3 people standing in front of book stacks holding books

Kentucky awarded an OSEP Educational Leadership Grant

The Kentucky LEADS (Leading, Educating, Advocating-Directors of Special Education) Academy grant from the Office of Special Education Programs (OSEP) to the Kentucky Department of Education (KDE) focuses on leadership development, recruitment and retention.  In partnership with UK’s Human Development Institute, Kentucky’s Part C, Early Intervention Services, Morehead State University, Western Kentucky University, and Murray State University, the Kentucky Parent Training and Information (PTI) center along with regional and National Technical Assistance Centers, the Kentucky LEADS Academy will address three goals: Goal 1(Recruit):  Increase the number of persons who attain the state’s initial level of Advanced Educational Leader- Director of Special Education certification to ensure that there is an adequate pipeline of eligible applicants to serve as state, regional, and local special education leaders to promote high expectations and improve early childhood and educational outcomes for children with disabilities and their families, Goal 2 (Retain): Increase and nurture the number of persons whose job description includes supervising, directing, administering, or coordinating special education programs who have attained the state’s highest level of Advanced Educational Leader- Director of Special Education certification, Goal 3 (Increase Capacity): Expand and enhance the existing state network to ensure that state,  regional, and local leaders have the knowledge, skills, and access necessary to improve early childhood and educational outcomes for children with disabilities and their families through the systems that serve them. 

Contact Dr. Mike Abell at mike.abell@uky.edu for more information.

black graduation caps being thrown in the sunset sky

Kentucky Post School Outcome Center Begins Data Collection

The UK Human Development Institute (HDI) houses the Kentucky Post School Outcome Center (KyPSO) to increase the capacity of local school districts, teachers, parents, and adult service providers to provide exemplary transition planning and increase student success. This is accomplished through the collection and reporting of data related to post school plans and outcomes, and the provision of training and technical assistance.

The Kentucky Department of Education contracts with KyPSO to collect secondary data about students with disabilities to identify factors that may contribute to successful transition planning and outcomes. Data are collected through the “Youth One Year Out (YOYO)” former student interview. The YOYO includes a series of questions about post school employment and education, the student’s personal experiences, involvement with other agencies, living arrangements, and community engagement. The KyPSO staff collect and analyze the data to create reports for district, regional and state-level staff.

Visit www.kypso.org or follow us on and Facebook at https://www.facebook.com/KyPSO1 to learn more about KyPSO and its resources.

Project Contact:
Tony Lobianco, PhD
Tony.Lobianco@uky.edu

Four female students working together, including one with Down syndrome.

HDI Projects for Education & an Insider Perspective from Mike Abell: Part 2

by Amanda Corbin

Innovations in Education

For students age three to 21, in both special education and general education, we are already seeing innovation in public education. Dr. Abell predicts these innovations will only increase as time goes on. Examples of some of these innovations include online learning, computer-based remediation, mobile technology, virtual reality, higher education for students with disabilities (SWD), and more affordable higher education. Continue reading

Photo of 4 girls with their arms each other at school, including one girl with Down syndrome.

HDI Projects for Education & an Insider Perspective from Mike Abell: Part 1

Amanda Kelley Corbin

Dr. Mike Abell has worked in special education since 1991 and has experience with students with disabilities from preschool to post-secondary transition. He has worked on projects dealing with behavior supports and behavior intervention programs in schools, and he has worked to help school districts incorporate assistive technology and universal design for learning principles in classrooms. Continue reading