Rehabilitation Psychology & Special Education

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  Professor Trainor
discussing research

Day Treatment, Residential, & Juvenile Correctional Schools Project (DR&JC)

This project is identifying and investigating alignment of curriculum, assessment, and accountability policies across three levels: school, local education agency, and state, for day treatment and residential schools for students with EBD and schools for youth committed to juvenile correctional facilities.

The project also is identifying teacher instructional adaptations and assessment accommodations in mathematics and English for secondary students with learning and behavioral disabilities in these alternative settings.

For more information, contact Kimber Wilkerson.

Collegiate Athletic Participation and Self-Determination Among Women with Learning Disabilities and Psychological Disorders

One effort to improve postsecondary outcomes for young women with disabilities has been to infuse self-determination into planning and education. Interestingly, participation in high school and collegiate sports increases both academic achievement and self-determined motivation. The purpose of this exploratory qualitative study is to gain a better understanding of the relationship between participation in collegiate athletics programs and the development of self-determination. Participants in this study are women collegiate athletes who have been identified as having learning or psychological disabilities. Participants are engaging in interviews regarding their life experiences and perspectives on competitive sports disability, and self-determination as they transition into adulthood. This project is supported by the Virginia Horne Henry Fund for Women’s Physical Education.

For more information, contact Audrey Trainor.

Promoting Social Relationships, Learning, and Inclusion for Students with Disabilities

We are in the midst of—or about to begin—a variety of research projects focused on developing meaningful supports and evidence-based interventions for children and youth with significant disabilities (e.g., intellectual disabilities, autism, multiple disabilities). These projects may offer funded and unfunded research, writing, and learning opportunities for graduate and undergraduate students. For more information about becoming involved in any of the following research studies, contact Erik Carter.

Research addressing self-determination among adolescents and young adults with disabilities…

• Interviewing young adults focused on factors that that foster leadership development
• Equipping paraprofessionals to promote self-directed learning and self-determination
• Learning from youth with disabilities about promoting self-determination

Research focused on building the capacity of families and communities to support successful transitions…

• Improving the quality of early intervention provider-parent partnerships
• Building leadership and community-organizing skills among parents of children with disabilities
• Exploring community-wide approaches for improving inclusion for children and youth with significant disabilities

Research addressing adolescent peer relationships and school inclusion…

• Examining the efficacy of peer support interventions in inclusive classrooms
• Expanding the use of natural support strategies in schools and communities
• Developing asset-mapping resources to guide schools in becoming more inclusive
• Improving peer interactions and learning for students who use augmentative and alternative communication
• Establishing the evidence-base for promoting social interaction in secondary schools

Research addressing transition services and supports for youth with disabilities…

• Increasing the early work experiences of youth during high school
• Improving the quality and relevance of the transition assessment process
• Understanding youth perspectives on quality transition services and supports