We are doing the work that we think is important and meaningful to us and to the field of inclusive education as a whole.
Researchers at the University of Washington's Haring Center for Research and Training in Inclusive Education spent 2017 like most years: asking critical questions about inclusive education, researching and testing new strategies, and broadly sharing their research findings to add new knowledge and advance the field of inclusive education and early intervention.
In 2017, Haring Center research faculty were awarded nearly $4 million in new grant money to fund research projects for the upcoming year. These grants were awarded after competitive submission processes to premier federal agencies such as the National Science Foundation, the National Institutes of Health and the U.S. Department of Education.
“We have been successful partners with many of these agencies for decades, and our awards this year demonstrate that those partners continue to value our work,” said Haring Center Research Director Kathleen Artman Meeker. “The word has been spread about our commitment to innovation and improving practice.”
In addition to being awarded new grant money, Haring Center researchers also were prolific in sharing the results of their studies. In 2017, Haring Center researchers published in 14 peer-reviewed journal articles, and findings produced by Haring Center researchers were cited in 581 published works in studies and peer-reviewed journals across a wide range of disciplines. They also contributed chapters to widely-used textbooks such as "Blending Practices for Teaching Preschoolers in Inclusive Settings."
“We are doing the work that we think is important and meaningful to us and to the field of inclusive education as a whole,” Meeker said. “We are seeking answers to the questions we want to ask and there are still so many more to answer.”
Haring Center researchers also published "The DATA Model for Teaching Preschoolers with Autism," a highly regarded book that describes Project DATA (Developmentally Appropriate Treatment for Autism), the unique school-based extended day model for young children with autism that was developed and researched at the Haring Center at a time when school districts were seeking guidance related to best practices in autism education. The Project DATA model is now widely used in school districts across the country, and the publication of The DATA Model has increased the impact and reach of this ground-breaking program.
Part of the Haring Center mission is to provide UW College of Education students the education and experience needed to become leaders in the field for years to come, spreading knowledge and best practices generated at the Haring Center to schools and sites across the country. In 2017, PhDs were awarded to six graduate students who were mentored by Haring Center faculty and the College graduated 57 master's students in special education. This includes 31 students in Applied Behavior Analysis, 14 students in Early Childhood Special Education, seven students in Severe Disabilities, and five students in High Incidence Disabilities.
“These data show that we’ve had a really productive year that is not only impacting the field right now, but is shaping the future of special education,” said Meeker.
This story originally appeared in Haring Center Today.
Dustin Wunderlich, Director of Marketing and Communications