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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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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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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Project FRaME Details

TITLE:

Build the FRaME: Using Feedback, Reflection, and Multimedia to Teach Evidence-Based Practices for Effective Classroom Management

CENTER:

NCSER

Award YEAR:

2020

PRINCIPAL INVESTIGATOR:

Michael Kennedy
University of Virginia

CO-PRINCIPAL INVESTIGATOR:

Sarah A. Nagro
George Mason University
snagro@gmu.edu

Shanna Hirsch
Clemson

Peter Youngs
University of Virginia

PROGRAM:

Educators and School-Based Service Providers

AWARD PERIOD:

4 years (07/01/2020 – 06/30/2024)

AWARD AMOUNT:

$1,399,756

TYPE:

Development and Innovation

AWARD NUMBER:

R324A200061

DESCRIPTION:

Purpose: Teachers nationwide report feeling underprepared to manage classrooms that include students with disabilities or students who demonstrate problematic behaviors that escalate to class wide disruption. Teacher candidates and novice teachers report significantly lower self-efficacy concerning their ability to affect student outcomes and behaviors compared with experienced teachers. The research team will address this need by developing a feasible and sustainable multimedia intervention that, when used by teachers during their preparation to become professionals, will result in positive engagement and academic achievement of K–12 students with disabilities.
Project Activities: The research team will iteratively develop and pilot test a multimedia multicomponent instructional approach (FRaME) for use in teacher preparation coursework to support teacher candidates' knowledge and implementation of evidence-based classroom management practices. Each year builds on the previous by incorporating quantitative and qualitative data from partner universities and content experts. In year 1 the research team will conduct a series of interviews, surveys, and focus groups to learn from experts in the field and instructors of classroom management courses to determine the key needs and provide preliminary comments on FRaME. In project years 2–3, researchers will conduct preliminary experimental field tests of the three components of the intervention with university partners around the country. In year 4, the research team will complete a rigorous pilot test of the multicomponent intervention on candidate implementation of classroom management practices, and the corresponding impact on student on-task behavior, and overall engagement. Observations will target impact on students with disabilities.
Products: This project will result in a fully developed instructional approach (FRaME) for use in teacher preparation programs and evidence of its promise to improve teacher candidates' knowledge and implementation of evidence-based classroom management practices. All elements will be available online via a project website. The project will also result in peer-reviewed publications and presentations as well as additional dissemination products that reach education stakeholders such as practitioners and policymakers.
STRUCTURED ABSTRACT available at https://ies.ed.gov/funding/grantsearch/details.asp?ID=4491