SpedPro

RIF funding opportunity

By John Lloyd on Mar. 4, 2010.

Reading is Fundamental, the US nonprofit organization devoted to promoting reading and literacy, is soliciting proposals from university graduate students who would be willing to help conduct some research. The student who receives the award must analyze data and write a report of a study being conducted at Brooklyn (NY, US) Public Library. The study is to investigate the feasibility and impact of providing audio books to children with reading and developmental disabilities.

Upon completion of the project, the grantee will receive $3,000 in compensation. Digital media and special education majors are encouraged to apply. Proposals are due March 26. Direct questions to Patricia Oholeguy at 202.536.3476 or poholeguy [at] rif [dot] org. Learn more about RIF. Download a copy of the RFP.

Does retention protect kids from special ed?

By John Lloyd on Jun. 2, 2009.

Michael Silverstein and colleagues reported interesting data about whether children who are retained during the early grades later require special education. Exploring the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K, ), they found that many children who were retained continued to experience academic difficulties, but never received an IEP.

Receipt of Special Education Services Following Elementary School Grade Retention
Michael Silverstein, MD, MPH; Nicole Guppy, MD; Robin Young, MA; Marilyn Augustyn, MD
Arch Pediatr Adolesc Med. 2009;163(6):547-553.

Objective To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school.

Design Longitudinal cohort study.

Participants Children retained in kindergarten or first (K/1) grade and third grade, presumably for academic reasons, were followed up through fifth grade.

Main Outcome Measure Presence or absence of an IEP.

Results A total of 300 children retained in K/1 and 80 retained in third grade were included in the study. Of the K/1 retainees, 68.9% never received an IEP during the subsequent 4 to 5 years; of the third-grade retainees, 72.3% never received an IEP. Kindergarten/first-grade retainees in the highest quintile for socioeconomic status and those with suburban residence were less likely to receive an IEP than retained children in all other socioeconomic status quintiles (adjusted odds ratio, 0.17; 95% confidence interval, 0.05-0.62) and in rural communities (0.16; 0.06-0.44). Among K/1 retainees with persistently low academic achievement in math and reading, as assessed by standardized testing, 38.2% and 29.7%, respectively, never received an IEP.

Conclusions Most children retained in K/1 or third grade for academic reasons, including many of those who demonstrated sustained academic difficulties, never received an IEP during elementary school. Further studies are important to elucidate whether retained elementary schoolchildren are being denied their rights to special education services. In the meantime, early-grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties.

Should retention be a flag for special education evaluation? Some folks argue that it should. For example, using data from a study by Margaret Beebe-Frankenburger and colleagues (2004), Ryan Kinlaw answers, “Yes”:

Most students at risk of retention can be identified on the basis of ability measures and teacher perceptions at least by second grade. Possible strategies for minimizing the likelihood of retention include… focused and individualized assessment of their special education needs.” (Kinlaw, 2005, p. 5)

How does all this fit into the response-to-instruction efforts that are popping up in so many schools around the US? If we had a database of the progress-monitoring data that we could connect to data about teacher ratings, retention in grade, evaluation for special education, and so forth, what would we be able to learn? Would we learn that when a child has been retained, then he’s protected from being referred for special education? If so, is that a good outcome?

My hunch is that we’d find some students (~5-10%; not counting those who have physical disabilities) who started at the low end of the distribution on measures of literacy and had progress rates that were lower than most of their peers. They would very likely be among students who received tier-2 services. And they would be significantly more likely to be retained, evaluated for special education, etc.

Sources

Beebe-Frankenberger, M., Bocian, K. M., MacMillan, D. L., & Gresham, F. M. (2004). Sorting second-grade students: Differentiating those retained from those promoted. Journal of Educational Psychology, 96, 204-215.

Kinlaw, C. R. (2005, Fall). Sorting out student retention: 2.4 million children left behind? Durham, NC: Center for Child and Family Policy and Sanford Institute of Public Policy Policy Briefs. [link]

As SG, will Gupta promote FC?

By John Lloyd on Jan. 8, 2009.

Among the questions that senators might ask during the hearings on the nomination of Dr. S. Gupta for the office of US Surgeon General, there is this one: “Dr. Gupta, I’d like to ask you about a contentious subject, the practice of facilitated communication, known as “FC,” as a means of helping individuals with disabilities, especially those with Autism, to communicate. During your tenure on influential television news programs carried by CNN, you noted that “literature, studies, and views on FC largely discredit the technique” [link]. However, you then presented summaries of studies, many of them anecdotal, some of which reported supposed successes with facilitated communication [link and link]. Do you anticipate that, if you are confirmed, your office will promote the use of facilitated communication? Moreover, do you anticipate that your office will depend on anecdotes or more rigorous science as a basis of policies?”

Jeff Wagg of the James Randi Educational Foundation: Sanjay Gupta Unfit?;

Chairperson/Professor

By jgcp on Sep. 12, 2008.

The School of Education
Department of Special Education

Position Announcement for Chairperson/Professor
The School of Education at the University of Kansas is seeking a Chairperson/Professor for the Department of Special Education to assume responsibility by July or August, 2009. The Department of Special Education is nationally recognized for its doctoral, post-doctoral and master’s programs, and its graduate and undergraduate teacher licensure programs. It is a major center for research and development in the field.
The Department is looking for an individual who will embrace and advance our commitment to effective preparation of special education and early intervention teachers and leadership personnel for professional practice in school, community, and higher education settings. Our program graduates are prepared to serve infants, toddlers, children, youth, and adults with special educational needs in inclusive learning environments. Administratively, the Department is located on the main campus in Lawrence. The faculty offers preparation programs at this location and at the Edwards campus in suburban Kansas City.
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Assistant Research Professor:Project Coordinator

By jgcp on Sep. 9, 2008.

University of Kansas: Assistant Research Professor

Working title: Project Coordinator

Position Number: 00207039

Position Overview: Juniper Gardens Children’s Project is a community-based research institute affiliated with the University of Kansas. We are seeking an Assistant Research Professor who will work with a multi-site team of senior researchers who are collaborating on a new center funded by the Institute of Education Sciences to conduct research to prevent reading delays. The research group, called the Center on Response to Intervention in Early Childhood, is conducting a nationally prominent program of research to develop and validate preschool-level measures for monitoring children’s progress acquiring language and early literacy skills and to develop and evaluate interventions for children who are not making expected rates of progress. A highly skilled individual is sought who with the team of Principal Investigators will provide national leadership in this area of research.
Continuation is contingent on a satisfactory yearly employee evaluation and funding availability. Position will be responsible for project coordination and leadership for externally funded research projects with the intention of later developing an independent research program within the center. Candidate must sucessfully pass a background check.
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DR student research award

By John Lloyd on Aug. 25, 2008.

Call for Nominations: 2009 Student Research Award

Division for Research, Council for Exceptional Children

The Division for Research seeks nominations for the 2009 Student Research Award. This award recognizes high-quality research across multiple research methodologies conducted by students in the course of their undergraduate or graduate special education training program. The Division will award up to three such awards annually, with one award presented in each of up to three areas of research designs or methodologies: qualitative, single-subject, and quantitative. No award will be given in any research methodology area if an exemplary, high-quality research study is not submitted; thus, there may be fewer than three awards presented in any given year. Nominations are sought across all areas of special education services and are due by October 15, 2008.

Criteria

1. The nominated student must be the sole or first author of the nominated manuscript and the research study must represent the student’s intellectual work.
2. The nominated research study must have been conceptualized and conducted while the first author was a student.
3. The nominated study must not be in press at the time of submission nor have been published prior to submission for the award.
4. The nominated manuscript must not exceed 45 double-spaced pages, not including tables and references. Manuscripts should be formatted according to APA 5.0 guidelines.
5. Independent of the methodological area in which the manuscript is submitted, research studies nominated must adhere to standards for high-quality research advocated for in the field of special education and by the Division for Research. Detailed quality indicators of high-quality research in each of the identified methodological areas (e.g., quantitative, qualitative, single-subject) can be found in the Winter 2005 special issue of Exceptional Children, Volume 71(2), edited by Odom et al. Applicants are referred to this issue for guidance. Please note that the “quantitative” category for this award includes group experimental and quasi-experimental designs (Gerston et al., 2005) and correlational designs (Thompson, Diamond, McWilliam, Snyder, & Snyder, 2005).

Nomination Process

1. Nominations may be self-nominations or nominations from another person, such as an academic advisor or professional colleague.
2. Include a brief cover letter (no more than one page, single spaced) that:
   1. identifies the title of the manuscript
   2. states the methodological area in which the research is being submitted for consideration
   3. provides written assurances that the research was conceptualized and conducted by the nominee and while the nominee was a student and has not been accepted for publication; and
   4. provides all current contact information (name, title, position, affiliation, address, telephone number, email address).
3. Include one or more copies (see subsequent item) of the manuscript reporting the research being nominated.
4. Nominations may be submitted by mail or email by October 15, 2008. Emailed submissions are preferred. Emailed nominations must be received by October 15. If submitting by postal service, nominations must be postmarked by October 15 and include five copies of the manuscript. Send nominations to

Michael L. Wehmeyer, Ph.D.
Chair, Student Research Award Committee
Professor of Special Education
University of Kansas
1200 Sunnyside Avenue, Room 3136
Lawrence, Kansas 66045

785-864-0723

wehmeyer AT ku.edu

Award Details

The awardee in each research method area will receive payment of registration for the 2009 CEC Annual Convention, to be held in Seattle, Washington; a free membership to CEC-DR for one year; and a certificate. In addition, the recipient(s) will present the award-winning research in a poster session during the CEC-DR Reception.

References

Gersten, R., Fuchs., L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005).  Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164.

Odom, S. L., Bratlinger, E., Gersten, R., Horner, R. H., Thompson, B. & Harris, K. R. (2005).  Research in special education:  Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.

Thompson, B., Diamond, K. E., McWilliam, R., Snyder, P., & Snyder, S. W. (2005).  Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children, 71(2), 181-194.

Meadows Center post doc

By John Lloyd on Jul. 28, 2008.

Postdoctoral Fellowship on Reading Disabilities and Response To Intervention

The Meadows Center for Preventing Educational Risk and the Department of Special Education at the University of Texas are seeking applications for two qualified candidates interested in participating in a two-year, IES-funded postdoctoral training program designed to promote the conduct of methodologically-rigorous research on reading disabilities and response to intervention. Training for fellows will begin in August, 2008 or August, 2009, depending upon the applicant’s schedule, and involve (a) mentored professional development, independent writing, and grant development; (b) immersion in large-scale, federally-funded applied education research drawing from multiple disciplines (e.g., educational psychology, special education); and (c) didactic research training. Fellows will have an opportunity to assume a leadership role on at least one large-scale research project directed by the Training Director. Within this role, they will have an opportunity to (a) assist in the conceptualization and management of existing and follow-up research, (b) apply methodological and data analytic approaches in addressing research questions, and (c) supervise data collection/ management/ analysis and implementation efforts. In addition, they will be encouraged to establish unique and independent strands of research culminating in the solicitation of future grant funding. At the conclusion of their experience, fellows will be exceptionally well poised to assume roles in institutes of higher education, research centers, and training programs that have as their priority advancing the scientific basis of educational programs.

Qualified applicants will have obtained a degree in educational psychology, special education, or a related field by August, 2008. Applications will be reviewed starting July 1, 2008 and remain open until both positions are filled. Those with a background in reading disabilities, methodology, school-based intervention delivery, family-school partnerships, or response-to-intervention (RtI) are strongly encouraged to apply. Applicants should have a basic understanding of research design and analysis for randomized group designs and educational and psychological measurement. The following application materials are required: (a) a cover letter describing professional research interests, research experience, methodological and statistical training, and professional development and research goals to be pursued during the fellowship; (b) a complete vita; and (c) two letters of recommendation (at least one from a faculty advisor or mentor). Application materials should be submitted to Dr. Sharon Vaughn, Director, Meadows Center for Preventing Educational Risk, University of Texas, Austin, Texas, 78712, or electronically to Kshumake @ mail.utexas.edu.

The Meadows Center for Preventing Educational Risk is an interdisciplinary Center of Excellence that promotes and supports a vibrant grant-active culture in the College of Education and across University of Texas. The Center is a highly prolific research entity that pursues and secures competitive funding with a high rate of success. It is closely affiliated with the Departments of Special Education and Educational Psychology, which offer master’s and doctoral programs and coursework in Quantitative and Psychometric Methods; School Psychology and Counseling Psychology (both APA-accredited); Cognition, Learning, and Instruction; and Cultural Studies and Development.

Post-docs at Vanderbilt

By John Lloyd on Jul. 26, 2008.

Vanderbilt University is inviting applications for post-doctoral fellows in the two year Postdoctoral Intervention Research Program in Special Education. Fellows will work closely with a faculty advisor in the Department of Special Education matched to their interests in intervention research and with Karen Harris, Project Director. The special education faculty at VU are nationally recognized as leaders in intervention research in special education (see http://peabody.vanderbilt.edu/Microsites/Academic_Department/Special_Education.xml for more information). Fellows are sought across the areas of Early Childhood, High Incidence (EBD/LD/ADHD and other struggling learners) and Severe Disabilities. Participating advisors include: Donald Compton, Stephen Elliott, Doug Fuchs, Lynn Fuchs, Steve Graham, Karen Harris, Mary Louise Hemmeter, Ann Kaiser, Craig Kennedy, Kathleen Lane, Joseph Wehby, Mark Wolery, and Paul Yoder. Fellows will be prepared to make a difference in intervention research though (1) intensive mentoring by appropriate faculty members and the Project Director, (2) additional rigorous training in research methods and the science of learning beyond that received in their doctoral programs and tailored to their individual interests in intervention research, (3) concentrated experiences in one or more currently funded intervention research programs, (4) participation in an Intervention Research Reading Group that will allow intense study of critical works on intervention research, and (5) experience in writing IES research proposals, writing for publication, and presenting at research conferences. Upon completing this postdoctorate, fellows will have begun to build a programmatic line of research that will have significant impact on practice and the field of special education.

Qualifications: Applicants should have a doctoral degree in special education or related area. Assistant professors as well as recent doctoral graduates are encouraged to apply.

Applicants should send a letter of application indicating their areas of interest in intervention research and relevant work, CV, and a list of references to Karen Harris (Karen.Harris @ Vanderbilt.edu). U.S. citizenship or permanent residency required. Start dates are flexible, beginning August, 2008. Applications will be reviewed as received. Vanderbilt University is an Affirmative Action, Equal Opportunity Employer. Members of under-represented minority groups are strongly encouraged to apply.

ICDR meetings

By John Lloyd on Jul. 17, 2008.

Update: Check the Web site for changes in the schedule. The Interagency Committee on Disability Research (ICDR) will be holding what it calls “stakeholder meetings” on Tuesday, 5 August 2008 and Wednesday, 13 August 2008. Interested parties can can participate in person, by telephone or via Web cast. The meetings will be conducted in Arlington (VA, US).

The purpose of this event is to allow individuals with disabilities and their representatives (family members, organizations, service providers, disability and rehabilitation research and policy groups, advocacy organizations with specialized disability knowledge) the opportunity to suggest specific ways to improve future disability and rehabilitation research to benefit individuals with disabilities. We are also interested in hearing from individuals concerning how well the existing federal research programs are responding to the changing needs of individuals with disabilities. These comments can cover a wide range of research areas, including, but not limited to:

• Employment of people with disabilities
• Community integration and continuum of care
• Health disparities
• Access to assistive technology and universal design
• Transition of youth to employment and independent living
• Availability of accessible housing, transportation and recreation

As the list reveals, this is not about special education, but the topics (e.g., transition) may be of interest to some special educators. Link to the ICDR Web site .

Cambridge Center post-doc

By John Lloyd on Jun. 17, 2008.

Post Doctoral Position Available at the Cambridge Center

The Cambridge Center for Behavioral Studies is looking for a Post Doctoral Fellow (Post Doc) to assist with grant supported research starting August 16, 2008. The Post Doc will work with Philip N. Chase, Incoming Executive Director of the Cambridge Center on an evaluation project involving a Web-enabled middle school mathematics curriculum.
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