University of Edinburgh
 

Biographies

Sue Archbold, MPhil (UK) Education Co-ordinator, The Ear Foundation, Nottingham
Sue Archbold’s work at the national Children’s Cochlear Implant Centre led to her becoming co-ordinator of the nationally renowned Nottingham Paediatric Cochlear Implant Programme at its inception in 1989. She was instrumental in the development of the national guidelines for teachers of the deaf working with children with cochlear implants and was recently President of the British Association of Teachers of the Deaf.
She lectures internationally and has published widely about the implications of cochlear implantation for young deaf children, particularly in relation to education, the management of cochlear implant programmes, and multi-professional working.

Dr Sue Gregory (UK) Former Reader in Deaf Education, the University of Birmingham
Sue Gregory’s initial research interest was in communication between mothers and babies. This led, in 1976, to her landmark publication Deaf Children and Their Families, which was followed up in 1995 by a further study of the same families, Deaf Young People and Their Families. She has continued to publish widely in the field of Deaf Education and, until her retirement, was also involved in training Teachers of the Deaf. Her research interests include: early language and communication development of deaf infants, and the family and social life of deaf children and young people.

Professor Harry Knoors (The Netherlands) Director of Viataal, Diagnostic Centre, Sint-Michielsgestel
Professor, Department of Social Sciences, Radboud University Nijmegen
Harry Knoors’ track record in deaf education includes teaching, curriculum design and implementation, and significant contribution to government policies. His current research concentrates on the relationship between literacy and proficiency in spoken and sign language; the influence of school setting on language proficiency and social development of hard-of-hearing and deaf children, and the connection between genotype and phenotype in deaf children with multiple disabilities due to genetic causes.
He has published two books and over 70 articles and chapters in Dutch and international journals and books.

Professor Greg Leigh (Australia) Chair, The Renwick Centre for Professional Education and Research, Royal Institute for Deaf and Blind Children and The University of Newcastle
Greg Leigh began his career in deaf education in 1979, as a teacher at the Queensland School for the Deaf. He has been responsible for co-ordinating programmes of teacher education for Australian Teachers of Deaf and Hearing Impaired students since 1987. He is active in research and has published numerous articles and chapters on his research interests, which include: curriculum development; teachers’ production of simultaneous communication; literacy development and the use of captions by deaf children and adults. He is a Fellow of the Australian College of Educators.

Professor Marc Marschark (USA) Director, Center for Research Partnerships, National Technical Institute for the Deaf, New York ; Honorary Professor, Department of Psychology, University of Aberdeen
The founder and editor of the Journal of Deaf Studies and Deaf Education, Marc Marschark has also published more than 100 articles and chapters, and written and edited fourteen books about learning, education, and deaf children’s development - some of which have become seminal works within Deaf Education. Among books currently in press are two co-edited books for Oxford University Press: Advances in Spoken Language Development of Deaf and Hard-of-Hearing Children and Advances in Sign Language Development of Deaf Children.

Professor Connie Mayer (Canada) Associate Professor, Faculty of Education, York University, Toronto
Connie Mayer has almost 30 years of experience in the field of deaf education as a classroom teacher, consultant, teacher educator, and researcher. Her research interests focus on the language and literacy development of deaf learners, teacher practice, and the role of signed language in the teaching and learning process. She lectures internationally and has published numerous chapters and articles on these topics. She is currently working with a team of teachers in New Zealand developing tools to assess the written language of deaf students.

Dr Steve Nover (USA) Director of Center for ASL & English Bilingual Research (CAEBER), New Mexico
A graduate of Gallaudet University, Steve Nover obtained a PhD in Language, Reading Culture at the University of Arizona in 2000.  Since becoming director of CAEBER in 1997, he has been responsible for collaboration with universities and schools across America in developing in-service and pre-service curricula to train or re-train Teachers of the Deaf in an ASL/English bilingual model for instruction.  Committed to the facilitation of the development of both languages academically, his research interests include language planning and development in deaf education; professional development and sociolinguistics.

Professor Alys Young (UK) Professor of Social Work, Education and Research, The University of Manchester
For a number of years, Alys Young has been a prominent UK figure in teacher training and research relating to deaf children and families, particularly early years (0-5). A member of the Institute of Health Sciences Child Health Research Network, she has led a number of national studies, most recently in relation to the Newborn Hearing Screening Programme. She has presented and published widely on the impact of NHSP, as well as in related areas such as the interface with multi-professional services and service evaluation.