現任:

吳武典教授是特教領域重量級大老，現為臺灣師範大學特殊教育學系名譽教授、屏東大學特殊教育學系終身榮譽講座教授、台中教育大學特殊教育學系榮譽講座教授，曾任臺灣師大特教系主任（創系主任）、國家教育研究院 12 年國民基本教育課程發展會委員兼特殊教育組召集人，中華民國特殊教育學會理事長、台灣輔導與諮商學會理事長、世界資優教育學會理事長等，吳教授的一生都奉獻給國內的特殊教育和心理輔導。

專書：30餘種，包括：青少年問題與對策、美化你自己–獻給少年朋友（合著）、心理衛生（合著）、國小怎樣實施輔導工作、特殊教育的理念與做法、散播愛的種子–輔導的理念與方法、愛心之外–現代父母經、團體輔導（合著）、社會變遷與輔導、新/心教育的追尋(主編)、特殊教育綜論、資優教育綜論等。

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Biodraphy

Umesh Sharma is a Professor in the Faculty of Education at Monash University, Australia where he is the Associate Dean (Equity and Inclusion). Umesh’s research has examined why children with disability and challenging behaviours are frequently excluded from schools and how best we can reform the school sector to include them in our schools and society. 

His research spans over 25 countries including India, Pakistan, China, Indonesia, Bangladesh, Fiji, Solomon Islands, Vanuatu and Samoa as well as Australia, Italy, Switzerland, Germany, Canada, USA and New Zealand.  He is the chief co-editor of the Australasian Journal of Special Education and the Oxford Encyclopedia of Inclusive and Special Education.

He has authored over 200 academic articles, and book chapters and edited books that focus on various aspects of educating children in inclusive classrooms. His co-authored book “A Guide to Promoting a Positive Classroom Environment” was the recipient of the International Book Prize Award from the Exceptionality Education International. He received the award of  Australia’s National   Field Leader  (a top rating for a researcher in their respective fields) in 2019, 2022 and 2023 in “Special Education”.

In 2023, he was also named the Field Leader in Teaching and Teacher Education.  The Field Leaders are identified using a rigorous process based on the impact of a researcher’s work locally and internationally by the Australian Chief Scientist. He is adviser to various Ministries of Education in the Asia Pacific region. He is also a member of the International Scientific Committee of the School of Higher Education of the Italian Ministry of Education.

https://research.monash.edu/en/persons/umesh-sharma

Selected Qualifications

2015 - Member of American Psychological Society (APA)

2009 - Member of Australian Psychological Society (MAPS)

INTERNATIONAL AWARDS AND RECOGNITIONS (Individual)

Australia’s Research Field Leader in Special and Inclusive Education citation from the Australian Chief Scientist (2019) and (2022)

Zero Project Award, UN, Vienna for Innovative Practice in Inclusive Education for ‘the Pacific INDIE project’(2016)

Zero Project Award for “Creating a model of Inclusive education in Bangladesh” to the Plan Bangladesh International (2016) for Innovative Practice.

Book of the Year Award - Exceptionality Education International (2015)

“Best Practices in Inclusive Education Award” across 13 countries of Asia Caribbean and Pacific region for the Access to Quality Education Program (AQEP) (2014) (the Department of Foreign Affairs and Trade (DFAT, Commonwealth of Australia.

Outstanding Author Contribution Award (2015)- EmeraldLiteratiNetwork, Emerald Publishing.

Top cited Author Award from Taylor and Francis (Disability and Society, 2012)

Having served more than 20 years in the public education sector, with more than half that time being a senior leader, Dr Chua has distinguished himself as a people developer and a strategic sense-maker.  He has contributed in high level government working groups including the Strategic Issues Group in Singapore’s Prime Minister’s Office, and was a lead facilitator for “Our Singapore Conversation” in 2012-2013. Throughout his career, he has invested in developing and mentoring his former staff, many of whom now serve in senior leadership positions in the education sector. 

In addition to being KLCII’s CEO and Principal, he also leads the KLCII consultancy, the Reimagineers, as Principal Consultant to help corporations and institutions reimagine their business, redesign their workflows and job roles, and improve their performance. An instructional leader in the K-12 and tertiary education sector, he is a proven results-producer not only in academic subjects, but also in the social-emotional, aesthetics and physical education domains.   

Dr Chua holds a Doctorate in Intercultural Studies from Biola University, a Master of Science in Instructional Systems Technology from Indiana University Bloomington and a Bachelor of Music (Honours) from King’s College London. He is one of the first 50 Gallup-certified Strengths Coaches in Singapore and develops strengths-based culture wherever he goes. His research interests include the initiation and growth of social movements and the importance of better fathering. 

https://klc.edu.sg/faculty-and-teaching-staff/

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Biography

Degrees

Ph.D., Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), Canada

M.Ed., National Changhua University of Education, Taiwan

B.Ed., National University of Tainan, Taiwan

Selected Research Funding

Lin, P. Y. (PI) (2020-2026). Canadian teachers’ expertise in accessibility and accommodations for students with learning disabilities, SSHRC Insight Grant (Social Sciences and Humanities Research Council).

Lin, P. Y. (PI) (2019-2021). Understand teacher candidates' ways of thinking, understanding, and acting in a decision-making role for students with special needs, SSHRC Explore Grant.  

Lin, P. Y. (PI) (2014-2017). Policy and equity: Are accommodation policies and practices equitable for students with special needs?, SSHRC Insight Development Grant (IDG), Canada.

Lin, P. Y. (2014-2015). Improving equity in educational assessment for students with special needs. President’s SSHRC Research Fund. University of Saskatchewan.

Selected Publications

Lin, P. Y. (in press). Do computer-based accommodations matter?: An Evaluation of bundled accommodations for secondary students with mild intellectual disabilities. Journal of Special Education Technology (SAGE).

Lin, P. Y., Locher-Lo, C., & Yeh, C. J. (2023). The gap between research and practice revisited: Accommodation practices amid the COVID-19 pandemic and beyond. Preventing School Failure: Alternative Education for Children and Youth, 1–10. https://doi.org/10.1080/1045988X.2023.2270811

Lin, P.-Y., & Lin, Y.-C. (2019). Understanding how teachers practise inclusive classroom assessment. Studies in Educational Evaluation, 63, 113–121. https://doi.org/10.1016/j.stueduc.2019.08.002

Lin, P. Y., & Lin, Y. C. (2019). International comparative assessment of early learning in exceptional learners: Potential benefits, caveats, and challenges. Policy Futures in Education, 17(1), 71–86. https://doi.org/10.1177/1478210318819226

Lin, P. Y., Childs, R. A., & Lin, Y. C. (2016). Untangling complex effects of disabilities and accommodations within a multilevel IRT framework. Quality & Quantity, 50 (6), 2767-2788. https://doi.org/ 10.1007/s11135-015-0288-8

Lin, P. Y., & Lin, Y. C. (2016). Examining accommodation effects for equity by overcoming a methodological challenge of sparse data. Research in Developmental Disabilities, 51-52, 10-22. https://doi.org/10.1016/j.ridd.2015.12.012