IRIS Spotlight

IRIS & UNESCOIRIS3-Logo-2013

The IRIS Center was invited to be included in a new initiative sponsored by the European Agency for Special Needs and Inclusive Education and UNESCO: Inclusive Education in Action: Empowering Teachers: Empowering Learners (http://www.inclusive-education-in-action.org/index.html). UNESCO is developing a knowledge-base about inclusive teaching and learning as the agency seeks to create a better worldwide understanding of inclusive education and to put an end to any child being denied an educational opportunity. Its stated purpose is “to provide on-line materials for the target groups of policy makers and other key stakeholders working to develop equity and equal opportunities for all within education systems—with a particular focus on teacher education policy and practice.” In this regard, descriptions and illustrations of IRIS resources can now be accessed at the initiative’s Website: http://www.inclusive-education-in-action.org/example-101.html. The IRIS Center is one of only two U.S.- based centers featured in this collection.

New Research

  • The Efficacy of IRIS STAR Legacy Modules Under Different Instructional Conditions

    Among their findings on the effectiveness of IRIS Modules, Kristin L. Sayeski, Bethany Hamilton-Jones, and Susan Oh reported that “Strong effect sizes from pretest to posttest were found across all three [of the included] modules across all conditions.” Other significant findings support the use of IRIS Modules in flipped classroom conditions, particularly for content on procedural knowledge of the implementation of evidence-based practices, as well as the maintenance of that knowledge over time.

    Citation: Sayeski, K. L., Hamilton-Jones, B., & Oh, S. (2015). The efficacy of IRIS STAR Legacy Modules under different instructional conditions. Teacher Education and Special Education, 38(4), 291–305.

  • Are Online Sources for Identifying Evidence-Based Practices Trustworthy? An Evaluation

    David W. Test, Amy Kemp-Inman, Karen Diegelmann, Sara Beth Hitt, and Lauren Bethune conducted an analysis of the trustworthiness of Websites that claimed to provide information on evidence-based practices in special education. The IRIS Center was among only a small handful of sites that received top ratings for both levels of trust and quality of evidence.

    Citation: Test, D. W., Kemp-Inman, A., Diegelmann, K., Hitt, S. B., & Bethune, L. (2015). Are online sources for identifying evidence-based practices trustworthy? An evaluation. Exceptional Children, 82(1), 1–23.

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 Officer, Sarah Allen.

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