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May 2008

From the National Center for Special Education Research (NCSER)

FY 2008 Awards Announced

NCSER made a series of new research program grant awards in March. A list of these awards is as follows:

Early Intervention and Early Childhood Special Education

A Randomized Efficacy Trial of the Kids in Transition to School (KITS) Program for Children with Developmental Disabilities and Behavioral Problems
Oregon Social Learning Center, Katherine Pears

Building Social Competence for School Success through a Continuum of Positive Behavior Supports (CPBS)
University of Virginia, Martha Snell

Establishing the Efficacy of the "Special Friends" Project
University of Illinois, Michaelene Ostrosky

Sit Together and Read: Early Childhood Special Education
Ohio State University, Laura Justice

Mathematics and Science

Math and Science Teaching that Promotes Clear Expectations and Real Learning Across Years for Students with Significant Cognitive Disabilities
University of North Carolina at Charlotte, Diane Browder

Visualizing Science with Adapted Curriculum Enhancements (ACE)
Mid-continent Research for Education and Learning, Sheila Arens

Reading, Writing, and Language Development

Project LIBERATE (Literacy Instruction Based on Evidence through Research for Adjudicated Teens to Excel)
Georgia State University, David Houchins

Spanish Screener for Language Impairment in Children (SSLIC)
Arizona State University, Maria Adelaida Restrepo

Serious Behavior Disorders

Collaborative School-Home Behavioral Intervention for ADHD
University of California, San Francisco, Linda Pfiffner

Development of Universal, Selected, and Intensive Social Skills Intervention Programs
Louisiana State University and A&M College, Frank Gresham

Promoting Social, Emotional, and Behavioral Competence in Young High-Risk Children: A Preventative Classroom-Based Early Intervention Model
Virginia Commonwealth University, Maureen Conroy

Pre-Elementary Education Longitudinal Study Data Analysis System

On April 18, NCSER released a dynamic web-based analysis system that allows the public to generate descriptive and inferential statistics using data from Waves 1 and 2 of the Pre-Elementary Education Longitudinal Study (PEELS). The system includes over 1,000 variables related to child and family characteristics, special education programs and services, and academic, social, and functional performance for preschoolers with disabilities. Users may access the system at

Facts From NLTS2: Orientation and Mobility Skills of Secondary School Students With Visual Impairments (November 2007)

This report, released on January 23, presents information on the percentages of students with visual impairments who receive orientation and mobility services, including percentages for different segments of the population (blind vs. partially sighted, regular vs. special school placement, and demographic groups). Orientation refers to one's ability to determine his/her location and relationship with other objects in the environment. Mobility refers to one's ability to move about in the environment. Orientation and mobility training may be provided to students with visual impairments as part of their individual programs of special education and related services. The report also discusses the levels of orientation and mobility skills in this population, and factors associated with their skill levels. Data are from the National Longitudinal Transition Study-2 (NLTS2), funded by NCSER. NLTS2 was initiated in 2001 and has a nationally representative sample of more than 11,000 students with disabilities. view report