CEC-DR has launched an initiative to collect stories about how research in special education and related fields is making a difference for exceptional children, people with disabilities, and their families. We are calling this initiative "Research Matters" and envision a series of one or two page stories designed to be used in an array of advocacy efforts, particularly in communicating with policymakers and other stakeholders about the problems that special education researchers are addressing, especially research that is funded with federal dollars.
We encourage DR members to submit their own research 'stories' so that DR can share them with members and with stakeholders who want to know how research in special education matters and why federal funding for research is vital. Read below to learn how to submit your own research stories.
Share Your Story
We invite you to submit a story about your own work. Here's a template you can use. For dissemination purposes, we may make slight modifications in your submission. The idea is to provide a brief, clear statement of the problem at hand and how it is being addressed through research, and include a bit of the human side of your work (e.g., testimonials from the people the work is intended to benefit). We plan to use these one- to two-page stories in our advocacy efforts (e.g., when visiting Capitol Hill as part of the Legislative Summit in July), on CEC and DR's websites, and other dissemination means.
Please feel free to contact me with questions, and please send your stories my way (firstname.lastname@example.org)!
Betsy Talbott (DR CAN Coordinator)
Read Research Matters stories submitted by DR members . . . .
Providing Research-Based Self-Regulation Curricula for Teachers Who Work with Students Who Exhibit Significant Behavior Problems (2020)
Stephen W. Smith, University of Florida
Brian R. Barber, Kent State University
Ann P. Daunic, University of Florida
Joni W. Splett, University of Florida
Kevin Sutherland, Virginia Commonwealth University
Maureen Conroy, University of Florida
Providing Research-Based Tools and Supports to Teachers MATTERS for Children who Struggle with Writing (2017)
Kristen McMaster, University of Minnesota
Erica Lempke, University of Missouri
Providing Adolescent Struggling Readers with Text-Based Content Area Instruction Improves Reading Comprehension (2017)
Elizabeth Swanson and Sharon Vaughn, University of Texas at Austin
Developing Connections Between Word Problems and Mathematical Equations to Promote Word-Problem Performance Among Students with Mathematics Difficulty
Sarah R. Powell and Marcia A. Barnes, University of Texas at Austin