Early Intervention and Assessment For Young Children With Disabilities: Special Education Research
IES is currently accepting applications for this research program. For your convenience, you may download the full FY2009 Education Research RFA.
Download the full 84.324 Special Education Research RFA
Download, view, & print as a PDF (475 KB)
Note: FY 2009 applicants that include subawards for work conducted at collaborating institutions should use this template to provide subaward budget information.
Download, view & print the form as an Excel file (164 KB).
Description of Research Program
Through its research program on Early Intervention and Early Childhood Special Education (Early Intervention), the Institute intends to support research that contributes to the improvement of developmental outcomes and school readiness of infants, toddlers, and young children (from birth through preschool) with disabilities or at-risk for disabilities by: (1) identifying interventions, curriculum, and instructional practices that are associated with better developmental outcomes and school readiness, as well as mediators and moderators of the relations between these practices and student outcomes; (2) developing new, or modifying existing, interventions, programs, curricula, and professional development training to improve developmental outcomes and school readiness; (3) establishing the efficacy of existing interventions, programs, curricula, and professional development programs to improve developmental outcomes and school readiness; (4) providing evidence on the effectiveness of interventions, programs, curricula, or professional development programs that are implemented at scale and designed to improve developmental outcomes and school readiness; and (5) developing and/or validating assessment tools that can be used by practitioners to assess infants, toddlers, and young children with disabilities or at risk for disabilities, assess the performance of early intervention and early childhood special education practitioners, or assess systemic practices or policies. Developmental outcomes that may be addressed through this program are cognitive, linguistic, social, emotional, adaptive, and physical outcomes.
The long-term outcome of this program will be an array of tools and strategies (e.g., assessment tools, curricula, programs, services, interventions) that have been documented to be effective for improving developmental outcomes or school readiness of infants, toddlers, and young children with disabilities or at risk for disabilities.
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