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Past CDS Projects
AHA is a volunteer- based organization that organizes events to promote community inclusion, individual abilities and employment exploration in the arts. AHA promotes community building through collaborative events and silent auctions, allowing other grass-roots groups to raise awareness and funds.
The AFN-TIPS Access and Functional Needs Information for First Responders mobile site and applications were developed by the Hawaiʻi Emergency Preparedness System of Support Project at the Center on Disability Studies at the University of Hawaiʻi for the purpose of supporting first responders and others who are assisting individuals with access and functional needs in times of crisis.
ACE Reading is a literacy improvement program, developed and implemented for students with reading difficulties in communities with high levels of need since 1996. ACE = Actual Community Empowerment. With US DoE support, we developed a family of ACE programs, including Computer ACE Reading and TeenACE, incorporating multimedia.
The goal of the Alliance for Inclusion Advancement-Hawaiʻi (AIA-HI) was to increase the capacity of individuals with disabilities to participate in volunteer opportunities and to act as a catalyst in enhancing the ability of service organizations to include volunteers with disabilities in their programs. CDS worked on the islands of O‘ahu, the Big Island of Hawaiʻi, and Maui, to advance the participation of youth, 14 and older, adults with disabilities, including veterans, in community service.
The American Samoa Personnel Preparation Project is designed to meet the personnel training requirements of the Comprehensive System of Personnel Development (CSPD) in American Samoa. The American Samoa Department of Education, Special Education Division, collaborates with the UH Center on Disability Studies to deliver undergraduate, graduate courses, in-service training, and technical assistance activities with special and regular education personnel in American Samoa.
This project is a CDS partnership with Assistive Technology Resource Centers of Hawaiʻi (ATRC) that integrates assistive technology into the state’s education, health and human service delivery systems. The project also educates consumers, providers, and caregivers on the use and availability of assistive technology. The CDS/UAP is supporting (1) development of a Tech Center training curriculum; (2) ongoing training for consumers, providers, and caregivers; (3) exploration of additional funding sources; and (4) an assistive technology day camp for children with Autism.
This one-year initiative is funded by the Administration on Intellectual and Developmental Disabilities (AIDD) to enhance diversity and cultural competence of faculty, staff and students; cultivate partnerships; respond to increasingly diverse communities across the country; and develop strategies for continuing efforts.
The purpose of the CNMI SIG was to improve systems providing early intervention, educational, and transitional services, through an innovative personnel development program supported by policy, procedure, and practice interventions.
The Institute for Community Inclusion at the University of Massachusetts, Boston, in collaboration with the University of Hawaiʻi at Mānoa–Center on Disability Studies, six other University Centers for Excellence in Developmental Disabilities (Delaware, Minnesota, South Carolina, Tennessee [Vanderbilt], Ohio, California), and the Association of University Centers on Disabilities, has established the Consortium for Postsecondary Education for Individuals with Developmental Disabilities.
Creating Futures, a unit of the Center on Disability Studies (CDS)/College of Education, is directed by Drs. Dowrick and Yuen. They bring to the project years of experience with innovative participatory action teams and collaborative networks within diverse cultures. Projects include systems change, research methods (qualitative and quantitative), classroom and community-based training, technical assistance, program evaluation, multi-media technology and information dissemination. Creating Futures has established good working relationships with 45 Hawaiian schools during the past 6 years and collaborations have supported the development of innovative ACE literacy strategies (K-Adult), 21st Century after school programs, and community technology centers (CTC’s).
This demonstration project supports the refinement and replication of the Cross-Cultural Education Program in Indian/Deaf Culture (CC-EPIC) model developed by the North Dakota Center for Persons with Disabilities, in Minot, North Dakota.
The CLD Transition Research Project implemented a research design consisting of four different research activities using a consumer-driven participatory action research (PAR) approach. Through the PAR approach, the project tapped the expertise of CLD persons with disabilities who have successfully accessed and participated in postsecondary education.
This research project was designed to explore cultural influences on self-determination, providing a sound basis for improving the cultural competence of self-determination initiatives and curricula.
This research project was designed to explore cultural influences on self-determination, providing a sound basis for improving the cultural competence of self-determination initiatives and curricula.
Culturally Responsive Response to Intervention Strategies is funded by US Department of Education under Native Hawaiian Education program, curriculum development and educator training priority. The project aims to develop and deliver a scope and sequence of culturally responsive supplementary teaching strategies and activities to address the learning of Native Hawaiian youth most at risk of school failure and those who have been inappropriately placed into special education programs.
The DEIS Project (Dual Enrollment with Individualized Supports) is a demonstration project designed to facilitate access to postsecondary education for students with intellectual disabilities. The DEIS project uses person-centered planning and collaborative teaming to enhance access to, and participation and success in inclusive postsecondary education. Through participation in the project, students will have the opportunity to develop academic skills, work skills, critical social skills, and broaden their worldview.
EmployAble is a model Virtual Employment Orientation and Support Center funded by the Kessler Foundation and developed by the Center on Disability Studies at the University of Hawai‘i. Using interactive online tools including the virtual environment Second Life as a platform, EmployAble facilitates employment skills training, networking, mentoring, and employment resources for persons with disabilities. EmployAble is the first such center of its kind, and will serve as a model for future centers aimed at increasing the employment rate of persons with disabilities.
Prevention of mental illness in children and adolescents has been part of the legal mandate for CAMHD and is a growing area of interest by policymakers. This undertaking is an effort to identify effective prevention programs in which we can invest our resources to achieve better outcomes for children and families.
Hawaiʻi’s Feeling Safe Being Safe Training is a community-based program that helps prepare individuals and neighborhoods for emergencies of all kinds. The Feeling Safe Being Safe Training provides a guided step-by-step experience ideal for individuals who live alone, are aging, have a disability or who may need additional support in an emergency.
The Center on Disability Studies was contracted by the Office of the Felix Court Monitor to assist in the writing, editing, and production of the complex monitoring reports. These reports contained results of service testing, stakeholder interviews, quantitative data, and the Court Monitor’s determination of compliance status.
The First Step Project is a class and home-based intervention designed to get young children with mild behavior problems off to a successful start in school by teaching them to: follow directions, complete school tasks, and get along with others.
The FIPSE project developed a support network consisting of personnel from the Offices of Student Services and Supports (cultural, economic, linguistic, disability supports & services), transition personnel in partnering postsecondary and secondary educational settings, and participants “circles of support”. The project facilitated the development and implementation of three sets of coordinated strategies bridging or linking support programs in secondary and postsecondary education settings, as well as disability and diversity supports as provided within those two settings.
Improve the academic engagement and outcomes of NH youth while positively impacting school climate. This will be accomplished through the development, implementation, and evaluation of a Pono Life Skills curriculum, supported by the development of a video production guide for use with elementary, middle/junior high, and high school students.
The Hawaiʻi 3-5 Transition Task Force was commissioned to study the feasibility of expanding eligibility, pursuant to Part C of the Individuals with Disabilities Education Act, for services from the Department of Health’s Early Intervention Section to children between 3 and 5 years old who have developmental disabilities.
In Hawaiʻi and throughout the Pacific Region, health needs are reported in prevention, primary health care, early identification, diagnosis, specialized health care, early intervention, and coordination of health care systems for children with disabilities and family members. Leadership is essential to develop programs based on principles of family-centeredness, cultural competence, coordination, and comprehensiveness.
The Hawaiʻi Patient Reward And Incentives to Support Empowerment (HI-PRAISE) Project is a comprehensive grant that will measure the impact of incentives and chronic disease prevention. The Project will test the value of direct incentives to participants and the adoption of healthy behaviors resulting in healthier outcomes and lowering health risks.
The Hawaiʻi Preschool Positive Engagement Project focused on Positive Behavior Supports for students, classroom support and professional development for teachers, and parenting groups and bookmaking for families.
Hawaiʻi Real Choices Partnership Project: Accessibility for Consumer Choice Entry Support System (ACCESS)
Real Choices ACCESS is a three year federally funded $1.35 million grant awarded to the Hawaiʻi State Department of Human Services (DHS) by the Center for Medicare and Medicaid Services. This grant is administered by the University of Hawaiʻi at Mānoa - Center on Disability Studies in collaborations with DHS, Persons with Disabilities and Long-Term Illness, numerous State Department programs, and private and non-profit agencies.
The Hawaiʻi State Improvement Grant began in January 1999, with a focus upon assisting and supporting the Hawaiʻi State Department of Education's efforts to reach a number of training and information provision benchmarks under the Felix Consent Decree.
The Hawaiʻi State Improvement Grant II focused on specific schools and complexes and provided professional development (PD) activities to further the application of research-based practices in classrooms, linking evidence based practice to improved outcomes for students. Progress was monitored through a controlled data collection process to identify best practices and further support system change efforts.
The Workforce Investment Partnership Project; awarded to the University of Hawai‘i at Mānoa - Center on Disability Studies was a 30 month grant funded at almost $1 million through the Department of Labor‚ Employment and Training Administration. The focus of this project was to collaborate with the statewide Workforce Development Council, the Department of Labor and Industrial Relations, and numerous State Department programs, and private and non-profit agencies on the development of a Single Entry Point (SEP) information system and advance the effectiveness of the Hawaiʻi One-stop Centers by providing an electronic infrastructure for the Workforce Investment partners.
The Hawai‘i Family Support 360 Project was one of 21 projects across the nation funded by the Administration on Development Disabilities of the U.S. Department of Health and Human Services. The Hawai'i Family Support 360 was a 5 year project that ended in 2009.
The He Upena Web site offers teachers various examples on how to implement culturally responsive teaching strategies with a focus on integrating Hawaiian culture into teaching and classroom learning. This site also provides resources and tools to assist teachers in learning about Native Hawaiian history, culture, and values.
Hire Abilities Hawaiʻi represents an innovative collaboration among the Department of Human Services (DHS), University of Hawaiʻi College of Education Center for Disabilities Studies (CDS), the Department of Education (DOE), the Department of Health (DOH), the Department of Labor (DOL) and its statewide Workforce Development Council.
The “I” in the IEP Project, Jr. was based upon the promising results of the “I” in the IEP high school project with an emphasis on a younger student population. The primary aim of the middle school project was to improve outcomes for Native Hawaiian youth with disabilities by helping them and their parents to become more knowledgeable and involved in annual Individual Education Plan (IEP) meetings.
Ka Hana ‘Imi Na‘auao is a science careers curriculum resource, nurturing Hawaiian scientists for Hawaiʻi’s future.
Ka Pilina: AIM Together is a 3-year project funded by the U.S. Department of Education, Native Hawaiian Education Program, to improve mathematics outcomes of 7-12th grade students (Award # S362A120030).
The purpose of the Kākau mea nui (Writing Matters) Project was to increase the writing proficiency of all students, with an emphasis on the educational needs of Native Hawaiian students. Waimanalo Elementary and Intermediate School teachers (K-8) and support personnel participated in on-going professional development and data team activities to increase skills in writing instruction and writing across content areas.
Kaʻimi loa o ka hihi Project's (Kahihi) goal is to inspire ALL students to see richer thematic and cultural relationships, contribute to the real world of learning, and reflect on their own metacognitive processes.
Kukulu Na Uapo is a science curriculum that meets Hawaiʻi’s Department of Education 6th grade academic standards and weaves in Hawaiian cultural standards and practices. The purpose of the curriculum is to teach students about themselves, their relationship to others and the world around them, and their responsibility (kuleana) to nurture themselves, others and their environment.
Live Healthy… Work Well was a Demonstration to Maintain Independence and Employment (DMIE) Grant funded by the U.S. Centers for Medicare & Medicaid Services to the State of Hawaiʻi Department of Human Services, facilitated by the University of Hawaiʻi at Mānoa Center on Disability Studies. Live Healthy… Work Well was a unique program that aimed to help people with diabetes stay healthy and working.
The goals of MPP were to promote accessibility, inclusion, retention, and matriculation for students with disabilities at the postsecondary level and to increase the knowledge, skills, and awareness of faculty members related to disability issues and creating inclusive classrooms.
My Voice, My Choice (MVMC), was a Youth Information, Training, and Resource Center, created in 2007 and concluded in 2010. It’s purpose was to infuse youth self-advocacy into self-advocacy activities in Hawai‘i.
The National Center on Secondary Education and Transition (NCSET-- www.ncset.org) was a partnership of six organizations involved in a wide range of efforts focused on the secondary education and transition of youth with disabilities. Headquartered at the Institute on Community Integration at the University of Minnesota, NCSET coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.
The National Technical Assistance Center was developed to increase employment opportunities for Asian Americans and Pacific Islanders with disabilities nationwide, in both rural and urban areas.
New Beginnings for English Language Learners (NB-ELL) develops, provides, and evaluates high-quality PD activities that result in improved academic achievement with enhanced English skills and motivation of ELL students, but with a focus on Science, Technology, and Math education. NB-ELL is built on lessons learned from the PD courses ELL-ACE has developed and offered since fall 2007. NB-ELL also takes steps to include state-of-the-art technology to provide individualized differentiated instruction to enhance ELL students’ writing skills with meta-cognitive strategies across the content areas, and to develop cross-cultural understanding to help in-service teachers become more effective in teaching ELLs.
Established in 1992, the POI team assisted in the coordination of planning, implementation and evaluation of the CDS/UCE outreach activities in Pacific Island nations/jurisdictions of Federated States of Micronesia (Korsae, Pohnpei, Chuukand Yap), Commonwealth of the Northern Mariana Islands, Guam, Republic of Palau, Republic of Marshall Islands and American Samoa.
The DDS Project was a minority leadership training program which provided support to leadership trainees (post-master’s, doctoral, and post-doctoral students) at the University of Hawaiʻi at Mānoa to complete disability and diversity studies as an integral part of doctoral studies in Education, Social Work, Psychology, Public Health and related disciplines.
The PR*TEC Pacific Voices Project celebrates the beauty and diversity of teachers, children and families of the Pacific, by sharing cultural packages and thematic units that are supported and enhanced by educational technologies - including multimedia, video and telecommunications.
Funded by the National Science Foundation (NSF), the Pathways to STEM Project was a cluster randomized study to determine the impacts of using Heuristic Math Teaching vs. Intelligent Tutoring System on the Elementary Algebra I class grades and metacognition (problem solving skill) of community college students with disabilities and their continued participation in more advanced STEM coursework.
Reduce severe shortage of teachers for deaf and hard of hearing students in Hawaiʻi & the Pacific. Prepare teachers to work with deaf and hard of hearing students using evidence based practices.
Pohnpei Community Learning Centers Consortium was a three-year project in collaboration among schools in the Pohnpei State of the Federated States of Micronesia. The project focused on students in early adolescence while involving all other segments of the community.
Pono Choices: A Culturally Responsive Teen Pregnancy and STI Prevention Program is a scripted 10 module, 9.5 hour curriculum that provides middle school youth with the knowledge and skills necessary to reduce their risk of unintended pregnancy and STIs by providing medically accurate information within a Native Hawaiian place-based framework.
APPLAUD was a National Service Inclusion Project for adults with disabilities from October 2006-March 2008. The project was designed to identify and enroll adults with various disabilities in national service programs in Hawai‘i. APPLAUD staff facilitated training, recruitment and expedited program goals leading to sustainability of volunteers with disabilities in AmeriCorps programs beyond the grant period.
Project Ho‘omohala was a program based in urban Honolulu to serve young people that are faced with challenges in life as they move towards adulthood. Focused on serving youth with emotional or behavioral challenges, Project Ho‘omohala addressed real issues of adulthood such as access to education, employment, housing, plus offer various activities that provide positive experiences that will build a foundation for learning and life skills.
Cooperative agreement with OSEP to create a merged undergraduate (BEd) teacher training program where graduates are qualified to teach both general education and special education kids (high incidence disabilities). Faculty from both gened and sped integrate their content-syllabi is merged and they co-teach certain classes.
RealChoices Hawaiʻi is designed for people of all ages and abilities. It provides eldercare and disability information and resources that enable you to make choices that affect your life and to help you to participate in the community in a meaningful way.
The vision of the National Center was to move beyond what has and has not worked in the past, towards a new system of educational supports for people with disabilities in the 21st century. Postsecondary programs of the future must foster high expectations, build self-confidence, and develop an understanding of strengths and weaknesses of all students. All teachers, support persons, and agency providers must focus upon the use of individualized supports and technology to meet each student's needs and promote a successful transition to a chosen career.
Related services (physical therapy, occupational therapy, and speech-language pathology, assistive technology, etc.) are required by the Individuals with Disabilities Education Act (IDEA) in order to meet the educational needs of students with disabilities. A severe shortage of related service personnel in the Federated States of Micronesia, American Samoa, the Commonwealth of the Northern Marianas Islands, Palau, and the Republic of the Marshall Islands has resulted in inadequate and/or inconsistent supports for students with disabilities and their families and teachers in related services.
Nā Hana Ma Ka Ahupua‘a, Science in Hawai‘i, is a 3 year Native Hawaiian Education project funded by a US DOE grant. The curriculum offers middle and high school teachers over one year of General Science Lessons centered on the Interdependence of Natural Resources in our watersheds, the Ahupua‘a of Hawai‘i.
A network of individuals with intellectual disabilities aimed at leadership development, advocacy, education, training and becoming partners in planning, developing and implementing policies and programs for persons with developmental disabilities.
The goal of the Steppingstones project was to measure the effectiveness of text-to-speech software as a reading intervention for improving overall reading skills, academic performance, and aspirations of high school students with reading difficulties.
The goal of SEEK was to develop, evaluate, and disseminate methods for improving access to Early Intervention Services, which are provided under Part C of the Individuals with Disabilities Education Act (IDEA).
A pivotal role in the success of a schools's Comprehensive Student Support System is that of the Student Services Coordinator (SSC). SSCs coordinate resources, implementing a system which addresses barrier to learning so all students have an equal opportunity to achieve at school. Success in this role requires interdisciplinary leadership and skills development training to effectively coordinate multiple and targeted resources, embedding communities and families into schools so all students are strengthened.
The Teaching All Students, Reaching All Learners project was funded by the US Department of Education, Office of Postsecondary Education. The goal of the project was to share teaching techniques CDS has researched, developed, and synthesized to enhance the quality of work for both faculty and students, as both populations advance in the University and college setting.
The purpose of this program is to train physicians to become highly qualified leaders in Developmental Behavioral Pediatrics. These physicians will provide exemplary developmental, behavioral and psychosocial support to children and their families, community agencies, and policy makers. The Developmental Behavioral Pediatric subspecialty residents (“Fellows”) experience teaching, consultation, advocacy and research in a variety of multi-cultural and interdisciplinary milieus. The Fellows train in various environments including Developmental Behavioral Pediatrics clinics, Neurology and Child Psychiatry clinics and services, early intervention programs, schools, rehabilitation programs, public health nursing, and child protection clinics.
The Ulu Pono Project was funded by the U.S. Department of Labor (Agreement #CB-18240-09-60-A-15). The project was a partnership between the Center for Disability Studies and Kapi’olani Community College, University of Hawaiʻi.
WebQuests engage students in 21st century learning that promotes critical thinking and problem solving while deepening their understanding of STEM (Science, Technology, Engineering, & Mathematics) concepts. Authentic tasks and place-based learning provides a rich context for applying knowledge.
The University of Hawai‘i-Mānoa, Center on Disability Studies was awarded a 4 year grant, from the U.S. Department of Education—Office of Special Education Programs, to develop a tiered approach to improve the writing proficiency of 9th grade high school students.