Herzog college at Bar Ilan University, Israel.
Dr. Hadas Dueck is a scholar in the Faculty of Education at Bar Ilan University, Israel. She also holds academic positions at Levinsky College of Education, Herzog College of Education, and the Gonda Multidisciplinary Brain Research Center. Her research focuses on the educational experiences and cognitive development of students with intellectual disabilities, particularly in the domain of academic writing. Through her work, Dr. Dueck has contributed to improving the academic performance of these students, employing specialized interventions in writing programs. Her pioneering efforts aim to enhance both microstructure (linguistic) and macrostructure (organizational) skills, providing valuable insights for inclusive education.
Publication Profile
Education
Dr. Dueck earned her Ph.D. in Education from Bar Ilan University, Israel, where her research concentrated on interventions for students with intellectual disabilities. She also completed her undergraduate and graduate studies at the same institution. Throughout her academic journey, Dr. Dueck developed a deep commitment to advancing the inclusion of students with intellectual disabilities in higher education. Her academic training equips her with the knowledge and expertise to design and implement educational programs that address the specific learning needs of these students. Additionally, Dr. Dueck’s interdisciplinary approach integrates cognitive theories, such as Structural Cognitive Modifiability, to foster enhanced learning environments for intellectually disabled individuals.
Experience
Dr. Dueck has extensive teaching and research experience in special education. As a faculty member at Bar Ilan University and other institutions, she has led various projects focusing on the academic inclusion of students with intellectual disabilities. She has developed and implemented tailored intervention programs, particularly academic writing interventions, to improve microstructure and macrostructure skills. Dr. Dueck’s experience includes working on longitudinal studies, conducting intervention research, and publishing her findings. In addition to her university roles, she has been involved in collaborative research at the Gonda Multidisciplinary Brain Research Center, where she explores cognitive development and educational strategies for students with disabilities. Her work continues to influence academic policies and practices regarding inclusive higher education.
Awards and Honors
Dr. Hadas Dueck has been recognized for her contributions to special education and inclusive learning. She has received accolades for her research on improving academic writing for students with intellectual disabilities. These awards acknowledge her innovative approaches and the practical impact of her work in fostering better educational outcomes for underrepresented student populations. Dr. Dueck has also been honored for her commitment to advancing educational theory, particularly in relation to cognitive modifiability and its application to students with disabilities. Her work has been widely cited and has earned her a reputation as a leader in her field, influencing both academic and educational practices.
Research Focus
Dr. Dueck’s primary research interests lie in the cognitive development and educational needs of students with intellectual disabilities, with a particular emphasis on improving academic writing skills. She investigates how tailored intervention programs can enhance both microstructure (linguistic elements) and macrostructure (organizational aspects) of writing. Her research examines the effectiveness of these interventions, focusing on the learning curves and the cognitive modifiability of individuals with intellectual disabilities. She integrates theories such as the Compensatory Trajectory theory and Structural Cognitive Modifiability theory in her work. Through her research, Dr. Dueck seeks to provide insights into the potential of postsecondary education programs for individuals with intellectual disabilities and contribute to the development of inclusive academic practices.
Conclusion
Dr. Hadas Dueck’s research on improving academic writing skills in students with intellectual disabilities represents a groundbreaking contribution to the field of educational psychology and special education. Her work challenges conventional wisdom regarding the limitations of individuals with intellectual disabilities and demonstrates that targeted interventions can lead to substantial improvements in both microstructure and macrostructure writing skills. Despite some areas for improvement, particularly in expanding the sample size and investigating long-term effects, Dr. Dueck’s work is highly deserving of recognition for its academic innovation, impact on inclusive education, and potential to shape future educational policies and practices for students with intellectual disabilities.
Publication Top Notes