The role of the Scientific Committee is to:

• validate the research and development axes in which to include projects;
• give a preliminary opinion at the scientific level on the mandates proposed to T.I.E.S;
• Advance notice of reports submitted by T.I.E.S consultants;
• contribute to the scientific organization of seminars, working days and other scientific activities.

Joumana Akiki is a doctor of psychology, professor and researcher at the Faculty of Pedagogy of the Lebanese University in Beirut. Her research areas focus on the issue of disability (visual in particular), school support and students with special educational needs in inclusive schools, as well as the study of school rhythms in a chronopsychological approach (fluctuations in memory and attention).

Marco Allenbach associate HEP professor specializing in individual and collective support, the psychosociology of work and organizations, as well as in the analysis of intervention and collaboration practices at school, member of the International Laboratory on School Inclusion and the Laboratory on Educational Alliances. He is particularly interested in the modalities of collaborative research, and in the methodologies for analyzing the activity, making it possible to support the actors in the evolution of their practices, and to better understand the dynamics and challenges of their work.

Samar El-Horr holds a Master's degree in Cellular Physiology (with a focus on Pharmacology) from the University of Poitiers (France), a Diploma of Advanced Studies (D.E.S.S.) in Audiovisual Technologies from the University of Poitiers, and a PhD in Psychopedagogy from the University of Montreal (Canada). Her professional background includes over 30 years of experience in various educational contexts. She is the founder of H-Services Pédagogiques (Quebec), a company focused on the concept of pedagogical differentiation and its practical applications in "classrooms of the future." She is also a lecturer at the Faculty of Education at the University of Montreal.

Basma Frangieh is a founding member and president of the NGO T.I.E.S, a doctor in Educational Sciences and an associate researcher at ACTé laboratory (University of Clermont Auvergne). Her work focuses on inclusive school, especially on the training and roles of professionals in addressing special educational needs. In addition, she carries out expertise mandates for national and international organizations related to this theme.

Nidal Jouni had a BS in biology, a teaching diploma in special education for gifted and talented students and a Master degree in Education from AUB. She co-founded Al Rahma high  school one of  Al Mabarrat Association Schools in 2001 and she remained as the school’s principal till September 2017. During  these years, she established the first inclusion program in the region for learners with disabilities within her school, and a program for gifted students among the first ones in Lebanon. She was and still Lebanon’s delegate at the World Council for Gifted and Talented Children, an accredited trainer on number of programs for gifted children. She works with TAMAM as a coach to empower schools principals on inclusive and leadership practices. She is also an instructor and researcher at AUB.

Rola Koubeissy is an assistant professor in the Department of Psychopedagogy and Andragogy at Université de Montréal. She is a specialist in teaching and learning processes in a context of diversity and inclusion. Her research interests include teaching practices in multiethnic contexts and context of emergency; learning process and socio-scholar inclusion of students, including immigrant and refugee students; inclusive pedagogy, critical pedagogy and, more broadly, issues of diversity and inclusion.

Corinne Mérini conducts research on the analysis of educational partnerships (in health promotion and in the field of an inclusive society) from a sociological perspective. She works in research-intervention by closely associating practitioners in a double transformative and epistemic movement based on qualitative analyses based on clear traces of activity.

Nicole Monney is a professor in the Department of Educational Sciences at UQAC. She is an associate researcher at CRIRES and CRRE. Her expertise includes formative assessment of learning, practical teacher training and classroom management practices, including learning planning. Since 2017, she has been leading a research project on evaluation and feedback objects in the social universe and in science and technology, as well as another project on the types of support offered by associate teachers to develop the competence to be evaluated. The reflection carried out on these various projects allowed him to develop a fine expertise in the evaluation of learning.

Dalal Moukarzel is an associate professor in management and educational sciences. She has more than 30 years of experience as a director and consultant for teaching and learning at the university and school levels in Lebanon and the Gulf countries as well as on behalf of the American University of Beirut. She is currently a consultant to the Executive Vice President at Antonine University in Lebanon. Her publications are in the fields of teaching and learning, evaluation, quality assurance, professional development, and management of educational institutions.

Isabelle Noël is a professor at the Fribourg University of Teacher Education, a researcher in the Inequality, Diversity and Educational Institution Research Unit (IDIS) and the International Laboratory on Inclusive Education (LISIS). Her scientific interests focus on the consideration of student heterogeneity by the educational institution, inclusive education and differentiation in an inclusive perspective.

Séverine Parayre, PhD, Doctor in Educational Sciences from the University of Paris Descartes, is a lecturer in educational sciences at the Institut Catholique de Paris ISP-Faculté d'éducation and director of the inclusive education department (France). Her teaching and research interests include health education and inclusive education, as well as university pedagogy in the process of supporting the diversity of audiences.

Thierry Philippot is a lecturer in educational sciences at the University of Reims Champagne-Ardenne. He is a full member of the Centre d'études et de recherches sur les emplois et les professionnalisations (Cérep, EA 4692). His research work focuses on the study of teaching professionalism in changing professional contexts. A geographer by profession, he approaches issues of inequality and justice in the school field from a social geography perspective. He is also director of the Institut national supérieur du professorat et de l'éducation of the Académie de Reims.

Kenneth Reimer is an Assistant Professor and the Acting Associate Dean in the Faculty of Education at the University of Winnipeg. Prior to this, he had a twenty-five year career in Canada’s public school system. This included positions as a mainstream, special education, and resource teacher, guidance counselor, and school principal in six different schools in two different school divisions. His primary research interests include inclusive education and professional collaboration. He has served as President of the Manitoba Council for Exceptional Children. Dr. Reimer has taught at the University of Winnipeg (Canada), University of Manitoba (Canada), and guest lectured at North-Caucasus Federal University (Russia) and Cambridge University (UK).

Djaouidah Sehili is a professor, sociologist of Work and Professions, specialist in intersectionality, processes of discrimination and inequality. Her main work focuses on the mutations of work ("Essor du travail chez Soi") and more specifically on the criteria of professional competence (evaluation of work) which, according to her, carry a rhetoric of problematic valorization of differences thought to be "natural" gendered and racialized.

Serge Thomazet is an associate researcher at the ACTé laboratory (University of Clermont Auvergne). His work focuses on inclusive school, the schooling of students with special educational needs and the evolution of professions, teaching, support and care in an inclusive context. At the University of Clermont Auvergne, he taught in a master's degree course "Schooling and special educational needs" which offers a specialization in these fields to various audiences, in initial or continuing training.