Christian T. Doabler

Dr. Christian T. Doabler has a longstanding interest in the intersection of special education and STEM education, focusing on creating inclusive learning environments for students with disabilities. As an Associate Professor of Special Education at the University of Texas at Austin, he dedicates his research to designing effective STEM instruction tailored for at-risk students and providing support to families of children with disabilities. With a remarkable track record, Dr. Doabler has successfully secured over $37.5 million in research funding, underscoring his commitment to advancing educational interventions. He leads several initiatives aimed at enhancing instructional strategies for struggling learners, particularly in the early grades, ensuring that these students receive the support they need to succeed academically. Dr. Doabler's scholarly contributions are substantial, with over 50 peer-reviewed publications to his name. His work includes the development of Tier 2 mathematics and science interventions, which are designed to provide targeted support to students who require additional assistance in these critical subject areas. His research not only contributes to the academic community but also has a tangible impact on educational practices. In addition to his research endeavors, Dr. Doabler is deeply committed to mentoring the next generation of scholars. He actively guides doctoral students in the design and testing of effective interventions, with a particular emphasis on increasing STEM participation among underrepresented groups. His mentorship helps cultivate a new wave of educators and researchers who are equipped to address the challenges faced by diverse learners. Dr. Doabler's dedication to improving educational outcomes for students with disabilities and his innovative approach to STEM education make him a leading figure in his field. His work continues to inspire and drive positive change in educational practices, ensuring that all students have the opportunity to succeed.