ERIC ED381915: Innovation and Development in Special Education: Directory of Current Projects. 1995 Edition.

205 Pages·1995·3.9 MB·English

by  ERIC

DOCUMENT RESUME
ED 381 915
303 861
1(
AUTHOR
Kallas, Anmarie, Ed.
TITLE
Innovation and Development
In npecial Lducation:
Directory of Current Projects. 19w) Ldition.
INSTITUTION
Council for Exceptional Children, keston,
Va.; ERIC
Clearinghouse on Disabilities and 1,;11 ?sd
Lducation,
Reston, VA. ERIC/OSEP Special
on Interagency
Pro;:-.1:1
Information Dissemination.
SPONS AGENCY
Office of Special Education and
Reh%bilitative
Services (ED), Washington, DC. Div.
Innovaticw. and
cat
Development.
REPORT NO
ISBN-0-86586-262-1
PUB DATE
95
NOTE
205p.; For the 1994 edition,
see ED 374 611.
AVAILABLE FROM
Council for Exr.>ptional Children, 1920
Association
)r., Reston, VA 22091-1589 (Stock No. 85097, $9).
PUB TYPE
Reference Materials
Directories/Catalogs (132)
EDRS PRICE
MF01/PC09 Plus Postage.
DESCRIPTORS
Behavior Disorders; Computer Software; Cultural
Differences; Delivery Systems; *Disabilities;
*Educational Innovation; Educational
Policy;
Educational Technology; Elementary Secondary
Education; Emotional Disturbances; Family
Programs;
*Federal Aid; Infants; Instructional
Effectiveness;
Outcomes of Education; Preschool Education; *Research
Projects; School Restructuring; Severe Disabilities;
Special Education; Student Evaluation;
Teacher
Education; Teaching Models; Technological
Advancement
IDENTIFIERS
*Office of Special Education Programs
ABSTRACT
This directory provides abstracts of 236
current
research projects funded by the Division of
Innovation and
Dev lopment, Office of Special Education
Programs, U.S. Department (4
Education. Abstracts are grouped into the
following 10 topical
sections:
(1) assessment and evaluation;
(2) cultural differoncc::
infants, young children, and families;
(3)
(4) instructional
effectiveness, models, and learning;
(5) policy, restructuring.
ano
service delivery issues;
(6) secondary education and postsecondary
outcomes;
(7)
serious emotional.' disturbance and behavioral
disoidul: ;
(8) severe disabilities;
(9) teacher training, retention,
and supply
and demand; and (10) technology and software.
The information for
each project includes: title; the principal
investigator's name,
address, and telephone number; grant number;
beginning and ending
dates; and a summary covering the project's
purpose, method, and
anticipated products. Appendixes provide
indexes to principal
investigators, ;nstitutions, subjects,
states, and grant
competitions.
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BEST COPY AVAILABLE
Research in the Education of
Individuals with Disabilities
Innovation.and Development in Special Education
Directory of Current Projects
1995 Edition
Anmarie Kailas
Editor
U.S. Department of Education
Office of Special Education Programs
The Division of Innovation and Development
Prepared by:
The ERIC/OSEP Special Project
ERIC Clearinghouse on Disabilities and Gifted Education
The Council for Exceptional Children
ISBN 0 -86586 -262 -I
A product of the ERIC/OSEP Special Project, the ERIC Clearinghouse on Disabilities and Gifted
Education
Published in 1995 by The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia
22091-1589
Stock No. 85097
This publication was developed by the ERIC/OSEP Special Project, which is operated by the ERIC
CL -; inghouse on Disabilities and Gifted Education, under a cor tract between The Council for
Exceptional Children and the Office of Special Education Programs, U.S. Department of Education.
The ERIC Clearinghouse on Disabilities and Gifted Education is operated under a contract with the
Office of Educational Research and Improvement, U.S. Department of Education, The contents of this
publication do not necessarily reflect the views of OSEP, OERI, or any other agency of the U.S.
govertiment.
4
TABLE OF CONTENTS
SECTION
TITLE
Preface
iv
Introduction
vi
Assessment and Evaluation
1
Cultural Differences
2
Infants, Young Children, and Families
3
Instructional Effectiveness, Models, and Learning
4.
Policy, Restructuring, and Service Delivery Issues
5
6
Secondary Education and Postsecondary Outcomes
Serious Emotional Disturbance and Behavioral Disorders
7
Severe Disabilities
9
Teacher Training, Retention, and Supply and Demand
Technology and Software
10
APPENDICES
A-i
Principal Investigator Index
A-v
Institution Index
A-ix
Subject Index
A-xii
State Index
A-xiv
Competition Index
Iii
PREFACE
To be meaningful, research must respond to the needs of the community it is meant to serve,
and the focus of research must evolve as that community's priorities change. The Division of
Innovation and Development (DID), the research and development arm of the Office of Special
Education Programs (OSEP), has taken up this challenge by supporting c'oser relationships
between research and practice, exchanging findings and needs with broader audiences,
encouraging the development of projects in key areas, and providing direct service to researchers
and users.
The work and achievements of DID have helped pioneer many common practices found in
classrooms today. For example, the Division was one of the first agencies to fund research on
cooperative learning and on the effects of early childhood intervention. The Division also has
funded seminal work in reciprocal teaching, direct instruction, peer tutoring, learning strategies,
and behavioral interventions that have led to dozens of strategies with greater success and
enhanced efficiencies for children and youth with disabilities. In fact, the Division's R&D
efforts have touched on virtually every aspect of teaching ard learning, from exploring the
influences of parents and families on learning to teacher planning; from psychosocial
development to outcomes-based learning; and from understanding how to best use technology
in classrooms to exploring how students use their own language and communication systems
to learn. The Division has taken on many of the biggest research challenges facing education
today, with results that continue to reshape how educators, policymakers, and the public think
about teaching and learning.
DID is responsible for four discretiona), programs, funded at nearly $40 million in fiscal year
1995 and authorized under the Individuals with Disabilities Education Act (IDEA):
Research ($20.6 million);
Technology, Educational Media, and Materials ($10.8 million);
Serious Emotional Disturbance ($4.1 million); and
Special Studies ($4.1 million).
Over the last decade, DID has supported ongoing changes in special and general education
and efforts to support knowledge production and use as well as knowledge access. DID has
achieving better outcomes for children and
moved toward an agent.3,1 that focuses on results
youth with disabilities. This transformation was motivated by a commitment of DID leadership
to assure that the research knowledge in which they have heavily invested is accessed and
used by practitioners and policymakers to improve their practices, programs, and policies.
This directory of project abstracts will provide an overview of the ongoing efforts of researchers
supported by DID who are helping to advance DID's results-oriented mission.
iv
Division of Innovation and Development Staff:
Louis Danielson, Director and Acting Chief, Special Studies Branch
Doris Andres, Deputy Director and Acting Chief, Research and
Development Projects Branch
Ellen Schiller, Chief, Directed Research Branch
Carole Allan
Melville Appell
Scott Brown
Darlene Crumb lin
Joe Garrett
Linda Glidewell
Tom Hanley
Jane Hauser
David Malouf
Susan Sanchez
Helen Thornton
Jane Williams
INTRODUCTION
The 1995 edition of innovation and Development in Special Education: Directory of
Current Projects provides basic information on all research projects funded by the Division of
Innovation and Development, Ofific.,:. of Special Education Programs, U.S. Department of
Education, through September 1994.
In this edition of the directory you will find abstracts of 236 projects separated into 10 sections
according to the primary focus of the study. The 10 sections include: Assessment and
Evaluation; Cultural Differences; Infants, Young Children, and Families; Instructional
Effectiveness, Models, and Learning; Policy, Restructuring, and Service Delivery Issues;
Secondary Education and Postsecondary Outcomes; Serious Emotional Disturbance and
Behavioral Disorders; Severe Disabilities; Teacher Training, Retention, and Supply and Demand;
and Technology and Software.
The appendices in the back of the directory include Principal Investigator, Institution, Subject,
State, and Competition indices to facilitate finding specific information. The Principal Investigator,
Institution, and state indices include page numbers for each occurrence of the name of an
investigator, institution, Or state. The Competition index lists the title of each competition and
each occurrence of a project funded under that competition. Each project appears once in the
subject index according to the secondary or tertiary focus of the project. For example, a
project placed in Section 10: Technology and Software, which is conducting research into the
benefits of electronically enhanced text for students who are hard-of-hearing, is cross-referenced
in the subject index under Deaf/Hard-of-Hearing.
The information in this directory is taken directly from OSEP's in-house database of research
grants. If any errors are found in this material, they should be reported to the ERIC/OSEP
Special Project so that the database, and future editions of this directory, will be as accurate as
possible.
Anmarie Kailas
Editor
vi
SECTION 1:
ASSESSMENT
AND
EVALUATION
.
a
Adaptation and Analysis of the Stanford Achievement
Test, 9th Edition, and Wechsler Intelligence Scale for
Children, 3rd Edition, with Deaf and Hard-of-Hearing
Students
PRINCIPAL INVESTIGATOR:
GRANT NUMBER: H023C40C30
ENDING DATE: 8/31/95
BEGINNING DATE: 1/09/94
Allen, Thomas
Gallaudet University
ABSTRACT
800 Florida Avenue. N.E.
Washington, DC 20002
PURPOSE: This project will adapt and standardize the Stanford Achievement
Test and will examine the validity and utilization of the Weschler Intelligence
202-651-5575
Scale for Children for use with deaf and hard-of-hearing students.
METHOD: A nationwide stratified cluster sample will be drawn to accurately
represent the population of deaf and hard-of-hearing students in United States
special education programs. with particular attention given to assuring the
adequate representation of minority, ethnic, and racial groups. This sample will
be used to develop special norms for the SAT-9 and to study the validity and
utilization of the WISC-111. Nationally representative subsets of the sample will
then be used to conduct a supplemental mathematics application and longitudinal
studies.
ANTICIPATED PRODUCTS: Dissemination of the information developed
through the project will take the form of test administration materials, technical
manuals, and journal articles.
Exploring the Relationship Between Curriculum-Based
Measurement and Teacher Effectiveness
PRINCIPAL INVESTIGATOR:
GRANT NUMBER: H023C30111
ENDING DATE: 3/30/96
BEGINNING DATE: 4/01/93
Allinder, Rose M.
University of Nebraska Lincoln
ABSTRACT
303 Administration Building
Lincoln, NE 68583-0430
PURPOSE: This project will examine the effects of curriculum-based measurement
402-472-5457
(CBM) on teacher effectiveness variables through a series of three studies.
METHOD: Each of the substudies planned will include 30 special education
resource teachers assigned randomly to treatment and control groups, plus 60
children with mild disabilities. The first study will investigate the effects of
CBM on teacher characteristics and school organizational factors important
for teacher effectiveness. The second study will explore the effects of CBM
effectiveness.
on pre- and postinstructional variables which are related to teacher
The third study will examine effects of CBM on teachers' behaviors while
delivering instruction.
ANTICIPATED PRODUCTS: Results of this research will add to the current
knowledge base regarding how to enhance and increase teacher effectiveness
and thus student achievement. Scholarly articles describing research findings
1-1