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This report describes achievements and activities of the Parent Early Evaluation of Kids (PEEK) Outreach Project at the University of Oregon. This project focused on assisting state agencies, regional and tribal entities, and local health and education programs to develop comprehensive, low-cost systems for child-find and referral. Rural and inner city areas with high concentrations of under-served children and families were especially targeted. Training modules included: (1) best practice in screening and assessment of young children, including the use of parent-completed questionnaires; (2) collaborative Child Find and public service awareness activities; (3) referral and tracking systems; and (4) evaluation of screening/tracking efforts. A training-of-trainer model was used. The project has resulted in providing assistance to state and county programs as they develop interagency, coordinated, and comprehensive systems for screening and tracking infants and preschool age children. Personnel from a variety of agencies received training in screening that focused on the inclusion of parents as partners in the screening/tracking process. Community-based personnel were provided with skills and materials to assist in screening, identifying, and referring young children. Training-of-trainers sessions were conducted to allow states to continue independently training their agency directors and service providers. (DB)

This report contains reflections on national trends in student diversity, analyses of trends for Oregon, and data about the racial/ethnic representation of students, faculty, and staff within the Oregon University system (OUS). Between 1995 and 2015, undergraduate enrollments nationally are expected to expand by 2.6 million students, and 80% of these new students will be minorities. Enrollment trends for Oregon indicate that for all undergraduates, African American representation will increase from 2.3% in 1995 to 2.6% in 2015, and Asian Pacific American representation will increase from 5.7% in 1995 to 7.8% in 2015. Hispanic/Latino representation will increase from 4.6% in 1995 to 8.0% in 2015, and White representation will decrease from 86.6% in 1995 to 81.5% in 2015. Nationally, there is substantial under-representation of many minority groups in higher education faculty ranks. White males over-represented and other minority groups are severely under-represented among the age group that commonly begins to move into tenured slots or midlevel positions in academia. Results of a recent national survey indicate that, overall, faculty members value diversity, and many faculty members adjust their classes to take advantage of diversity to enhance the learning process. OUS institutions have made gains in the enrollment of students of color, with an increase of 10.7% in the 2-year period from fall 1998 to fall 2000. In fall 2000, students of color represented 12.7% (8,818 students) of total OUS enrollment. In fall 1999 (the most recent data available), people of color represented 483 (8.3%) of all OUS full-time and part-time staff. Recommendations are made to increase student diversity, especially by increasing state and federal support for diversity initiatives. Three appendixes contain tables of student and faculty diversity. (SLD)

This final report discusses the activities and outcomes of a multi-site, multi-state outreach training project that used information generated from a proven model of exemplary practices previously funded by an early childhood education model demonstration program. The outreach training and technical assistance was developed in conjunction with early intervention/early childhood special education coordinators to ensure that regional and state needs were addressed and met. When possible, family members were also involved in the development of needs statements that guided and directed the outreach training and technical assistance that was provided. The seven training sites (Oregon, Louisiana, Washington, Pennsylvania, Indiana, Nevada, and Alaska) were able to choose from a menu of topics (e.g., curriculum-based assessment, development of functional Individualized Family Service Plans, involvement of families in assessment, naturalistic approaches to early intervention) and how they would like the training delivered. Participant sites were encouraged to adopt a "train-the-trainer" approach and were asked to send a representative to the initial training who could provide training to personnel located at individual sites. Evaluation data indicated most participants found the information presented useful to them and felt ready to use the information. The report describes the conceptual framework of the project, training activities, and evaluation measures and findings. (Contains 13 references.) (CR)

This final report discusses the activities and outcomes of the early intervention interdisciplinary preservice program at the University of Oregon. This master's degree program used both "measurement of" and "reflection about" preservice efforts to address important questions regarding program effectiveness and identify important program characteristics related to positive student outcomes. Students in the program completed a common core of foundation and early intervention courses, participated in a variety of early intervention practica experiences, and attended a weekly practica-methods seminar. A competency-based approach was used to organize the course work content, plan practica activities, and direct, monitor, and evaluate students activities. The general goal of this competency-based personnel preparation program was to prepare students from a variety of backgrounds to provide quality intervention services to infants and young children at risk, or who have disabilities, and their families. Program evaluation data indicate students and supervisors recognized growth in knowledge and skills across competency areas. The report describes the program, reviews the specific evaluation tools used to measure program effectiveness, and shares the evaluation results across a 5-year period. In addition, the report highlights program components that were considered to be critical in relationship to positive student outcomes. (Contains 26 references.) (CR)

This final report discusses the activities and outcomes of a program at the University of Oregon designed to address the ongoing need for leadership personnel who are experts with infants, toddlers, and preschool-age children who are at risk or have disabilities and their families. The program was designed to prepare a minimum of 10 doctoral students over a six-year period. Students received comprehensive training in 11 competency areas including special education, early intervention/early childhood special education, interdisciplinary team collaboration, assessment/evaluation, supervision, clinical skills, program development, policy development, instructional skills, research and evaluation, and writing/dissemination. Leadership qualities of self-evaluation, effective communication, incorporation of feedback, initiative, responsibility, decision making, time management, and professional involvement were addressed. The program's comprehensive evaluation yielded outcome data in two areas: student progress and program objectives. During the six years of the program, 1994-2000, 17 students participated. Nine of the students have graduated and seven are employed in the area of early intervention/early childhood special education in higher education. Five students are currently enrolled in the program, are making good progress, and plan to graduate. The report discusses program goals and objectives, theoretical framework, training model, program outcomes, dissemination activities, and future activities. (Contains 14 references.) (CR)

This final report discusses the activities and outcomes of the Oregon Building Capacity for Sustainable Change (BCSC) Project. This project provided a unique and comprehensive alternative professional development strategy for increasing the capacity of families and educators to effectively design, deliver, and continuously improve supported, inclusionary educational services for students with developmental disabilities. For each of the three project years, BCSC supported fellowships for educators and family members to participate in a special university-based 4-course professional development sequence. Additionally, the first three of the courses each year were offered over EDNET, Oregon's 1-way video, 2-way audio distance teaching technology. Courses included: "Curriculum Planning for Students with Severe Disabilities I and II,""Classroom Management & Program Improvement," and "The Role of Families in Bringing School Inclusion to the Community." Over the three years, BCSC supported a heterogeneous mix of 149 professionals and family members from over 27 different school districts. These participants studied at various locations around the state at 21 different EDNET downlink sites and worked in class alongside preservice teachers and masters degree students. The report discusses the project's design, many accomplishments, and distance education format. (CR)

This final report describes the activities of the Reinventing Schools Research Project, a project that investigated how the inclusion of students with severe and other disabilities merges with larger efforts of educators, administrators, and parents to restructure and reform schools and how to influence the direction of that merger. The project conducted case studies of an elementary and middle school in a rural community to document how school personnel blend together the reform agendas for both general and special education, and validated a set of procedures for designing curriculum/teaching, ensuring student learning outcomes, and fostering student memberships for maximally diverse groups of learners, including learners with severe disabilities. The project findings suggest that in order to enlarge the concept of inclusion, as well as encourage durable change in the core of educational practice, schools need to (1) shift from a focus on teaching to a focus on learning; (2) shift from a reliance on individual teacher practice to group practices; and (3) shift from an effort to "deliver service" to one of "providing learner supports". Attachments include sample student, educator, and parent surveys and selected articles on inclusion. (Contains 53 references.) (CR)

This document summarizes the final accomplishments of the Supportive School and Community Education Program (SSCE), which was designed to prepare supportive educators for students with low incidence and severe disabilities. The SSCE was awarded a federal grant for a four-year period, 1992-96, to expand an established preservice preparation program. The program targeted recruitment among two groups: (1) educators working in general or special education who were underqualified to serve students with low incidence severe disabilities, and (2) persons of color, disability, and cultural difference who have been traditionally underrepresented in the teaching profession. Over the four years, the program provided full or partial support for 57 students for training as classroom teachers and educators serving in the emerging field of itinerant support consultants. In addition, 247 students participated in SSCE coursework and activities. The report presents an overview of the project objectives and activities and a narrative description of particular areas of accomplishment, and provides a summary of accomplishments in all areas. Attachments include a continuing professional development task log and task description, practicum evaluation forms, a work sample guide and score guides, and articles on the challenges of inclusion and the changing role of special educators. (CR)

This final report describes the activities and outcomes of a federally-funded project that investigated how the inclusion of students with severe and other disabilities merges with larger efforts of educators, administrators, and parents to restructure and reform schools, and how to influence the directions of that merger. The project explored how school personnel blend together their reform agendas of both general and special education in 25 schools in 3 districts, and validated a set of procures of redesigning curriculum/teaching, ensuring student learning outcomes, and fostering student membership for maximally diverse groups of learners, including learners with severe disabilities. Results from the research indicate that durable change in the core of educational practice to include all students, involves three areas where action and attention is shifting: (1) from a focus on teaching to a focus on learning; (2) from a reliance on individual teacher practice to group practices; and (3) from an effort to "deliver service" to one of "providing learner supports." Attachments to the report include school products, articles and project products, including articles on inclusion and modules for designing classroom curriculum for personalized learning, and a problem-finding and problem-solving strategy. (Contains 53 references.) (CR)

This report describes an early intervention program for at-risk kindergartners who show the early signs of antisocial behavior patterns. The "First Steps" program consists of three modules that are designed to be used in concert with each other. These modules are: (1) a universal screening procedure that affords each kindergarten child an equal chance to be evaluated and identified for the problem of antisocial behavior; (2) a school intervention that involves the target child, peers, and teachers to teach an adaptive, prosocial pattern of school behavior; and (3) a home intervention component that instructs parents in skills for improving their child's school adjustment and performance. The two primary goals of the program are to teach the at-risk child to get along with others and to engage in school work in an appropriate manner. This report describes the program's modules, the development and evaluation of First Steps, the roles of participants (teachers, parents, children), implementation issues, and training of program consultants. Barriers to effective implementation of the program are also discussed, including resistance to the program's adoption, reluctance to proactively screen children, philosophical objections to direct behavioral interventions, non-traditional kindergarten class schedules, and lack of parental support. (Contains 18 references.) (CR)

This final report describes a federally supported project which provided a year-long professional development program for general and special educators and family members on the inclusion of all students in general education, including students with severe developmental disabilities. Four graduate level courses were developed which covered curriculum planning for students with severe disabilities, classroom management and program improvement, and the role of families in bringing school inclusion to the community. The project provided fellowships to up to 20 preservice or inservice teachers or parents each year, who attended the program with up to 55 other students. The courses stressed: (1) the merging of general and special education knowledge and instructional strategies; (2) the merging of the perspectives of preservice and inservice teacher education and professional development; and (3) the merging of the perspectives and skills of both family members and professionals. Evaluation by participants indicated that the project led to the development of new group practices and professional partnerships; a commitment to ongoing professional development; and a ripple effect extending into participants' schools, districts, and communities. Individual sections of the report describe the project's purpose, design, accomplishments, and impact. Attachments to the report include an interview guide, course syllabi, a professional development planning log, and a recruitment brochure. (CR)

This final report describes a 3-year federally funded project designed to conduct an analysis of the factors that contribute to the performance of high intensity problem behaviors by students with severe disabilities. The project utilized a series of five integrated studies, which involved students with severe intellectual disabilities and the teachers who serve them, to define the theoretical and methodological issues related to the performance of high intensity behavior, develop a comprehensive assessment model for assessing and treating behavior response classes, and provide empirical documentation of the efficacy of the model. The objectives, activities, products, and accomplishments of the project are described and charts detailing the project's evaluation plan and timetables are included. The report includes a research report on three experimental analyses conducted to assess the effects of different consequent stimuli on the rate of self-injurious behavior (SIB) and stereotypical behavior of two individuals with severe developmental disabilities and dual sensory impairments. Findings indicate that noncontingent presentation of the specially selected stimuli resulted in reduction in stereotypical and self-injurious behavior. A concept paper that outlines an emerging model for assessing and treating low frequency, high intensity problem behaviors and data charts are also attached. (The concept paper contains 96 references.) (CR)

This research synthesis identifies critical aspects of curriculum as they relate to the successful school-to-work transition of students with disabilities. The first section provides basic information on transition and covers the goal of transition, its framework, the transition process, and school personnel involvement. The second section reviews transition-related curricular issues, discussing existing models of transition and a proposed model which focuses on individualized skill building in the academic, social, vocational, and independent living areas, with skills characterized as either first-order (core) skills, higher-order skills, or goal-specific skills. Also reviewed here are studies supporting this model; studies of post-school outcomes; and planning, instructional, and assessment practices which impact on the effectiveness of transition services. The third section summarizes areas of need and provides guidelines for the development of quality curricular tools. These guidelines are organized according to the content, application, and philosophy of these tools. This section ends with a discussion of barriers to development and use of quality tools. A conclusion stresses the importance of focusing on self-determination as the main educational goal. An appendix summarizes barriers to effective transition and guidelines for development of curriculum tools. (Contains approximately 150 references.) (DB)

This executive summary of a research synthesis on critical aspects of curricular tools for successful transition from school to work for students with disabilities provides a brief discussion of the topics addressed in the full report, including: (1) the foundation for transition, including the goals and target populations; (2) a review of transition-related curricular issues (general curricular models, a proposed model and supporting literature, selected curricular offerings, and practices which impact on the effectiveness of transition services); (3) areas of need for curricular tools; (4) guidelines for the development of quality curricular tools; and (5) barriers to quality curricular tool use and development. The proposed model focuses on individualized skill building in the academic, social, vocational, and independent living areas, with skills characterized as either first-order (core) skills, higher-order skills, or goal-specific skills. The conclusion urges focusing on self-determination as the main educational goal. (Contains approximately 130 references.) (DB)

This final report describes activities and accomplishments of a three-year project at the University of Oregon to utilize Americans returning from study abroad and international students as educational resources in global education to campus, K-12 schools, and the community. Courses were initiated on overseas study predeparture, overseas study re-entry, cross-cultural issues, and global education for teachers. The project involved 93 students returning from study abroad who made 218 visits to K-12 schools and participated in a variety of related campus and community activities. International students made presentations and spoke to language classes. Two courses for teachers were designed and three one-credit courses for students preparing or returning from study abroad and international students were implemented. The study was evaluated positively by participants and those receiving their services and major project goals were met. Individual sections of the report describe the project's purpose, background and origins, goals and associated accomplishments, evaluation, dissemination, and continuation plans. Thirteen appendices provide data on participants, course syllabi, participant questionnaire results, the external program evaluation report, and the program brochure. (DB)

This executive summary of a research synthesis of information about assistive technology (AT) for school children with disabilities focuses on device characteristics as quality indicators of AT for manufacturers, clinicians, and consumers. It also provides an overview of AT use in the schools and how this use is determined or affected by the availability of funding and devices, the assessment process, and the need for and training about AT. Brief sections summarize the larger report's sections on: the educational uses of AT, popular AT devices, assessing the need for AT devices, training to use AT devices, and AT device characteristics and quality. A table summarizes the device characteristics rated as important such as effectiveness, affordability, operability, dependability, portability, durability, compatibility, flexibility, and ease of maintenance. In addition, a recommendation is made for greater application of principles of universal design, which involves the design of consumer products so that they can be used by a wide range of consumers. An appendix provides definitions for the identified design characteristics. (Contains 29 references.) (DB)

This report presents a synthesis of information about assistive technology (AT) characteristics, for the purpose of identifying design characteristics that contribute to the quality of AT devices used by school children with disabilities. The first section provides a brief overview of AT, including a definition. The second section describes educational goals for using AT and barriers that inhibit the use of AT, such as lack of awareness of AT, lack of training, and insufficient funding. The third section presents information on the most popular AT devices organized into groups based on their level of technology. Several databases which can provide more information are identified. The fourth section focuses on the area of augmentative communication as an example of assessing the need for AT. The fifth section synthesizes information about effective characteristics of AT devices and describes the limitations of the synthesis. An extensive table allows comparison of conclusions of 32 evaluative studies. The last section presents recommendations and guidelines to help consumers select quality AT and to help developers design quality AT for school children. An appendix offers definitions of design characteristics. (Contains 49 references.) (DB)

This executive summary of a research synthesis on effective teaching principles notes current trends in effective teaching research and educational reform and finds that research from both teacher-centered and student-centered paradigms have substantial empirical support. Descriptions are then provided of 10 teaching principles identified as effective, including a summary of the research and limitations and barriers for each. The principles are: (1) students learn more when engaged actively in an instructional task; (2) high and moderate success rates correlate positively with student learning outcomes; (3) increased opportunity to learn content is correlated positively with increased student achievement; (4) students learn more when they are being directly taught or supervised by a teacher; (5) deliberate and careful scaffolding of instruction helps students become independent learners; (6) critical forms of knowledge that must be addressed are declarative knowledge, procedural knowledge, and conditional knowledge; (7) instruction in organizing, storing, and retrieving knowledge increases learning; (8) strategic instruction helps students become more independent, self-regulated learners; (9) explicit instruction also helps achieve this goal; and (10) the teaching of sameness within and across subjects promotes students' ability to access knowledge in novel problem-solving situations. (DB)

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories. After an introductory section, the first section discusses characteristics of empowered and ineffective learners. Motivational, cognitive, academic, and social characteristics are identified. The next section provides an in-depth examination of 10 effective teaching principles. Each principle is explained in terms of an overview of research, definitions and examples of terms, overview of instructional approaches, and limitations and barriers. Principles addressed cover: (1) engagement time; (2) success rates; (3) content coverage/opportunity to learn; (4) grouping for instruction; (5) scaffolded instruction; (6) addressing forms of knowledge; (7) activating and organizing knowledge; (8) teaching strategically; (9) making instruction explicit; and (10) teaching sameness in the curriculum. The last section examines effective lesson structure and critical presentation techniques. It reviews such variables as modeling, verbal rehearsal, gaining attention of learners, goal-setting, practice, and the use of instructional organizers and then addresses teacher behaviors such as teacher questioning, managing student responses, pacing, and providing feedback. (Contains approximately 350 references.) (DB)

The Including Exceptions in Schools (IES) Project attempted to develop, implement, and validate a system for educating students with the most extreme dual sensory and other cognitive, physical, and health impairments in general education settings. The project involved 17 elementary and secondary students in Oregon, Idaho, and Louisiana over a 3-year period. The project's components addressed: curriculum and teaching design, students' learning membership, and technical support. The IES was designed to be teacher friendly, incorporate all perspectives, emphasize ongoing creative problem solving, and be accomplishment-based. The project aims to avoid dependence upon teaching tiny isolated skills and relying on passive presence, by asking teachers to think less about adding to students' behavioral repertoires and more about increasing opportunities for students to practice their admittedly small and tenuous current behaviors in real school and community activities. Overall, some improvement was accomplished in the educational experiences of each participating student. However, the types and amount of change varied according to the constraining or facilitating nature of the student's placement and professionals' perspective. Attachments present tools and procedures, data collection documents, and liaison support summaries. (Contains 38 references.) (JDD)

This report describes the Teacher Work Group Project to help teachers of students with severe disabilities learn about new teaching practices and implement them in the classroom. Teacher Work Groups (TWGs) were formed at week-long summer institutes and the groups subsequently met during the school year to apply the strategies and learning in the classroom, with the support of project staff. The TWG Project brought together groups of educators in Oregon, Idaho, Ohio, Washington, and Kentucky. Over 3 years the TWG project supported about 265 teachers in 36 groups. The work groups were found to be an effective strategy for providing local support for continued learning, innovation, and change. This report outlines the project rationale, the project design, results of implementation, and program administration. Materials included in the report include: a list of project objectives and the status of each objective and activity; a list of TWG presentations and workshops; a list of 14 publications related to the TWG project; descriptions of the Elementary/Secondary Systems modules; evaluation summaries from institutes and selected workshops; the Teacher Work Group Questionnaire; and a demographic summary of TWGs. (SW)

This executive summary of a research synthesis on media, materials, and technology (MMT) which provide access to education for deaf and hard of hearing children from early childhood through eighth grade summarizes findings concerning: (1) assistive technology for education, including listening, visually based, and computer systems; (2) receptive skill development (audition and speech reading); (3) English language development and refinement; (4) media, materials, and technology for the development of American Sign Language; and (5) speech production teaching. (DB)

Research findings and descriptive articles pertaining to media, materials, and technology (MMT) which provide access to education of deaf and hard of hearing children from early childhood through eighth grade are reviewed and summarized. An introduction discusses the purpose and goal of the study; the target population; characteristics of deaf and hard of hearing children; degree of hearing loss; age of onset; language of the home; sign skills of teachers; types of educational programs and communication methodologies (oralism, total communication, bilingual/bicultural programs, cued speech); and educational placement alternatives (self-contained classes, partial mainstreaming, social mainstreaming, and full mainstreaming). The report then synthesizes the research in five chapters on the following areas: (1) assistive technology for education, including listening aids, visually based aids, and computer systems; (2) receptive skill development (audition and speech reading); (3) English language development and refinement; (4) media, materials, and technology for the development and educational use of American Sign Language; and (5) speech development. For each area, existing materials, developmental needs, and criteria and guidelines for optimal tools are discussed. Limitations of the research are also identified. An executive summary is included. (Individual chapters contain references.) (DB)

The University of Oregon developed a rural personnel preparation training program for early intervention personnel. The program was centered in a targeted rural area in Oregon for each of 3 years and graduated 8 students per year for a total of 24 trainees. The content of the program was designed to develop competencies in infant and child development, family, program management, professional development, and service delivery. An emphasis of the program was on practica activities in the trainees' locale. The didactic coursework took place 12 hours monthly at a site in the rural community. One core course in early intervention was taught each quarter at the rural site, in addition to completion of 4 practicum hours. A three-term interdisciplinary issues seminar (1 credit hour each term) was also offered. This seminar provided students the opportunity to learn about the roles/responsibilities of medical and allied health professionals and about transdisciplinary and interagency approaches in early intervention. Evaluation results suggest high student satisfaction with coursework, supervisors, and instructors. This report outlines goals and objectives, the program's theoretical and conceptual framework, description of the model and participants, methodological or logistical problems, evaluation results, program impact, and future activities. An appendix contains correspondence that documents participants' responses. (Contains 14 references.) (JDD)