A leader in education research explores how policies and programs shape young children and children with disabilities.
Disability and inclusion
Students who feel greater self-determination – the attitudes and abilities to act as a causal agent and make independent choices – tend to do better as they transition to life outside of secondary school.
Supporting Students With Significant Cognitive Disabilities and Support Needs as They Transition from High School
Researchers from SRI International and the University of Oklahoma are collaborating to create a new assessment tool to help educators ensure that students with significant cognitive disabilities (or extensive support needs) leave high school with the skills they need to be successful.
For the Child Find ACCESS project, SRI Education is implementing a community-based, tailored approach to improving child find systems.
SRI worked with two state consortia to design items for alternate assessments. This work advanced how the learning of students with significant cognitive disabilities is assessed.
The project uses the Practice-Based Coaching (PBC) framework to support district-hired coaches who in turn train and coach preschool and kindergarten teachers to implement PM strategies with fidelity.
SRI Education helped bridge the chasm that can exist between identifying educational evidence-based practices and achieving their widespread use.
ENHANCE consisted of four studies that examined the quality of the data that was collected through the Child Outcomes Summary (COS) process.
The ECO Center assisted state agencies in building measurement systems for programs serving infants, toddlers, and preschoolers with disabilities and their families. The center provided technical assistance to support states in developing high-quality child and family outcome measurement systems.