Articles tagged with Special Education
New research suggests that racial achievement gaps, rather than systemic bias, are the primary reason for the overrepresentation of students of color in special education. The study found that districts with larger black-to-white or Hispanic-to-white achievement gaps were also more likely to report higher risk ratios. This method can b...
Researchers identified the optimal gestation week for twin births associated with the lowest risk of perinatal death and special education needs. Twins born between 32-34 weeks had the best outcomes.
A special edition of Early Childhood Research Quarterly presents 18 language-intervention research studies on the 'word gap,' which documents significant language disparities in young children. The research highlights the need for targeted interventions with parents, educators, and healthcare providers to address these gaps.
A three-year study will investigate how the educational experiences of children with special health care needs are affected by pediatric rehabilitation. The researchers aim to develop a prospective process to identify the educational needs of these children that can be implemented across various healthcare settings.
Kelley Regan, Pamela Baker, and Margaret Weiss received a $20,600 grant to support a dynamic coaching outreach program in special education. The project aims to enhance the training experiences for teachers using technology in varied ways.
Marci B. Jerome, Severe Disabilities Program Coordinator at George Mason University, has received a $454,955 grant to help teachers prepare for supporting students with severe disabilities and autism through the Virginia Consortium for Teacher Preparation in Special Education Adapted Curriculum.
Anna Evmenova, a George Mason University Associate Professor, has received a $6,000 grant from Wiley Edu to refine and test an existing content slider in her EDAT 524: Universal Design for Learning course. The project aims to improve students' engagement in online self-assessment.
A University of Kansas study found that dominant groups in the education system manipulate disability categories to exclude racial minorities and keep them out of most desirable special education programs. The researchers documented how upper-class white students were moved into what was once considered the least desirable category, an...
A national study of youth with ADHD reveals that at least one in five students with ADHD receive no school services despite experiencing significant academic and social impairment. The study found that middle and high school students with ADHD were significantly less likely to receive any type of school service, despite similar or wors...
A new Portland State University study suggests that racial minorities are less likely to be labeled with learning disabilities despite facing greater challenges in education. The research highlights the need for early childhood programming and clear definitions of learning disabilities to address systemic inequalities.
A recent statewide survey of Illinois child care providers and early interventionists reveals that many struggle to accommodate infants and toddlers with disabilities in their settings. The study highlights the need for training and resources to support caregivers in identifying and supporting children with disabilities. The findings e...
A study found that Norwegian boys continue to trail behind girls in reading skills, with 21% of 15-year-old boys unable to read well. The discrepancy persists despite instruction and suggests inadequate teaching practices.
A new study found that over the past 40 years, most students with intellectual disabilities spend little or no time in general education classes, contradicting federal law which aims for inclusive education. The study suggests a plateau in progress toward less restrictive settings since the 1990s.
Research from the University of Kansas found that minority students with autism are widely underrepresented in special education, with dramatic disparities seen across states. The study showed that African-American and Hispanic students were underidentified at high rates, while Pacific Islander and Asian students were not identified at...
Research finds IEPs are often aligned to general education curriculum, lacking guidance on providing special education supports. Despite this, IEPs play a role in shaping educational supports for students with disabilities in inclusive classrooms.
The UTSA DEEP Learning in Texas Project aims to address professional shortages in school psychology and deaf education. Graduate students will complete cooperative coursework and gain hands-on experience through internships.
The five-year grant will prepare 18 master's-level scholars in AAC practices to improve services for children, teens, and young adults with complex communication needs. Scholars will develop competencies in evidence-based practices related to instruction, assessment, collaboration, and individualized support.
A new study reveals substantial disparities in health status, healthcare quality, and access to care for individuals with developmental disabilities. The research found that children and older adults with developmental disabilities experience the greatest disparities in unmet healthcare needs.
A study by the University of Eastern Finland found that children with reading and spelling difficulties (RSD) lag far behind their peers in the first two school years, despite receiving special education. The study suggests that teachers may need additional training to effectively support these students.
A new study found that children with all types of congenital heart defects have a 24% higher odds of not meeting standards in reading or math. Those with critical defects are also more likely to receive special education support compared to those with less severe defects.
A study by Duke University found that North Carolina's Smart Start and More at Four programs had long-lasting positive effects on children's educational outcomes. The programs improved test scores, reduced grade retention, and decreased the odds of special education placements through fifth grade.
Teachers are more likely to refer white students for testing due to perceived academic challenges, while referring black and Latino boys with behavioral challenges. This biases impacts students of color being placed in special education programs rather than gifted education.
A new reading comprehension intervention is being developed to support children with Autism Spectrum Disorders (ASD), a disorder affecting one in 68 children in the US. The program aims to improve academic success and reduce learning issues by using interest-based text, and will be tested over three years.
Despite familiarity with writing standards, teachers report shortcomings and lack of training in implementing them, as well as concerns over state writing tests. The study highlights the need for educators and policymakers to prioritize attention to writing practices.
A University of Kansas special education professor advocates for increased use of single-case experimental research design to complement group experiments and address the replication crisis. This approach can lead to effective interventions and make replication less cumbersome, providing clarity on individual responses to interventions.
A recent study found that only 17.9% of published autism intervention studies reported racial and ethnic diversity of participants, with white children making up a majority. This lack of diversity presents a problem as response to interventions is not guaranteed, and it's unclear why some children respond positively while others don't.
A new analysis from Oregon State University reveals that students entering kindergarten with a strong grasp of academic language literacy are more likely to become proficient English speakers. Research suggests that building literacy skills prior to kindergarten can set students on a path to success.
A study analyzing special education data found that autism diagnoses increased, but so did reclassifications of intellectual disability cases. Researchers believe this shift may be attributed to the variability of autism and its overlap with other related disorders.
Research suggests minority children are less likely to receive help for disabilities than similarly placed white children, due to greater risk factor exposure. This disparity affects the odds of identification as learning disabled, intellectual impaired, or having emotional disturbances.
Research finds that high-quality early childhood initiatives significantly lower likelihood of special education placements in third grade, benefiting students and reducing costs for school districts. The programs also provide positive spillover effects on other third graders, reducing preventable cognitive and social disabilities.
The University of Miami's Linda Ray Intervention Program demonstrates positive outcomes for children with developmental delays, cognitive improvements, and reduced need for special education services. Children who received 25 hours of services per week made significant strides in cognitive, language, and behavior.
A new study by Ohio State University found that preschoolers with disabilities outperform their typical peers when included in the same classroom, especially those with highly skilled classmates. The results support inclusion policies and suggest that all preschoolers with disabilities would benefit from this approach.
A study found that first-grade teachers in classrooms with more students who struggle with math were more likely to use non-traditional, ineffective instructional practices. In contrast, traditional teacher-directed instruction was associated with achievement gains for students with mathematics difficulties.
A new study emphasizes the importance of a data-driven team in launching and sustaining a School-Wide Positive Behavioral Interventions and Supports (SWPBIS) framework. The study found that an effective school-based team using data for decision-making was more critical to sustainability than principal support.
A University of Louisville School of Nursing team is collaborating with the Office of Child Advocacy and the Louisville Fire Department to enhance fire prevention education. The goal is to reduce burn injuries in newborns and senior adults through in-home inspections and education programs.
The five-year grant will support student tuition stipends and recruitment efforts for SF State's Careers in Early Childhood Special Education (CIRCLE) program. The program aims to train teachers to provide culturally relevant services to young children with disabilities and their families.
A study by Michigan State University researchers found that bilingual education programs have a positive impact on non-targeted students, including those who speak native English. The program improved test scores in math and reading for both Spanish-speaking and native English-speaking students.
The North American Menopause Society (NAMS) has announced the recipients of its 2013 awards, honoring exceptional contributions to menopause research, practice, and education. This year's awards recognize outstanding clinicians, researchers, educators, and media professionals who have expanded knowledge about midlife women's health.
Kessler Foundation participates in a multi-site NIH study to develop the TBI-CareQOL, a new tool to assess quality of life for caregivers of persons with traumatic brain injury (TBI). The study aims to identify challenges faced by these caregivers and inform treatment and resource needs.
A new study published in the Journal of School Psychology found that students with behavioral disorders and observable disabilities are at a higher risk of being bullied and bullying others. The study, which followed over 800 students, suggests that anti-bullying interventions emphasizing prosocial skills could help address this issue.
A research team led by Carnegie Mellon University has identified a major source of the US math achievement gap: inadequate knowledge of fractions and division. Fifth graders' understanding of these concepts predicted high school students' algebra knowledge and overall math achievement after controlling for other factors.
A study by Indiana University found that racial disparities in school discipline are primarily due to school characteristics, not student behavior. Schools with higher proportions of black students are more likely to use exclusionary forms of discipline.
A study by Michigan State University found that charter schools spend nearly $800 more per pupil on administration and $1,100 less on instruction than traditional public schools. Charter schools devote only 47.4% of total expenditures to instruction, while traditional public school districts allocate 60.5%.
A new $1.2 million grant will fund research and teacher training for doctoral students at the University of California, Riverside, focusing on students with disabilities. The program aims to improve reading skills and comprehension among low-skilled students, including English language learners.
Researchers found that middle-aged women seeking entry-level jobs require vocational training to secure job interviews. The study suggests that employers focus almost exclusively on educational background, but outside activities may have some impact in certain communities.
The University of Oregon, NC State, and Arizona State University will collaborate to evaluate special education assessment and accountability. The project aims to better understand academic growth in students with disabilities and determine which accountability mechanisms accurately reflect a school's impact.
The University of Guam and University of Massachusetts-Boston are partnering to offer a four-year Master's Degree Program for educators in the Pacific, with up to 20 scholarships available. The program aims to enhance educational capacity for students who are blind or have visual impairments.
Researchers found that adopting School-Wide Positive Behavioral Interventions and Supports (SWPBIS) significantly improved student behavior and academic achievement. The study, published in the Journal of Positive Behavior Interventions, showed that SWPBIS was effective in reducing suspensions and office discipline referrals in element...
The University of Delaware will receive a $10 million grant to establish a five-year research and development center aimed at understanding math difficulties in elementary and middle school children. Researchers plan to use a multidisciplinary approach to develop usable knowledge that will help students who are struggling in math.
Researchers found a common genetic variation linked to aggression and destructive behavior in adults with developmental/intellectual disabilities. The study suggests that this variation may be associated with increased autism severity in individuals with the gene variant, highlighting the need for further research.
The UGA Collaborative Adolescent Autism Teacher Training (CAATT) project aims to train teachers on how to work with secondary-age students with ASD. The new program will provide fellowships for up to a dozen graduate students annually to learn specialized training in structuring classrooms and designing instruction.
A study found that many retained elementary students do not receive individualized special education services, even if they are eligible. Children from lower socioeconomic backgrounds were less likely to receive these services. The lack of IEPs raises concerns about the special education needs of retained children.
A study found that almost two-thirds of extremely preterm children require additional support in school by age 11. The research also showed significant differences in reading and math scores, with boys more likely to have impairments than girls.
New research from Vanderbilt University provides effective writing strategies for teachers to improve student writers, focusing on planning, revising, and setting clear goals. The studies identify recommendations to boost motivation, incorporate computers into the curriculum, and enhance teacher preparation.
The University of Oregon's College of Education is expanding its special education technical assistance center to help schools foster positive behavior. The $8 million, five-year program aims to implement school-wide positive behavior support in over 15,000 schools and demonstrate its link to improved academic outcomes.
Researchers at seven universities, led by Lehigh's Dr. Lee Kern, will study interventions for high-school students with severe behavioral disorders. The goal is to develop effective school-based interventions that can help students with these challenges become productive members of society.
Researchers found that intensive 60-minute daily intervention sessions improved oral reading fluency and national norm scores for at-risk first-graders in Oregon. In contrast, Texas students receiving a 30-minute daily intervention showed significant growth in fluency as well.
A new study challenges the notion of an autism epidemic in the US, citing inconsistencies in special education data and diagnostic practices. Researchers argue that changes in how children are labeled as having special needs can lead to misleading trends and undermine efforts to accurately measure the scope of developmental disability.
A study by Dr. Johanne Paradis found that immigrant children's English skills are comparable to those of monolingual children with speech language impairment, leading to potential misdiagnosis and unnecessary referrals to therapy services. This phenomenon is a concern for many countries, including Canada, the US, UK, and Australia.
The center aims to provide a national overview of how young adults with disabilities fare after leaving school, collecting and interpreting data to inform program improvements. The grant partners with OSEP, National Dropout Prevention Center, and other organizations to support states in implementing best practices.