"MAIER will now serve as an information and resource clearinghouse that will assist professionals and families in accessing and navigating programs and services related to inclusive education of all students with disabilities. It will aim to ensure that educators and other service providers, as well as families and individuals with disabilities, receive information about practices to promote inclusion that are grounded in research." Dr. Howorth, Director of MAIER discussing MAIER's expanding mission

List of the research and resource topics expanded on and linked to below

Research Supported by MAIER

Autism Focused Research and Resources

Inclusive-focused and General Special Education Resources

General Resources and Websites

Adaptive and Inclusive Physical Education

Transition from K-12 to Adult

RTI and RTI-Behavior/Positive Behavior Support

Sexuality and Sex Education for Neurodivergent Individuals

Trauma-Informed Educating and Parenting

Fetal Alcohol Syndrome Disorder

Family Engagement and Resources

Multi-Lingual Learners

Physical Safety Resources

Inclusive Literacy Resources

LGBTQIA+ Inclusive Resources

Social Skills and Supports

Information for Students with Unstable Housing

Research supported by the Maine Autism Institute for Education and Research

Studies conducted by researchers at MAIER are ongoing and highlighted in our August 26, 2020 newspost.

Rooks-Ellis, D. L., Jones, B., Sulinski, E., Howorth, S., & Achey, N. (2020) The effectiveness of a brief sexuality education intervention for parents of children with intellectual and developmental disabilities. American Journal of Sexuality Education, 1-21. https://doi.org/10.1080/15546128.2020.1800542

Rooks-Ellis, D. L., Howorth, S. K., Kunze, M., Boulette, S., & Sulinski, E. (2020). Effects of a parent training using telehealth: Equity and access to early intervention for rural families. Journal of Childhood, Education, & Society 1(2), 141-166. https://doi.org/10.37291/2717638X.20201242

Autism-Focused Research and Resources

Two young children on beach at sunset

The Autism Center at OCALI : Serves as a clearinghouse for information on research, resources, and trends to address the autism challenge. The center offers training, technical assistance, and consultation to build professional and program capacity to foster individual learning and growth.

Autism Spectrum Disorders Fact Sheet: Developed by MAIER staff, this one-page fact sheet is suitable for the general public or anyone who may want to gain a better understanding of persons on the autism spectrum and promote acceptance and inclusion. 
[ASD Fact Sheet PDF]    [ASD Fact Sheet: MS Word]

Autism Fact Sheet / Translations 
View and download this basic fact sheet about autism based on CDC facts and information, and available in 15 languages. Developed and made available by the University of Southern California, University Center for Excellence in Developmental Disabilities for families and providers.

ASD trainings provide a brief overview of the characteristics of autism spectrum Disorders and its potential impact on young children and school-aged children.
https://umaine.edu/maier/trainings-2/autism-awareness-training/
https://umaine.edu/maier/trainings-2/connecting-faces-in-maine/

Center on Secondary Education for Students with Autism Spectrum Disorders: This research and development project is funded by the U.S. Department of Education and focuses on developing, adapting, and studying a comprehensive school and community-based education program for high school students on the autism spectrum. Research and resources suitable for families, professionals, and educators to support students through their high school years and the transition to adulthood.

The Indiana Resource Center for Autism : Conducts training, consultations, engages in research and disseminates information to build local community capacity to support children and adults on the autism spectrum.

National Clearinghouse on Autism Evidence and Practice: The NCAEP works to develop free professional resources for teachers, therapists, and technical assistance providers who work with individuals with ASD. Resources include detailed information on how to plan, implement, and monitor specific evidence-based practices.

The Autism Focused Intervention Resources and Modules (AFIRM) modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age. Supplemental materials and handouts are available for download.

Supporting College Students with Autism Spectrum Disorders on campus: Teens and adults with autism are increasingly present on college campuses nationwide. To support the success of potential and current students with ASD on Maine campuses, we have gathered a list of resources for families, faculty, staff, and peers. It is our hope to encourage greater understanding of the condition and how it may impact individuals, in support of greater understanding, acceptance, and inclusion in our campus community.

Think College  Think College is a national organization located within the Institute for Community Inclusion at UMass, Boston that offers both online resources and technical support for families of persons with IDD and for faculty and educators. Think College offers technical assistance and online trainings to assist education professionals and faculty in supporting students with intellectual disabilities who are considering or pursuing post-secondary education. Training modules and webinars include Universal Design for Learning (UDL), coaching and mentoring college students with IDD, and the roles and responsibilities of campus disability services. Think College staff also offer research summits each year offering an in-depth look at the research related to higher education, employment, and transition. The Think College website includes an online College Search directory of the many college programs across the U.S. for students with intellectual disabilities. Search by program, location, or keywords.

College Success Guide for Neurodiverse College Students – https://www.edumed.org/resources/neurodiverse-healthcare-students/

STEPS (Student Training & Education in Public Service) Online Guide to Support Resources for Students (K through post-secondary) with Autism 

Health and Doctor Visits

How Nurses Can Support Children with Autism During Medical Visits. Nurses and other healthcare professionals can take steps to support children with autism and build relationships with parents to make medical visits less stressful for everyone involved.

Inclusive-focused and General Special Education Resources

Colored pencils and paperclips

UMaine Center for Community Inclusion and Disability Studies : Maine’s University Center for Excellence in Developmental Disabilities (UCEDD). CCIDS brings together the resources of the university and Maine communities to enhance the quality of life for individuals with developmental disabilities and their families. Our statewide mission is met through interdisciplinary education, research and evaluation, community engagement, and dissemination of state-of-the-art information that reflect the guiding principles of inclusion, diversity, universal design and access, and social justice.

Professional Organizations

Law/Policy

  • Individuals with Disabilities Education Act (IDEA): IDEA is the federal law governing grants to states to ensure that children with disabilities (age birth to 20) are identified for timely evaluation and if eligible, provided appropriate services in the least restrictive setting.
  • Federal Implementing Regulations: These federal regulations set forth additional requirements that states must follow in implementing IDEA by means of state plans upon which grant approval is based.
    • 34 CFR Part 300: Assistance to States for the Education of Children with Disabilities
    • 34 CFR Part 303: Early Intervention Program for Infants and Toddlers with Disabilities
  • Family Education Rights and Privacy Act (FERPA): These federal regulations set forth the requirements that states must follow in protecting the confidentiality of education records.
  • Restraint and Seclusion in Maine (Chapter 33): https://www.maine.gov/doe/cds/restraint 
  • State Law: In Maine, laws that are specific to the education of children with disabilities are set forth in three chapters of 20-A MRSA (Maine Revised Statutes Annotated):
    • Chapter 301: General Provisions
    • Chapter 303: Children with Disabilities
    • Chapter 304: Maine Educational Center for the Deaf and Hard of Hearing and the Governor Baxter School for the Deaf
    • State Regulation: Chapter 101/MUSER: Rule chapter that is specific to the education of children with disabilities in Maine Department of Education Regulations, Chapter 101, Maine Unified Special Education Regulation Birth to Age Twenty (MUSER).
  • Wrights Law (resource on various educational laws and policies): http://www.wrightslaw.com/ 
  • The U.S. Department of Education and U.S. Department of Health and Human Services released of an updated joint-policy statement on supporting the inclusion of children with disabilities in early childhood programs. The HHS-ED Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs includes a renewed commitment and urgency, as children with disabilities continue to face barriers accessing and fully participating in inclusive early childhood programs. 

Early Childhood Practices Tip Sheet

Physical Safety Resources

Young boy with helmet sitting with Santa elf student

Fire safety and prevention resource – www.boondockorbust.com/rv-camping-tips/rv-safety-emergency-preparedness/

Fire safety around Barbeque’s and Campfires: https://www.billyoh.com/resource/barbecues-and-bbq-safety/

Suicide Awareness & Prevention for Healthcare Students – https://www.edumed.org/resources/suicide-awareness-and-prevention-guide/

LGBTQIA+ Inclusive Resources

Online Master’s Degrees for LGBTQIA+ Students and Allies – https://www.onlinemastersdegrees.org/student-resources/lgbtqia-friendly-degrees/

Social Skills Supports

3 young adults chatting

Skillstreaming is a social-emotional learning program designed to help children and youth learn positive ways to have their needs met. 

PEERS® Lab at the University of Maine offers trainings, groups, and support for young adults themselves and the familiy members and professionals who work with youth that struggle with interpersonal interactions.

 

RTI and RTI-Behavior/Positive Behavior Support

Colorful cartoon of four children jumping and waving

Multi-Lingual Learners

Multitiered System of Support for English Learners

https://www.mtss4els.org/

Three research-to-practice projects support this work. They are the following: 

  1. https://elitetexas.org/

The English Learner Institute for Teaching and Excellence (ELITE) out of The University of Texas at Austin focuses on improving outcomes for MLs by addressing the language and literacy needs of these students. Here are the resources they provide. 

  1. http://www.projectlee.org/

Project LEE / Lectura para Excelencia y Éxito (LEE) focuses specifically on the language and literacy outcomes of MLs. **Translation: Reading for Excellence and Success 

The resources they provide are: 

Inclusive Literacy Resources

Curriculum-based Measurement in Inclusive Writing

Early writing and picture prompts:

Instruction/strategies/interventions in Writing:

Technology in Writing:

Libraries as Learning Spaces supporting Diversity, Equity, and Inclusion- 

 

Ineffective/pseudoscience interventions for reading and what to try instead:

It is far too easy to find ineffective interventions as you search for information online. The table below reviews common practices in schools that are not supported by research on reading and students with or without disabilities. When you are exploring an intervention for students consider the following:

  • Is it “too good to be true?” Or, does it make claims that do not make sense, such as that a font might alleviate reading difficulties?
  • Does this intervention match what I know about reading difficulties? 
  • Can I find information about this intervention that is not from a publisher or company’s website or blog? What is the source of the information? 
  • Is the information I find based on multiple sources of credible research over time and from a variety of sources, or mostly self-reported experiences? 
  • Is the intervention described as an effective, credible intervention on reliable websites such as professional organizations, the What Works Clearinghouse, or other organizations like the ones linked after the table?

 

Pseudoscience  Why pseudoscience? Strategies to try instead 
Colored overlays (may also be called “Irlen Syndrome”) Colored overlays, colored lenses, and eye exercises/vision therapy are based on outdated, incorrect theories that reading difficulties are due to how eyes process information, the physical eye, or visual distortions. Irlen Syndrome is not medically recognized or supported by credible research. 

Colored overlays and lenses are not the same thing as teaching students to highlight keywords such as when reading or solving math word problems.

More information: Vision and Dyslexia from Understood.org

**Note: Using a different color of paper and/or a specific type of paper might be an accommodation for some students with certain visual impairments who may benefit from off white, flat (non-gossy) paper to reduce glare.This is due to their specific eye disorder and nothing to do the beliefs above.  		Instead of pseudoscience, these strategies are practices supported by decades of research and practice:

Explicit, systematic instruction 

Multisensory instruction 

Graphic organizers and other visual supports (e.g., story map for reading comprehension)

Universal Design for Learning (reducing barriers to learning, including reading) for all students through purposeful instructional planning 

Technology, including assistive technology such as text-to-speech and speech-to-text software

Accommodations and modifications for students with disabilities based on students’ needs and using evidence-based practices such as materials on a different reading level

**None of these strategies are stand-alone instructional methods. They may all overlap (ex. students might practice writing letters in different ways using guided and independent practice during explicit instruction). 
Colored lenses 
Eye exercise or vision therapy as a treatment for reading difficulties (not the physical eye)
Dyslexie font or any font that claims to “cure” a reading difficulty  Dyslexie font, Open Dylsexic, and other similar fonts are not evidence-based practices. These are generally created by graphic designers, not based on credible information about how students learn to read or reading difficulties. The font will not suddenly allow a student to read more fluently and accurately. I would caution you against using any curriculum or materials that supports this font as other aspects may also not be based on research on reading. 

Any research that shows a change in reading suggests that it is due to the letter spacing, not the actual font. The same impact is found with other fonts that are more commonly used, such as Arial, Calibri, and Times New Roman. When examining credible, unbiased research, dyslexia fonts may actually reduce reading or produce no meaningful change. 

More information:

Dyslexie font does not benefit reading in children with or without dyslexia from the Annals of Dyslexia 

What About Special Fonts for Kids with Dyslexia or Other Reading Problems? from Timothy Shanahan (literacy expert)

Brain training, 

such as the Brain Balance and Luminosity-type programs

While the activities might be fun, there is no evidence that brain training-type programs create any meaningful change in reading, attention, IQ, or any other area; research suggests that students are also not able to apply the activities to actual tasks outside of the game/training. Any change in performance on the activities is likely due to practice. 

More information: Be Cautious About Brain Training Claims from the University of Michigan Dyslexia Help center, this link provides a good summary
Learning styles Teaching to students’ learning style in any content area is not an evidence-based practice. This is a theory that was not meant to be applied to actual practice; research has also suggested that teaching to a student’s learning style could actually reduce their learning and generalization of materials. There is also no clear way to “evaluate” a learning style or how to apply that to practice. 

Instead of learning styles, consider Universal Design for Learning in your classroom to purposefully evaluate your students’ learning needs to address barriers to learning. For example, if I know that my students struggle to comprehend a reading passage, I might use a graphic organizer and review key vocabulary for all students to reduce barriers to learning. 

More information: 

Why learning styles and other neuromyths won’t go away from Education Week

The truth about teaching to learning styles and what to do instead? (comprehensive report)

Useful Links: 

The links below are from professional organizations or other groups that provide credible, reliable information on teaching students with or without a disability that impacts reading: 

 

Sexuality & Sex Education for Neurodivergent Individuals

two people having coffee

  • UCLA’s Tarjan Center Distinguished lecture, “Let’s Talk About Sex… Education! Sexuality & Sex Education for Neurodivergent Individuals,” you can view the slides and the presentation HERE.

Adaptive and Inclusive Physical Education

Young boy climbing on toys

General Resources and Websites

view of hand of professional in front of a laptop holding a pen ready to right in one hand and typing on laptop with the other

General Websites on High Incidence Disabilities 

General Websites on Low Incidence Disabilities 

Autism

Early Intervention

Technology and Universal Design for Learning (UDL):

Augmented and Alternative Communication

Bullying Prevention Resources:

Other

Trauma-Informed Education and Parenting Resources

Trauma Research Foundation is a helpful resource that provides ongoing resources, including a free monthly series for parents and educators. 

a comprehensive guide to A Teachers’ Guide to Mental Health in Schools, which offers a broader look at supporting students with mental health issues. 

Child Mind Institute-

The Child Mind Institute has developed resources to support those who are helping children and adolescents process violence. This includes parents struggling to explain what happened to their kids, adults caring for children directly affected, and teachers who may wish to address traumatic events, like shootings in class.

Anyone can freely access these expert-informed materials on childmind.org, including multilingual trauma resources (available here in 16 languages) and the trauma and grief section of our Family Resource Center. Here is some specific information you may find useful:

Fetal Alcohol Spectrum Disorder (FASD)

 
Prevalence of FASD in Maine information: 
–CDC Prevalence of alcohol/binge use among childbearing aged women – Maine, among highest in US
-Maine PRAMS Data – Alcohol use in pregnancy, overall state 10%, Cumberland County 16.5%
 
General Information at: 
FASD United Formerly National Organization on Fetal Alcohol Syndrome (NOFAS). FASD United has an affiliate network across the country. FASD United works to support families living with fetal alcohol spectrum disorders (FASD) and to prevent prenatal
exposure to alcohol and other substances harmful to human development. The FASD Maine website, fasdmaine.org, has a resource page,  professional training, etc.
 
Family-based resources and information on FASD:
Families Moving Forward – An evidence based intervention for children with prenatal alcohol exposure and behavioral challenges, provided by trained clinicians in the home or clinical setting.
 
School-based resources and information on FASD:
Duke University Symposium on FASD for educators, school staff
 
Training for Providers and Clinicians is available at:
American Academy of Pediatrics, or Families Moving Forward (FMF), or SAFEST Choice Learning Collaborative from the Boston Medical Center and PROOF Alliance.
 
Training for Families and Educators is available at: 
FASCETS Fetal Alcohol Spectrum Consultation Education and Training Services.  FASCETS uses a “brain-based”, neurobehavioral approach to help families/caregivers and professionals understand the prenatal brain injury of FASD and how best to support individuals affected by FASD. 
Learning with FASD is an initiative to provide evidence-based resources to help primary teaching and support staff understand and support children with FASD.

Family Engagement Resources

African American family eating together

Information for Students with Unstable Housing

Maine’s Department of Education’s McKinney-Vento  website

Transition from K-12 to Adult

Three people, standing on three ascending blocks, helping each other reach the top.

Resources to Fight Racism

Building Inclusive AI: Strategies for Training Against Racism: https://aifwd.com/field/building-inclusive-ai-strategies-for-training-against-racism/