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Discretionary Grants and Contracts

The Directory of Discretionary Projects supported by OSEP under IDEA is available online as a searchable database. Nearly 1100 projects are included.

Search the OSEP Directory of Grants and Contracts

• RC#13: Using Data (Fall 2003)
  (Also available in .pdf format, 212k – Adobe Acrobat Reader required.)
• RC#12: Paraeducators (Spring 2003)
  (Also available in .pdf format, 260k – Adobe Acrobat Reader required.)
• RC#11: Strengthening the Third “R” (Fall 2002)
  (Also available in .pdf format, 207k – Adobe Acrobat Reader required.)
• RC#10: Strengthening the Second “R” (Winter 2002)
  (Also available in .pdf format, 118k – Adobe Acrobat Reader required.)
• RC#9: Improving Family Involvement in Special Education (Fall 2001)
• RC#8: Homework Practices That Support Students With Disabilities (Spring 2001)
• RC#7: Improving Results for Culturally and Linguistically Diverse Students (Fall 2000)
• RC#6: New Ideas for Planning Transitions to the Adult World (Spring 2000)
• RC#5: Universal Design (Fall 1999)
• RC#4: Positive Behavioral Support (Spring 1999)
• RC#3: Integrating Technology into the Standard Curriculum (Fall 1998)
• RC#2: State-Wide Assessment Programs (Spring 1998)
• RC#1: School-Wide Behavioral Management Systems (Fall 1997)

• Where Do They Go From Here: Postsecondary Options for Students with Significant Disabilities
• Is Teaching a Profession?
• Increasing the Accuracy with Which Teachers Implement Research-Based Interventions
• Preschool Students Grow Up: How Do Early Intervention Participants Fare as Adults?
• SPeNSE: Discovering the Needs in Special Education Personnel
• Helping Preschool Children Interact: Social Skills Interventions that Work in Inclusive Settings
• Scientific Exploration Suggests Ways to Help Dropouts
• What Do Professionals and Parents Want and Expect from Early Childhood Services?
• Family Goals Determine Ultimate Success of Assistive Technology
• Action Needed to Address Current Challenges Facing Transition
• Dialogic Inquiry Proposed as a Model Practice for Teaching Students Who Are Deaf
• Unified School-wide Discipline Program Reduces Disruptive Behavior, Increases Time on Task
• Peer Tutoring Can Bolster Social and Academic Life of Students with Learning Disabilities
• Students Speak Out&#151and Learn Math in the Process
• What Factors Lead to Successful Inclusive High School Classrooms?
• Students with Disabilities Advocate Best for Themselves
• Parents’ Use of Learned Strategies Produces Lasting Improvement in Children’s Behavior
• Parents Want Inclusion for Young Children but Need Information and Support
• Services Help Improve Resilience in Formerly Incarcerated Youth
• The Earlier the Better: Interventions that Benefit Children with Autism
• Teaching Specific Skills Allows Youth to Take Charge of Their Own Transition Planning
• Separating English Instruction from Content Instruction Benefits English Language Learners
• Some Testing Accommodations Not Valid for Many Students with LD
• Making Alternate Portfolio Assessment A Success
• How to Teach Social Skills Effectively
• Positive Steps Change Problem Behavior in Young Children
• Math Curricula Don’t Match Learning Needs of Students with Mild Disabilities
• Research Points to Effective Strategies in Teaching Boys with AD/HD or Giftedness
• Put on Your Listening Ears: Students Speak Out on Inclusion
• Classwide Peer Tutoring Shown Effective in Spelling Instruction in Inclusive Classrooms
• Six Strategies Make Model Transition Programs Excel
• Moving Research into Classroom Practice
• Grouping Practices for Effective Student Achievement

• Full-Service Schools’ Potential for Special Education
  Many children who are at risk require health, social services, and other supports. This publication considers how students with disabilities can interact and benefit with a “one-stop center” where services and supports are available.

• To Light a Beacon: What Administrators Can Do to Make Schools Successful for All Students
  In some schools, students with disabilities achieve exemplary results. This publication highlights results from three studies that examined what these schools do that sets them apart. (pdf format, 197k – Adobe Acrobat Reader required.)

• A Curriculum Every Student Can Use: Design Principles for Student Access
  This publication introduces the concept of universal design for learning, a way of building curricular adaptations into teaching tools.

The ERIC/OSEP Special Project is funded under a three-party contract among The Council for Exceptional Children (CEC), the Office of Special Education Programs (OSEP), and the Institute of Education Sciences (IES), U.S. Department of Education. Under this contract, OSEP funds the ERIC/OSEP Special Project, and IES funds the ERIC Clearinghouse on Disabilities and Gifted Education.