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Dr Alice Lee is a Speech & Language Therapist and Lecturer in the Department of Speech and Hearing Sciences at UCC. Her research interest and expertise include perceptual and instrumental investigations (e.g. electropalatography, acoustic analysis, ultrasound) of speech disorders (in particular, problems with resonance, articulation, prosody) in individuals with structural anomalies (e.g. cleft palate) and neurological impairment (e.g. motor speech disorders); listener training for perceptual judgements of speech disorders; and Cochrane Systematic Review. I am also interested in the research about the impact of assistance dogs on social interaction in children with autism. For pedagogical research, she has published in the area of listener training for auditory-perceptual judgements of speech disorders; and Visual Thinking Strategies (VTS).
Alice is a steering group member of DELAD (Database Enterprise for Language And speech Disorders: http://delad.net/); and a member of The Child Speech Disorder Research Network (UK and Ireland), The Cochrane Collaboration (2018-2023), and the Cleft Palate and Craniofacial Committee of the International Association of Communication Sciences and Disorders (https://ialpasoc.info/committees/cleft-palate-and-craniofacial-committee/). She served as the Editor of the Journal of Clinical Speech and Language Studies (the official journal of The Irish Association of Speech and Language Therapists) in 2010-19. Currently she is serving as a Section Editor (Speech Pathology Section) for The Cleft Palate-Craniofacial Journal (the official journal of the American Cleft Palate-Craniofacial Association), and an Executive Editorial Board member of the International Journal of Language & Communication Disorders (the official journal of the Royal College of Speech and Language Therapists).
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Language artsno. 3 (2023): 181-191
RESEARCH IN THE TEACHING OF ENGLISHno. 2 (2022): 133-155
Proceedings - Academy of Managementno. 1 (2022)
The Handbook of Critical Theoretical Research Methods in Educationpp.226-242, (2021)
Journal of Curriculum Studies Researchno. 2 (2020): 40-59
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