Disabilities

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Resources include reports, websites, guidance, and programs on select topic.

A Snapshot of Youth-Focused Technical Assistance Centers

This webinar covers how five different National Youth-Focused TA Centers, funded by USDOE's RSA and OSEP, and DOL'S ODEP, are working together to provide TA to state agencies in serving transition age youth.

IRIS Center

The IRIS (IDEA '04 and Research for Inclusive Settings) Center creates free training enhancement resources for college faculty who are preparing the next generation of school personnel and for professional development providers who are training current school professionals. IRIS training enhancements are designed to equip school personnel with the knowledge and skills necessary to effectively teach students with disabilities in general education classrooms. The IRIS array of materials includes online interactive modules, case studies, information briefs, activities, a searchable directory of disability-related Web sites, and an online dictionary of disability-related terms. These materials are available for free at http://iris.peabody.vanderbilt.edu  

National Center for Systemic Improvement

WestEd’s National Center for Systemic Improvement (NCSI) helps states transform their systems to improve outcomes for infants, toddlers, children, and youth with disabilities. NCSI provides states with technical assistance to support their school districts, and local early intervention service programs in improving educational results and functional outcomes for children and youth with disabilities.

National Center on Deaf-Blindness

As a national technical assistance center funded by the federal Department of Education, the National Center on Deaf-Blindness (NCDB) works to improve the quality of life for children who are deaf-blind and their families.

National Center on Educational Outcomes

The National Center on Educational Outcomes (NCEO) provides technical assistance on improving results for students with disabilities by increasing their participation rates in high quality assessment and accountability systems, improving the quality of assessments in which they participate, improving the capacity of states to meet data collection requirements, and strengthening accountability for results.

National Center on Intensive Interventions

The National Center on Intensive Interventions (NCII) is housed at the American Institutes for Research, and works in conjunction with many of the nation’s most distinguished data-based individualization (DBI) experts. It is funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and is part of OSEP’s Technical Assistance and Dissemination Network (TA&D) building state and district capacity to support educators in using DBI to effectively implement intensive interventions in reading, mathematics, and behavior in Grades K–12.

National Technical Assistance Center for Children's Mental Health

The National Technical Assistance Center for Children's Mental Health (TA Center), located within the Georgetown University Center for Child and Human Development in Washington, DC since 1984, is dedicated to increase the capacity of communities, states, tribes, and territories, to improve, sustain, and expand Systems of Care and the services and supports provided within them to improve the lives of children, youth, and young adults with or at risk for mental health challenges and their families. The TA Center assists a range of audiences in planning for and understanding their role in change processes, as well as in designing effective service systems and implementing effective practices for children, youth, and young adults. TA Center faculty and consultants have expertise with multiple populations with mental health needs.

National Trends in the Child SSI Program

The child SSI program has grown in recent decades. This research brief by the Office of the Assistant Secretary for Planning and Evaluation examines the national trends in the child SSI program between 1991 and 2011 with a focus on who the program serves and its costs.

Rehabilitation Engineering Research Center: Advancing Cognitive Technologies

The goals of the Research Center for Advancing Cognitive Technologies is to research, develop, evaluate, implement, and disseminate innovative technologies and approaches that will have a positive impact on the way in which individuals with significant cognitive disabilities function within their communities and workplaces. The Center’s research and development activities focus on expanding the cognitive technology standards for work, training, dissemination/knowledge utilization, and commercialization.

Rehabilitation Engineering Research Center: Telerehabilitation

This project conducts research and develops methods, systems, and technologies to support consultative, preventative, diagnostic, and therapeutic interventions to improve and promote telerehabilitation (TR) for individuals who have limited access to comprehensive medical and rehabilitation outpatient services. This project’s research and development activities address cognitive and vocational rehabilitation, communication technology assessment and training, TR infrastructure, and prevention and management of secondary conditions.

RERC: Develop and Evaluate Technology for Low Vision, Blindness, and Multi-Sensory Loss

The Rehabilitation Engineering Research Center (RERC): Develop and Evaluate Technology for Low Vision, Blindness, and Multi-Sensory Loss conducts comprehensive research and development in the areas of blindness, low vision, and sensory loss, focusing on assessment, access to technology, and education in science, technology, engineering, and math (STEM). Within these three main areas, the project identifies and addresses outstanding problems faced by the different age and population groups including infants and young children, school and working age individuals, elders, returning veterans, and persons with combined visual and hearing impairments. Assessment projects include utilizing visual evoked potential technology to investigate how to best predict likely future visual ability for reading, assessing the factors leading to reading deficits in elders and veterans, determining optimal eye movement strategies for persons with blind spots in their central visual fields, and guidelines for evaluation of visual function afforded by visual prostheses.

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