Kellar Institute for Human DisAbilities (KIHd) - College of Education and Human Development - George Mason University
About KIHd
About Us

The Kellar Institute for Human DisAbilities (KIHd) is an interdisciplinary campus-based organization focusing on improving the lives and productivity of children and adults with disabilities. KIHd combines the resources of the university with local, state, regional, national, public, and private sector agencies and organizations to develop products, services, and programs for persons with disabilities.

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Student using assistive technology keyboard
Licensure, Certificates & Training Grants

The Kellar Institute for Human DisAbilities (KIHd) collaborates with a consortium of Virginia universities to offer training/licensure options for teachers of students with visual impairments and severe disabilities. Distance education makes the programs more accessible and maximizes the number of individuals who can receive the training.

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students, parents, professionals attending state of the art conference
VDOE Grants

With the support from Virgina Department of Education KIHd serves teachers, parents, therapists, and community service providers by providing a variety of continuing learning experiences via annual workshops, conferences, and project activities. In many cases, KIHd uses distance education to provide teacher training and professional development across the state.

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Project We Got It
Research

The Kellar Institute for Human DisAbilities (KIHd) continues to build and support numerous educational research projects that vary across disciplines spearheaded by the Mason faculty members. Our goal is to increase evidence based instructional and behavioral strategies to improve academic outcomes for all students with disabilities.

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Leadership Grants
DOCTORAL AND MASTERS STUDENTS

The Kellar Institute for Human DisAbilities (KIHd) doctoral and masters students conduct cutting edge research at George Mason University that is aimed to serve persons with disabilities and their families.

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Purpose

Be Ready, Be Well (BRBW) flower image logo

Welcome to Be Ready, Be Well (BRBW)

Rationale and Personal Investments

Young adults with disabilities and their families frequently experience heightened levels of stress, anxiety, and depression during the transition into adulthood; feelings that interfere with the development of important skills (e.g., self-determination, problem-solving) and that transition planning and curriculum often fails to address.

  1. Francis, G. L., Duke, J. M., & Chiu, C. (2017). The college road trip: Supporting college success for students with autism. Division of Autism and Developmental Disabilities Online Journal, 4, 20-35.
    http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/DOJ_Volume4_2017.pdf
  2. Duke, J. M., Francis, G. L., & Fujita, M. (2022). Experiences of Parents of Young Adults With Disabilities and Co-Occurring Mental Health Disorders. Inclusion, 10(2), 147-163.
    https://doi.org/10.1352/2326-6988-10.2.147
The BRBW team has worked with young adults with disabilities and their families for decades. We have first-hand experience with insufficient wellbeing and transition programming for young adults and their families. In addition, all BRBW team members have a disability/wellness need and/or have immediate family members with disability/wellness needs. As a result, we developed the BRBW program.

BRBW addresses these barriers by focusing on: (a) exploring perspectives relative to young adult disability and mental health needs, (b) strategies for stress management, as well as (c) young adult self-advocacy/family supportive listening to “Be Ready” and “Be Well” during the transition to life after high school.

BRBW team members and community facilitators preparing for session

BRBW team members and community facilitators preparing for session.

Train-the-Trainer Programming

The BRBW team collaborates with interested schools and organizations by using a train-the-trainer model to ensure sustainability. The BRBW facilitator manual includes: (a) a video introducing the BRBW team and providing an overview of program content and logistics, (b) recruitment materials for young adults and families, (c) Google slides with presenter notes, (d) robust facilitator checklist, (e) suggested adaptations in-line with universal design for learning, (f) evaluation materials, and (g) extension activities.

Teacher engaging young adults in a BRBW activity.

Teacher engaging young adults in a BRBW activity.