgrove Teaching School, Bromsgrove. She previously worked as Lead Research Coach on the Research Charter Mark Award for schools at SSAT (The Schools Network) Ltd, and as Lead Researcher and Consultant on Department for Education and Teaching Agency funded research, including ‘Engaging Learners with Complex Learning Difficulties and Disabilities’ and ‘Educating Children with Fetal Alcochol Spectrum Disorders’. She was a contributor and editorial team member for the Teaching Agency’s online Training Materials for Teachers of Pupils with Severe, Profound and Complex Learning Difficulties (2011-2012). She has also co-authored and co-edited a number of books, most recently Engaging Learners with Complex Learning Difficulties and Disabilities (Routledge, 2015), two books on fetal alcohol spectrum disorders (Routledge, 2012, 2013) and Creating Meaningful Inquiry in Inclusive Classrooms (Routledge, 2012).
Dr. Tilly Mortimore
Dr. Tilly Mortimore is a Senior Lecturer in Inclusion and SpLD/dyslexia at Bath Spa University. Over the past 30 years, she has worked both in specialist schools and individually with dyslexic students of all ages, lectured internationally in Europe, Africa and India, set up and run a popular Master’s in SpLD/Dyslexia at Bath Spa University and provided consultancy support and in-service training on dyslexia, literacy, speech and language difficulties and learning style in a range of educational settings, including schools and Higher Education Institutions.
Her books include “Dyslexia and Learning Style: A Practitioner’s Handbook” (2008) and, with Jane Dupree, “ Dyslexia-Friendly Practice in the Secondary Classroom” (2008) alongside chapters and articles on SpLD/dyslexia, social and educational inclusion, learning style and inclusive practice in Higher Education. She co-ordinates the Bath Spa Centre for Research in Inclusion and Vulnerable Learners and her research interests have included dyslexia, inclusion, learner identity, approaches to learning and multi-lingual children with English as an Additional Language.
Après une maîtrise de biochimie et un court passage en tant qu’assistante d’une professeure de mathématiques non-voyante dans un collège de ZEP de Toulouse, Hélène Ribeiro s’est orientée vers une carrière d’institutrice. Dès 2001, son attention se porte sur l’intégration de tous les enfants dans l’école ordinaire. Elle a voulu comprendre pourquoi certains élèves présentent des difficultés d’apprentissage afin de trouver des solutions adaptées et spécifiques pour chacun. Ses recherches lui ont permis d’obtenir un Master de recherche en neuropsychologie et neuroscience clinique dont le mémoire portait sur le « profil des enfants à haut potentiel dyslexiques » dont les conclusions ont été présentées aux conférences ECHA de 2012. Actuellement, elle est conseillère d’orientation et psychologue stagiaire, formatrice et bénévole à l’ANPEIP (France).
Dr. Jennie Guise
Dr. Jennie Guise, a Practitioner Psychologist with extensive experience of assessing working memory, is highly qualified in the areas of Psychology and Education. She has previously worked in research and now works in applied practice as Director of Dysguise Ltd. Dr Guise has years of experience teaching students of different ability levels and putting theory into practice. Her main interests are identifying what will help individual learners and working collaboratively with teachers and tutors to use that knowledge in the classroom.
Dr. Kate Saunders
Dr. Kate Saunders is the Chief Executive Officer of the British Dyslexia Association. Kate has 25+ years of experience in the field of dyslexia and special educational needs, having worked as a Senior Specific Learning Difficulties/Dyslexia Advisory Teacher, Special Educational Needs Coordinator, chartered psychologist and lecturer. Kate has a Ph.D. in Education. She is co-author of ‘How Dyslexics Learn’, published by PATOSS (the Professional Association of Teachers of Students with SpLD) and co-editor of the British Dyslexia Association’s ‘Dyslexia Friendly Schools Good Practice Guide’.