NCSER What's New

Summer Research Training Institute on Single-Case Design Research

1/25/2012 10:27:16 AM

The National Center for Special Education Research (NCSER) at the Institute of Education Sciences announces its second Summer Research Training Institute on Single-Case Intervention Research Design and Analysis. The Training Institute is intended to increase the capacity of education researchers nationally to conduct methodologically rigorous single-case intervention studies.

When: June 25 to June 29 2012

Where: University of Wisconsin-Madison, Madison, WI

All applications must be received no later than Friday, March 9, 2012 at 8:00 p.m. EST. For more information about the Training Institute, including the application procedures, please visit: http://ies.ed.gov/whatsnew/conferences/?id=964

Request for Comment on Proposed Policy Regarding Public Access to Data and Publications from Federally Funded Research

12/21/2011 9:27:30 AM

The Office of Science and Technology Policy (OSTP) recently released two Requests for Information (RFI) on long-term preservation of and public access to the results of federally funded research, including digital data and peer-reviewed publications.

Please view the links below, highlighting the release of the two RFIs. We encourage you to review and consider the questions outlined in each RFI. You can provide comments to the questions by email to digitaldata@ostp.gov and publicaccess@ostp.gov. All comments are due by January 2, 2012.

OSTP announcement on the release of the Requests for Information: http://www.whitehouse.gov/blog/2011/11/07/request-information-public-access-digital-data-and-scientific-publications .

Request for Information on Public Access to Digital Data: http://www.gpo.gov/fdsys/pkg/FR-2011-11-04/pdf/2011-28621.pdf .

Request for Information on Public Access to Peer-Reviewed Publications from Federally Funded Research: http://www.gpo.gov/fdsys/pkg/FR-2011-11-04/pdf/2011-28623.pdf.

NCSER Releases Special Topic Report on the Secondary School Programs and Performance of Students With Disabilities

11/17/2011 8:00:42 AM

A new report, Secondary School Programs and Performance of Students With Disabilities: A Special Topic Report of Findings From the National Longitudinal Transition Study-2, uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of what courses students with disabilities took in high school, in what settings, and with what success in terms of credits and grades earned.

NCSER Releases Report on the Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School

9/20/2011 8:30:00 AM

The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 is a report that uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report describes the experiences and outcomes of young adults with disabilities in postsecondary education, employment, independence, and social domains during their first 8 years out of high school.

The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2)

9/6/2011 7:36:22 AM

A new NCSER report, The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School: Key Findings From the National Longitudinal Transition Study-2, uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report includes postsecondary enrollment rates; employment rates; engagement in employment, education, and/or job training activities; household circumstances (e.g., residential independence, parenting status); and social and community involvement.

NCSER Releases Report Describing the Longitudinal Growth in Receptive Vocabulary and Math Achievement of Young Children with Disabilities

8/25/2011 9:16:57 AM

A new NCSER report, A Longitudinal View of the Receptive Vocabulary and Math Achievement of Young Children with Disabilities, uses data from the Pre-Elementary Education Longitudinal Study to describe how children who received preschool special education services perform over time on assessments of receptive vocabulary and math skills. It also describes how their receptive vocabulary and math performance vary over time by primary disability category.

Deborah Speece appointed Commissioner of the National Center for Special Education Research

8/23/2011 7:30:01 AM

IES Director John Q. Easton announced the appointment of Deborah Speece as Commissioner of the National Center for Special Education Research (NCSER) effective August 23, 2011. Known for her innovative studies of the classification and diagnosis of learning disabilities, Speece is a national leader in special education research and response to intervention strategies.

NCSER Announces New FY 2011 Research Grants

7/21/2011 12:30:21 PM

NCSER recently made a total of 17 awards to applications considered under two FY 2011 (Session 2) competitions: Special Education Research Grants Program (CFDA 84.324A) and Special Education Research and Development Center Program (CFDA 84.324C).

NCSER announces FY 2011 Awards

3/30/2011

NCSER recently made a total of 25 awards to applications considered under two FY 2011 (Session 1) competitions: Special Education Research Grants Program (CFDA 84.324A) and Postdoctoral Research Training Program in Special Education (CFDA 84.324B).

Special Education Research Grants Program (CFDA 84.324A)

NCSER recently awarded 23 new research grants under the Special Education Research Grants Program to applications considered under the June 2010 deadline. These awards are:

Early Intervention and Early Learning in Special Education
Efficacy Trials with a New Early Literacy and Language Curriculum for Preschool Children with Developmental Speech and/or Language Impairment
Arizona Board of Regents for & on behalf of ASU, M Jeanne Wilcox

Foundations for Literacy: An Intervention for Young Children Who Are Deaf and Hard of Hearing
Georgia State University Research Foundation, Inc., Amy Lederberg

Meta-Analytic Structural Equation Modeling of Family Capacity-Building Early Intervention Practices
Orelena Hawks Puckett Institute, Carl Dunst

A Parent-Directed Multimedia Early Intervention Tool to Improve Outcomes in Underserved Children who are Deaf or Hard of Hearing
The University of Chicago, Dana Suskind

Development of an Empirically Based Intervention for Childcare Teachers to Promote Language Skills in At-Risk Toddlers
The University of Texas Health Science Center at Houston, Cathy Guttentag

Testing an Integrated Preschool Curriculum for English Language Learners
The University of Texas Health Science Center at Houston, Susan Landry

Reading, Writing, and Language Development

Efficacy of the Interactive Strategies Approach-Extended as a Small Group Intervention for Intermediate Grade Struggling Readers
The Research Foundation of SUNY, Lynn Gelzheiser

An Intervention to Improve the Comprehension of Primary-grade At-risk Students by Providing Text Structure Instruction Embedded in Social Studies Content
Teachers College, Columbia University, Joanna Williams

Project Early Vocabulary Intervention
University of Connecticut, Michael Coyne

Mathematics and Science Education

Improving the Science Performance of Students with Learning Disabilities Through Strategic Note-taking
Rutgers, The State University of New Jersey, Joseph Boyle

Solve It! - Grades 5-6: Improving Math Problem Solving for Students with Learning Disabilities in Urban Schools (MPS Project)
University of Miami, Marjorie Montague

Social and Behavioral Outcomes to Support Learning

NCSER Releases Fact Sheet on the Secondary School Experiences and Academic Performance of Students with Hearing Impairments

2/15/2011

A new NCSER fact sheet, Facts from NLTS2: The Secondary School Experiences and Academic Performance of Students With Hearing Impairments, uses data from the National Longitudinal Transition Study - 2 dataset to provide a national picture of the secondary school experiences and academic achievement of students with hearing impairments who received special education services. The outcomes cover several key areas, including students' experiences in general education academic courses and non-vocational special education courses, accommodations, supports, and services provided to students, and their academic achievement. In addition to the findings for the overall group of secondary students with hearing impairments, this fact sheet provides findings by parent-reported levels of hearing impairments.

Summer Research Training Institute in Single-Case Design Research

1/6/2011

The National Center for Special Education Research (NCSER) at the Institute of Education Sciences announces its 2011 Summer Research Training Institute on Single-Case Intervention Research Design and Analysis. The Training Institute is intended to increase the national capacity of education researchers to conduct single-case intervention studies that have scientifically credible methodology and analyses.

IES Releases Report on States' Monitoring Under the Individuals with Disabilities Education Act

10/28/2010

This report provides a description of the nature and scope of states' Part B and Part C monitoring systems. Data on 20 states' monitoring systems in 2004-05 and 2006-07 were collected during two site visits. The report describes states' approaches to monitoring and how states' monitoring systems and processes mapped onto a framework developed for the study.

NCSER Releases Report Describing Access to Educational and Community Activities for Young Children with Disabilities

10/27/2010

A new NCSER report, Access to Educational and Community Activities for Young Children with Disabilities, uses data from the Pre-Elementary Education Longitudinal Study dataset to describe access for young children with disabilities in two specific domains: community activities and kindergarten classroom experiences. It also examines how access and participation in these activities vary by child, family, and school district characteristics.

NCSER Releases Report Comparing the Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School between 1990 and 2005.

9/28/2010

A new NCSER report, Comparisons Across Time of the Outcomes of Youth With Disabilities up to 4 Years After High School, uses data from the NLTS and NLTS2 longitudinal datasets to provide comparison data on the post-high school outcomes across time (between 1990 and 2005) of youth with disabilities who had been out of high school up to 4 years on several key domains, including (1) postsecondary education enrollment and educational experiences; (2) employment status and characteristics of youth's current or most recent job; (3) productive engagement in school, work, or preparation for work; (4) household circumstance (e.g., residential independence; parenting; and aspects of their financial independence); and (5) social and community involvement.

NCSER Announces FY 2010 Research Grants

7/6/2010

NCSER made a series of new research grant awards in June. A list of these awards follows.

Early Intervention and Early Childhood Special Education

Efficacy of a Parent-Mediated Intervention for One-Year-Olds at Risk for Autism
Linda Watson, The University of North Carolina at Chapel Hill

Examining the Efficacy of Banking Time: A Teacher-Child Early Intervention to Improve Children's Emotional and Behavioral Development
Amanda Williford, The Rector and Visitors of the University of Virginia

Children's School Success Curriculum - Plus: Supporting All Children's Progress in the General Curriculum
Eva Horn, University of Kansas Center for Research, Inc.

Reading, Writing, and Language Development

Project SAIL: Strategies for Academic Internet Learning
Lynne Anderson-Inman, University of Oregon

Test of Integrated Language and Literacy Skills Validation Research 2
Nickola Nelson, Western Michigan University

Social and Behavior Outcomes to Support Learning

Implementing Positive Behavior Supports in Juvenile Correction Settings
Jeffrey Sprague, University of Oregon

Transition Outcomes for Special Education Secondary Students

Modeling Short-Term and Longitudinal Work and Educational Transition Outcomes for Adolescents with High Incidence Disabilities
Jay Rojewski, University of Georgia

A Secondary Analysis of the National Longitudinal Transition Study 2: Examining the Relationships between Expectations, Access and Postsecondary Life Engagement
Mary Morningstar, University of Kansas

Transition Success Assessment
James Martin, University of Oklahoma

Professional Development for Teachers and Related Service Providers

Prime Online: Teacher Pedagogical Content Knowledge and Research-based Practice in Inclusive Elementary Mathematics Classrooms
Cynthia Griffin, University of Florida
(Originally awarded under Teacher Quality)

Efficacy of Broad Target Speech Recasts on Students with Down Syndrome
Paul Yoder, Vanderbilt University
(Originally awarded under Related Services)

Special Education Policy, Finance, and Systems

Methods to Improve Accessibility of Tests for Persistently Low-Performing Students with Disabilities
Wendy Stoica, Ohio State Department of Education