University of Georgia

The Principal Investigator (PI) will conduct a program of research for improving reading and spelling outcomes for adolescents with word-level reading difficulties or disabilities (WLRD) while participating in mentoring and training activities to develop expertise in iterative intervention development, models of word reading and spelling, and the development and dissemination of products with education stakeholders. Many adolescents, including those with learning disabilities, have significa...

The Principal Investigator (PI) will further develop skills conducting single-case design research on children with autism while conducting a series of studies using this population and methodology. The research goals are to modify a small group intervention with peer models and examine its impact on academic and social skills.

This study will examine the effects of the Instructional Conversation (IC) model for improving the academic development and achievement of upper elementary English language learners (ELLs) from high poverty schools. In the IC model, the teacher structures small-group instruction to stimulate and guide a conversation with students on a current topic from the curriculum. The teacher listens carefully to student views and judgments and provides guidance through questioning and restating of stud...

The career needs and postsecondary outcomes of youth with high incidence disabilities have received little attention in prior research. Additionally, promising programs and interventions that can improve career and postsecondary outcomes for students with high incidence disabilities remain difficult to identify. The purpose of this project is to use three national longitudinal datasets to examine the career and postsecondary aspirations of students with high incidence disabilities and to ide...

Students with intellectual disabilities and/or autism often have difficulty acquiring and maintaining the life skills necessary for successful post-school transitions. These students face many challenges that inhibit their ability to actively participate as adults in their communities. Students with severe disabilities may benefit from systematic instruction on functional, social, daily living, leisure, community, and vocational skills necessary for improved post-school outcomes. Currently,...

The development of a competent science, technology, engineering, mathematics, and computing (STEM+C) workforce in the era of generative artificial intelligence (GenAI) is crucial for the nation's economic growth, security, and global competitiveness. To achieve this goal, initiatives that combine a robust understanding of core STEM concepts with competence in computational thinking (CT) and AI are needed. With this goal in mind, the National Center on Generative AI for Uplifting STEM+C Educa...