Autism Interest Group – The University of Oregon Autism Interest Group is a campus-wide alliance of research labs and faculty whose interests lie in understanding and treating autism.
CODAC: Center on Diversity and Community – CODAC: Center on Diversity and Community is a learning organization committed to promoting research and best practices on issues of cultural diversity, equity, and access. CoDaC fulfills its mission through research, professional consulting services, outreach programs and public events, and information networks.
Brain Development Lab – For several years we have employed psychophysics, electrophysiological (ERP) and magnetic resonance imaging (MRI) techniques to study the development and plasticity of the human brain. We have studied deaf and blind individuals, people who learned their first or second spoken or signed language at different ages, and children of different ages and of different cognitive capabilities. Over the course of this research we have observed that different brain systems and related functions display markedly different degrees or ‘profiles’ of neuroplasticity. Some systems appear quite strongly determined and are not altered even when experience has been very different. Other systems are highly modifiable by experience and are dependent on experience but only during particular time periods (“sensitive periods”). There are several different sensitive periods, even within a domain of processing. A third ‘plasticity profile’ is demonstrated by those neural systems that remain capable of change by experience throughout life. We have also observed the two sides of plasticity in several domains of processing: i.e. systems that are most modifiable (i.e. display more neuroplasticity) display both more enhancements in the deaf and blind and greater vulnerability in those with or at risk for developmental disorders. The Brain Development Lab also offers Changing Brains a science program for non-scientists, featuring information and practical recommendations based on scientific evidence for parents, educators, and policymakers . . . anyone who cares for children.
Baldwin Research Lab – We study a variety of topics related to the development of social understanding, action understanding, language development, and the interface between those domains.
Child Development and Rehabilitation Center (CDRC) – Our UCEDD houses the Southern Regional Branch of the CDRC, which is a part of the OHSU-UCEDD located in Portland, Oregon. The CDRC is directed by Marianne Taylor, Nurse manager. CDRC has an interdisciplinary, medical focus; its mission is to provide diagnostic services and referral/treatment recommendations to its client base. CDRC serves the 12-county area located in the southern half of Oregon. CDRC services, including assessment and follow-up are offered through the following regularly scheduled clinics: child development, neurodevelopmental, cardiology, spina bifida, feeding and nutrition.
Developing Mind Lab Research – Our lab examines children’s social cognitive development, in particular, how children develop an appreciation of mental states like belief, desire, and intention, i.e., theory of mind. Further, we are interested in the role executive functions, e.g., inhibitory control and working memory, play in the emergence and expression of children’s theory of mind. We employ behavioral methods to study typically developing children and individuals with autism who experience impairments in theory of mind and executive functions.
The Disability Studies Initiative (DSI) – Led by the UCEDD, the Disability Studies Initiative is a cross-disciplinary effort to establish a degree program in Disability Studies at the University of Oregon. Disability Studies aims to broaden students’ perspective of the continuum of human potential by critically examining the assumptions underlying traditional social constructs of disability.
Early Autism Research and Learning in Young children (EARLY) – The Mission of Early Autism Research and Learning in Young children (EARLY) is to improve the quality of life for young children with Autism Spectrum Disorders and their families. The institute is a new collaboration between the centers and institutes of the UCEDD. The primary goals of the institute are to provide evidence based training, service, and research for students, families and the larger community.
Early Childhood CARES (EC CARES) – Early Childhood CARESis located within the UCEDD and contracts with the Oregon Department of Education, through Lane Educational Service District, to provide early intervention and early childhood special education services to children, and their families, aged birth to five years who eligible under the Individuals with Disabilities Education Act. The service catchment area for Early Childhood CARES is Lane County, Oregon. Early Childhood CARES is jointly directed by Val Taylor and Judy Newman and is a major resource for Lane County and the state of Oregon in the area of early childhood screening, evaluation and intervention, and specialized instruction for young children and their families with disabilities.
Educational and Community Supports (ECS) – ECS is a research unit within the CHD-UCEDD focusing on the development and implementation of scientifically validated practices that result in valued change(s) in the lives of people with disabilities and their families. ECS is a relatively new organization and emerged from the joining of two highly successful and long standing COE programs: the Specialized Training Program, which for 25 years focused on individuals with severe disabilities, and the Behavior Research and Training Program, which focused on behavioral and instructional strategies in schools. The faculty and staff of ECS are now organized around six work groups that manage federal and state projects in the following areas: a) positive behavior support, b) function based support, c) school and community supports, d) transition, e) the Schoolwide Information System, and f) school restructuring.
Early Intervention Program – The major goal of the Early Intervention Program is to expand and improve educational and therapeutic services for infants and young children who are at risk and disabled and their families. The EI programs also offers families a free online assessment to track their child’s development both generally and in social and emotional skills. take the assessment here.
Institute on Violence and Destructive Behavior (IVDB) – The mission of the Institute on Violence and Destructive Behavior (IVDB) is to empower schools and social service agencies to address violence and destructive behavior, at the point of school entry and beyond, in order to ensure safety and to facilitate the academic achievement and healthy social development of children and youth. IVDB personnel study the conditions, developmental processes, and risk-protective factors that are related to the prevention of violence, school failure, delinquency and other destructive outcomes among at-risk children and adolescents. Additional IVDB activities include program evaluation, outreach, training and technical support.
The Mathematic e-Text Research Center (MeTRC) – The Mathematic e-Text Research Center (MeTRC) is a national research center conducting a systematic program of research over five years to investigate four research questions related to students with print disabilities in grades 4-9 in rural, suburban, and urban settings across the United States: (a) Which eText supports will increase access to mathematics content for students with disabilities?; (b) Which eText supports will promote academic achievement in mathematics for students with disabilities?; (c) What student characteristics influence the effectiveness of eText supports for learning mathematics by students with disabilities?; and (d) What contextual factors influence the effectiveness of eText supports for learning mathematics by students with disabilities?.
The National Center for Supported eText (NCSeT) – The National Center for Supported eText (NCSeT) at the University of Oregon is a federally funded research center investigating the impact of “supported electronic text” (or supported etext) on students’ comprehension of content area material. Supported etext is digital text that has been modified in ways that are designed to increase access and support comprehension. These modifications are categorized by the role they play in the reading process – leading to a typology of eleven types of etext supports (Anderson-Inman & Horney, 2007). The NCSeT Typology provides the conceptual framework for the research supported by NCSeT. Read more ….
The National Post-School Outcomes Center – Our Mission is to help state education agencies establish practical and rigorous data collection systems that will measure and profile the post-school experiences of youth with disabilities. The results will be used for national, state, and local reporting and-most importantly-to guide and improve transition services to this population.
Oregon Research Institute – Parents, teachers and interested consumers will find information on each of our research topics and on the programs we have developed in several areas, including teen depression, childhood behavioral problems, adolescent substance use, and managing chronic physical illness.
The Osher Lifelong Learning Institute at the University of Oregon (OLLI) – The Osher Lifelong Learning Institute at the University of Oregon (OLLI) exposes learners to Oregon’s brightest minds, including emeritus and current faculty from UO and other universities as well as professionals from the community. Program offerings include lectures, short courses, ongoing discussion and interest groups covering topics from the humanities, the social and physical sciences, and the arts, in addition to issues of community and regional interest.
Project SOAR: Strategies for Online Academic Reading – Project SOAR is a two-year Phase 1 development and evaluation effort, funded under the Steppingstones of Technology Innovation for Children with Disabilities program. Project SOAR is a collaborative effort by the Center for Advanced Technology in Education at the University of Oregon (directed by Dr. Lynne Anderson-Inman), the New Literacies Research Lab at the University of Connecticut (directed by Dr. Donald Leu), and partnering school districts. The goal of Project SOAR is to develop and evaluate technology-based reading and learning strategies designed to improve online reading and studying by secondary students with learning disabilities. Project SOAR will also develop and evaluate instructional materials and video-based, interactive, online learning modules designed to teach the strategies for online reading and studying to students with learning disabilities in middle and high schools.
Secondary Special Education and Transition (SSET) – Secondary Special Education and Transition (SSET) is a multidisciplinary research unit dedicated to developing further scientific understanding of adolescents and young adults with disabilities and other high risk behaviors. Faculty within SSET conduct research, model development, and outreach activities to develop and implement research-based transition service that assist transition-age youth in developing knowledge and skills to succeed in fulfilling their desired adult roles, including meaningful employment, completion of post-secondary education or training programs, and living independently in the community. Our research is conducted in collaboration with schools, service agencies, parents, and youth.
Speech-Language-Hearing Center – The University of Oregon Speech-Language-Hearing Center (SLHC) is a training site for graduate students in communication disorders and sciences. Student clinicians provide a broad range of speech-language-hearing services, including diagnostic evaluations and individual and group therapy. Services are provided on an adjustable fee schedule based upon need.
The Western Regional Resource Center – The Western Regional Resource Center serves the Special Education Agencies and Part C Lead Agencies in Region 6: Alaska, American Samoa, California, Commonwealth of the Northern Mariana Islands, Federated States of Micronesia, Guam, Hawaii, Idaho, Nevada, Oregon, Republic of the Marshall Islands, Republic of Palau, and Washington. This region has the most geographic, linguistic, cultural, and population diversity of any of the six regions included in the system.