Articles

Papers and ReportsThese articles and papers by members of the IRIS staff and others cover a variety of relevant topics.

  • Managing Classroom Behavior: Learning How (PDF)
    This article offers an overview of classroom behavior management, the Acting-Out Cycle, and evidence-based behavior interventions, and includes information and links to IRIS Center resources about behavior for those who wish to learn more. 
  • Effective Inclusive Education: Equipping Education Professionals with Necessary Skills and Knowledge (PDF)
    This article—prepared by Naomi Tyler and Deborah Deutsch Smith and published in a 2011 issue of Prospects—examines the increasing need for technology based solutions to the challenge of preparing teachers to work with students with disabilities in inclusive settings. The paper presents an overview of the IRIS resources, including a close look at the STAR Legacy Cycle upon which the Center’s series of modules is based as well as an overview of recent field testing into the effectiveness of those modules as learning tools.
  • Improved Lesson Planning with Universal Design for Learning (UDL)
    This article—prepared by Susan Joan Courey, Phyllis Tappe, Jody Siker, and Pam LePage—offers an overview of the effect of UDL on classroom lesson plans. Findings indicate that UDL instruction during teacher preparation did indeed lead to more varied lesson plans and classroom strategies. Our own STAR Legacy Module on Universal Design for Learning, and a graphic from that resource, are used as references in the piece.
  • RTI: What It Is and How the TN-State Improvement Grant Responded (PDF)
    This paper looks at the ways in which high-quality reading instruction intersects with the response to intervention (RTI) approach to meet the needs of beginning readers, to provide additional support to struggling learners, and to help identify students with specific learning disabilities as described in the Individuals with Disabilities Education Act 2004. As the state of Tennessee has moved to implement RTI, many school districts have turned to the state’s Department of Education (TN DOE) for support. The paper also outlines the TN DOE’s current policies related to the implementation of the RTI approach.
  • The IRIS Center for Training Enhancements: Providing Online Instructional Resources about Students with Special Needs (PDF)
    In this paper—which was drafted as part of the IRIS Center’s participation in the 2010 Inclusive and Supportive Education Conference (ISEC) at Queens University in Belfast, Ireland—the authors examine the series of STAR Legacy Modules created and made freely available by the IRIS Center for Training Enhancements. Included is a description of the learning theory upon which those modules are based and a look at the field-testing and the research into learning outcomes associated with the use of the IRIS resources. The paper finds also that online materials and resources have become increasingly popular with learners in recent years and suggests that these resources can be used to help prepare teachers for careers in an environment in which the need to stay abreast of current research and trends has become increasingly challenging.
  • An IRIS for the Teacher (PDF)
    This overview, written by Joanne Lamphere Beckham and published in the Summer 2011 Peabody Reflector, offers a brief history of the IRIS Center and a look at the theoretical framework undergirding the Center’s STAR Legacy Modules.
  • The IRIS Center: Professional Development at Our Fingertips (PDF)
    This professional development provider’s overview of the IRIS Center and its resources was written by Kit Giddings, a program specialist with the Utah Personnel Development Center, and published in the September 2011 edition of The Utah Special Educator.
  • Online Learning and Teacher Education: Knowledge Acquisition, Application Skills, and Reported Confidence (PDF)
    This paper, prepared in advance of the 38th Annual Conference of the International Academy for Research in Learning Disabilities, held in Vilnius, Lithuania, offer details about the superior performance of college students after the use of free, online instructional Modules produced by the IRIS Center. When compared to traditional teacher education methods, IRIS Modules yield better outcomes in terms of knowledge acquisition, application skills, and confidence in the use of evidence-based practices (EBPs).

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E120002. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Sarah Allen and Tracie Dickson.

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