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National Center for Special Education Research


NCSER announces FY 2012 Awards

The National Center for Special Education Research (NCSER) recently made a total of 28 awards to applications considered under the June 2011 deadline for two FY 2012 competitions: Special Education Research Grants Program (CFDA 84.324A) and Postdoctoral Research Training Program in Special Education (CFDA 84.324B).

Postdoctoral Research Training Program in Special Education (CFDA 84.324B)
NCSER recently awarded two new training grants under the Postdoctoral Research Training Program in Special Education considered under the June 2011 deadline. These awards are:

Postdoctoral Research Training Fellowships in Early Intervention and Early Learning in Special Education at the University of Florida
University of Florida, Patricia Snyder

Post-Doctoral Research Training Program in Special Education: Response to Intervention (RTI) in Early Childhood
University of Kansas Center for Research, Inc., Charles Greenwood

Special Education Research Grants Program (CFDA 84.324A)
NCSER recently awarded 26 new research grants under the Special Education Research Grants Program to applications considered under the June 2011 deadline. These awards are:

Early Intervention and Early Learning in Special Education

A Randomized Controlled Trial of Prevent-Teach-Reinforce for Young Children
Board of Regents, NSHE obo University of Nevada, Reno, Glen Dunlap

Efficacy of the Getting Ready Intervention at Supporting Parental Engagement and Positive Outcomes for Preschool Children at Educational Risk
Board of Regents, University of Nebraska, University of Nebraska-Lincoln, Susan Sheridan

Men's Parenting Behaviors in Families of Children with Disabilities: Findings from the ECLS-B
Board of Trustees of the University of Illinois, Brent McBride

Promoting School Readiness in Preschool-Age Children with Fetal Alcohol Spectrum Disorders
Regents of the University of California, Los Angeles, Blair Paley

Risk Factors and Services for Vocabulary Delays in Early Childhood: Population-based Estimates
The Pennsylvania State University, Paul Morgan

Recognition and Response: Addressing Early Learning Difficulties in Math through an RTI Model for Pre-K
The University of North Carolina at Chapel Hill, Virginia Buysse

Development of a Computerized Assessment of Executive Function for Preschool-Aged Children
The University of North Carolina at Chapel Hill, Michael Willoughby

Examining the Efficacy of a Classroom-Wide Model for Promoting Social Emotional Development and Addressing Challenging Behavior in Preschool Children with or at-risk for Disabilities
Vanderbilt University, Mary Louise Hemmeter

Reading, Writing, and Language Development

Reading Achievement Multi-component Program (RAMP-UP)
Lehigh University, Mary Beth Calhoon

Reducing Special Education/Reading Risk for Urban Learners through An Oral Reading Fluency Intervention
The Ohio State University, Gwendolyn Cartledge

BRIDGES: Teaching Reading through U.S. History
The Regents of the University of California, Rollanda O'Connor

Development of Strategic and Interactive Writing Instruction (SIWI) for Deaf and Hard of Hearing Students
The University of Tennessee, Kimberly Wolbers

Mathematics and Science Education

Promoting Algebra Readiness: Developing a Strategic Intervention On Rational Number Concepts (Project PAR)
University of Oregon, Scott Baker

Social and Behavioral Outcomes to Support Learning

Development of a Kindergarten Transitional Program for Preschool Students Identified as Being at High-Risk for Behavioral Disorders
Florida International University, Paulo Graziano

A Summer Preparatory Program for Middle and High School Students with ADHD
Florida International University, William Pelham

Mediators of Social Impairment Among Children with ADHD
South Carolina Research Foundation, Kate Flory

Evaluating the Efficacy of the School-based Social Competence Intervention for Adolescents (SCI-A) with HFA
The Curators of the University of Missouri, Janine Stichter

Team-Initiated Problem Solving for Improved Student Outcomes
University of Oregon, Robert Horner

Transition Outcomes for Special Education Secondary Students

Examining Malleable Factors Associated with School and Post-School Outcomes of Economically Disadvantaged Youth with Disabilities: A Secondary Analysis of Data from the National Longitudinal Transition Study (NLTS2)
University of Oregon, Bonnie Doren

Cognition and Student Learning in Special Education

Virtual Reality Applications for the Study of Attention and Learning in Children with Autism and ADHD
The Regents of the University of California, Peter Mundy

Special Education Policy, Finance, and Systems

Enhancing Accessibility for Students with Disabilities in Large-Scale Reading Assessments
American Institutes for Research, Louis Danielson

Implementing the Common Core State Standards for Students with Disabilities: Research and Development of Web-based Supports for IEP Team Decision
Board of Trustees of the University of Illinois, James Shriner

Autism Spectrum Disorders

Examining the Efficacy of Classroom Pivotal Response Teaching in Classroom Environments
Rady Children's Hospital - San Diego, Aubyn Stahmer

Factors Associated with Positive Outcomes for Children and Youth with Autism: Secondary Analysis of Data from SEELS and NLTS2
SRI International, Mary Wagner

Technology for Special Education

Animalwatch-VI Suite: A Comprehensive Program to Increase Access to Mathematics for Students with Visual Impairments
Arizona Board of Regents, University of Arizona, Carole Beal

Development of a Game-based Integrated Learning and Assessment System to Target Whole Number Concepts (Project NumberShire)
University of Oregon, Hank Fien