The National Center for Special Education Research (NCSER) recently made a total of 18 awards to applications considered under three FY 2013 competitions: Accelerating the Academic Achievement of Students with Learning Disabilities Research Initiative (CFDA 84.324D), Research Training Program in Special Education: Early Career Development and Mentoring (CFDA 84.324B), and Special Education Research Grants Program (CFDA 84.324A).

Accelerating the Academic Achievement of Students with Learning Disabilities Research Initiative (CFDA 84.324D)

NCSER recently awarded one new Accelerating the Academic Achievement of Students with Learning Disabilities Research Initiative award considered under the September 2012 deadline. This award is:

Improving Reading and Mathematics Outcomes for Students with Learning Disabilities: Next Generation Intensive Interventions
Vanderbilt University, Douglas Fuchs

Research Training Program in Special Education: Early Career Development and Mentoring (CFDA 84.324B)

NCSER recently awarded three new Research Training Program in Special Education: Early Career Development and Mentoring awards considered under the September 2012 deadline. These awards are:

Structures: Improving the Reading Comprehension of Struggling Readers in 4th Grade through Expository Text Structure and Writing
Board of Regents, University of Nebraska, University of Nebraska-Lincoln, Michael Hebert

Using Multimedia to Improve Middle School Science and Special Education Teachers' Use of Evidence-Based Vocabulary Practices, and the Impact of Vocabulary Performance of Students with Disabilities
Rector & Visitors of the University of Virginia, Michael Kennedy

Using Peer Models in the Context of Small-Group Direct Instruction to Teach Social and Academic Skills to Children with Autism
University of Georgia Research Foundation, Jennifer Ledford

Special Education Research Grants Program (CFDA 84.324A)

NCSER recently awarded 14 new research grants under the Special Education Research Grants Program to applications considered under the June and September 2012 deadlines. These awards are:

Autism Spectrum Disorders

Efficacy of a Comprehensive School-Based Intervention for Children with High-Functioning Autism Spectrum Disorders (HFASDs)
Canisius College, Christopher Lopata

Early Intervention and Early Learning in Special Education

Embedded Practices and Intervention with Caregivers (EPIC)
Florida State University, Juliann Woods

Adapting an Evidence-Based Program for Infants and Toddlers at High Risk for Autism
Rady Children's Hospital San Diego, Aubyn Stahmer

Supporting Young Children's School Readiness and Reduced Challenging Behaviors: An Online Course to Enhance Toddler Teacher-Child Interactions
Rector & Visitors of the University of Virginia, Jennifer LoCasale-Crouch

Read It Again! in Early Childhood Special Education
The Ohio State University, Laura Justice

Developing an Expository Book Reading Intervention for Preschool Children withLanguage Impairment
University of Cincinnati, Allison Breit-Smith

Families of Children with Disabilities

Parent Connectors: An Efficacy Study of Peer-Support for Parents of Middle School Youth with Emotional Disturbance
Board of Regents, University of Nebraska, University of Nebraska-Lincoln, Kristin Duppong Hurley

Mathematics and Science Education

The Solutions Project: Teaching Students with Moderate/Severe Intellectual Disability to Solve Mathematical Problems
The University of North Carolina at Charlotte, Diane Browder

Professional Development for Teachers and Related Services Providers

Supporting Teachers' Data-Based Instruction in Early Writing: Tools, Learning, and Collaborative Support
Regents of the University of Minnesota, Kristen McMaster

Reading, Writing, and Language Development

Passport to Literacy: Examining the Effectiveness of the Voyager Passport Intervention for Fourth-Grade Students with or at High Risk for Reading Disabilities
Florida State University, Jeanne Wanzek

Decision Rule Research Project:  Curriculum-Based Measurement in Reading
Regents of the University of Minnesota, Theodore Christ

Project Intensity: The Development of a Supplemental Literacy Program Designed to Provide Extensive Practice with Multiple-Criteria Text for Students with Intellectual Disabilities
Southern Methodist University, Jill Allor

Investigating the Technical Adequacy of Progress Monitoring Measures for Kindergarten Students at Risk for Reading Disabilities
Texas A&M University, Nathan Clemens

Transition Outcomes for Special Education Secondary Students

Assessing Self-Determination in the Era of Evidence-Based Practices: The Development and Validation of Student and Adult Measures of Self-Determination
University of Kansas Center for Research, Inc., Michael Wehmeyer