Course Series Alignment: Examining a Three Course Sequence

This poster outlines the process through which faculty examined how the embedded assignments, field components, and signature assignment across a three-course sequence aligned. The course sequence of the three Learner in the Environment courses are outlined. Faculty utilized the federal funded Collaboration for Effective Educator Development, Accountability and Reform (CEEEDAR) Center tools to ensure that across the three courses students engaged in meaningful course and field assignments aligned with current research. Scoring criteria are provided along with initial and post-implementation ratings and a sample report. The courses were examined using the Culturally Responsive Teaching Practices, the Classroom Management, and the High Leverage Practices rubrics. Finally, from identified areas in need of additional clarity or additional coverage, this poster highlights how results from the report were utilized toward syllabi revision, which increased the number of elements addressed across the course sequence

Priorities and understanding of faculty members regarding college students with disabilities

As a result of legal protections and the effects of inclusive reforms (e.g., improved academic skills, heightened expectations), more students with disabilities are entering higher education than ever before. The priorities and understanding of university faculty members directly shape the educational experiences and success of the rapidly growing group of college students with disabilities. Previous research in this area has focused primarily on faculty members' knowledge of legal issues, general attitudes toward students with disabilities attending college, and willingness to make accommodations. This study expands the extant knowledge base by examining the priorities and understanding of 307 faculty members at an 8-campus university system regarding university students with disabilities in the following areas: Legal, Accommodations-Willingness

Considering Social Validity in Special Education Research

This paper is part of a special LDRP research-to-practice series introducing key concepts to enable special education practitioners and other non-researchers to be more informed research consumers. In the paper we explore how social validity is assessed in special education research and how to interpret social validity assessments. Rather than focus on measuring intervention effects, social validity involves assessing the social importance of the goals, procedures, and outcomes of interventions and programs. We define social validity, provide questions to consider when examining assessments of social validity in research papers, review approaches commonly used to assess social validity with examples from the research literature, and make recommendations for reconciling findings of positive intervention effects on targeted outcomes but absent or negative findings related to social validity in a study. Our take-home message is that considering social validity assessments helps research consumers interpret study findings and informs how to apply findings in practice

Proceed With Caution: Using Web-Based Resources for Instructing Students With and at Risk for EBD

Educators frequently use social media platforms such as Pinterest and Teachers Pay Teachers for guidance on teaching. In this article, we explore reasons why these websites are popular with educators, consider their potential risks and benefits, and provide examples of resources provided on these sites. We recommend that educators first identify and learn the critical elements of effective practices from trustworthy sources and then use sites such as Pinterest and Teachers Pay Teachers to facilitate implementation. </jats:p

Considering Social Validity in Special Education Research

The purpose of this paper, which is part of a special “research-to-practice” series aimed at introducing key concepts needed to be informed research consumers, is to explore how social validity is assessed in special education and how to interpret and apply social validity assessments. Rather than focus on measuring effects of intervention, social validity involves assessing the social importance of the goals, procedures, and outcomes of instructional interventions and programs. In this paper, we define social validity, provide questions to consider when examining assessments of social validity in research papers, review approaches commonly used to assess social validity with examples from the research literature, and make recommendations for reconciling findings of positive intervention effects on targeted outcomes but absent or negative findings related to social validity in a study. Our take-home message is that considering social validity assessments helps research consumers interpret study findings and informs how to apply findings regarding intervention effectiveness.</p

Moving Research into Practice: Can We Make Dissemination Stick?

Although researchers in special education have made significant advances in defining and identifying evidence-based practices, scholars often constitute an insular group that disseminates research findings primarily through outlets and venues targeting like-minded researchers using traditional approaches. Thus, despite tangible results in determining what works, using dissemination approaches that fail to resonate with or influence practitioners represents an important but often overlooked contributor to the ongoing research-to-practice gap in special education. The authors argue that empirical and theoretical literature outside of special education may offer insight into how ideas take hold, which may be especially relevant to the effective dissemination of evidence-based practices. Drawing on Heath and Heath's (2008) model, the authors describe 6 characteristics of messages that are likely to “stick”: (a) simple, (b) unexpected, (c) concrete, (d) credible, (e) emotional, and (f) stories. The authors consider each in terms of implications for dissemination of special education research findings, and urge special education researchers to consider researching, refining, and applying dissemination strategies that can make special education research matter on a broader scale.</jats:p