TITLE

OSEP Research Institutes: Bridging Research and Practice

PUB. DATE
January 2006
SOURCE
Teaching Exceptional Children;Jan/Feb2006, Vol. 38 Issue 3, p64
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The article features the three education research institutes funded by the U.S. Office of Special Education Programs to the study specific curricular and instructional interventions. The Center on Accelerating Student Learning focuses on accelerating reading, math, and writing development in Grades K-3. Meanwhile, the Research Institute to Accelerate Content Learning Through High Support for Students With Disabilities in Grades 4-8 examines interventions that reflect high expectations, content, and support for students. Finally, the Institute for Academic Access conducts research to develop instructional methods and materials to provide students with authentic access to the high school general curriculum.
ACCESSION #
20342170

 

Related Articles

  • OSEP Research Institutes: Bridging Research and Practice.  // Teaching Exceptional Children;May/Jun2006, Vol. 38 Issue 5, p64 

    The article presents information on several research institutes on special education in the United States. These institutes are funded by the U.S. Office of Special Education Programs and they study specific curricular and instructional interventions that will accelerate the learning of students...

  • Elements of Effective High School Service Learning Programs That Include Students With and Without Disabilities. Dymond, Stacy K.; Renzaglia, Adelle; Euljung Chun // Remedial & Special Education;Jul/Aug2007, Vol. 28 Issue 4, p227 

    The purpose of this study was to determine whether key elements of high school service learning programs (HSSLPs) cited in the literature were viewed as important by stakeholders in HSSLPs that included students with and without disabilities. Focus groups were conducted with five inclusive...

  • Woodshop, Technology, and Reading! Mulholland, Rita // Teaching Exceptional Children;Jan/Feb2005, Vol. 37 Issue 3, p16 

    Focuses on the kinds of instructional models that can ensure the academic success for students with learning disabilities. Requirements of standards, curriculum and the state exit exam; Effective instructional models that include all school subjects; Team-teaching models that would enhance...

  • An Ecological Model of STEM Education: Operationalizing STEM FOR ALL. Basham, James D.; Israel, Maya; Maynard, Kathie // Journal of Special Education Technology;2010, Vol. 25 Issue 3, p9 

    This article describes a framework for how to provide more accessible, relevant, and effective instruction in science, technology, engineering, and mathematics (STEM) education to all students. The STEM FOR ALL initiative asserts that all students, including those with disabilities and other...

  • Segregated Programs Versus Integrated Comprehensive Service Delivery for All Learners: Assessing the Differences. Frattura, Elise; Capper, Colleen A. // Remedial & Special Education;Nov/Dec2006, Vol. 27 Issue 6, p355 

    The purpose of this article is to address the principles of a comprehensive whole-school restructuring to serve not only students with disabilities educated in inclusive environments but also all learners who have been labeled to receive services from federally mandated programs, such as special...

  • Integrating Content Area Literacy and Assistive Technology: A Teacher Development Institute. Puckett, Kathleen; Judge, Sharon; Brozo, William // Southeastern Teacher Education Journal;2009, Vol. 2 Issue 2, p27 

    The Individuals with Disabilities Act and the No Child Left Behind Act both call for the integration of instructional and assistive technology for students with disabilities in order for them to access the general curriculum. This article describes a collaborative teacher development project...

  • A Four-Step Process for Accessing the General Curriculum for Students With Significant Cognitive Disabilities. Clayton, Jean; Burdge, Michael; Denham, Anne; Kleinert, Harold L.; Kearns, Jacqui // Teaching Exceptional Children;May/Jun2006, Vol. 38 Issue 5, p20 

    The article presents information on a four step learning strategy for accessing the general curriculum for students with significant cognitive disabilities in the United States. This four-step model is helpful in assisting teachers to align their instruction to the content standards for all...

  • Assistive Technology Broadens Its Range. O'CONNOR, MARY CATHERINE // Education Week;8/24/2011, Vol. 31 Issue 1, pS5 

    In this article the author offers observations on the development of assistive technology in education. Emphasis is placed upon how technological tools can help students with learning disabilities. Topics include information on how assistive technology helps students access information and...

  • Accessible Classrooms Level the Playing Field. Harkin, Tom // Ability Magazine;Apr/May2012, p8 

    The author reflects on a Health, Education, Labor, and Pensions (HELP) Committee hearing on the promise of accessible technology and its challenges and opportunities. He cites the difference between the educational technology of the past and today's classroom technology. He mentions the...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics