Understanding Learning Differences in Context

Stanford’s Transforming Learning Accelerator, a long-range university project, creates effective learning solutions using the latest advancements in technology, data, learning and neuro sciences. We collaborate across disciplines and with partners to bring scalable and equitable solutions to all learners. The Graduate School of Education’s Initiative on Learning Differences and the Future of Special Education is one of five initial focus areas within the Transforming Learning Accelerator. The goal of the Learning Differences Initiatives is to advance knowledge about the complex array of factors underlying learning differences and design learning that affords learner, educator, and system transformation.

We invite Stanford researchers across all disciplines to submit interdisciplinary research proposals on learning differences and/or the future of special education for projects funded up to $80,000 for a one year project. This challenge is open to interdisciplinary research projects that employ quantitative, qualitative, and/or mixed research methods. To be selected for funding, proposals must field an interdisciplinary team of researchers. Applicants are asked to attend a pre-submission meeting on June 17, 2021 to facilitate interdisciplinary networking as well as advance the need and approach to a pressing issue in the learning differences arena. The agenda will include questions about this Request for Proposal (RFP), at which time applications will open. The deadline for applications is July 16, 2021.

Background

Despite the catalytic potential of interdisciplinary research, special education and dis/ability research has been historically siloed within disciplines, such as education, learning sciences, medicine, neuroscience, humanities, public policy, psychiatry, and technology. Currently, only a handful of research efforts across the U.S. are working on interdisciplinary discovery and development.

Recent advances in neuroscience, data analytics, learning sciences, and medicine offer new opportunities to advance knowledge.  Progress in technology, artificial intelligence, and contextual analysis can render scientific advances into effective solutions. Policy, law, and economics offer new opportunities for ensuring access and opportunity through repositioning the social, legal, and economic underpinnings of community life and education.  These frontiers require engagement from the humanities to continue to ensure that development and application are mediated by human considerations of culture, language, ethics, and the expression of the human soul. 

Already, faculty are finding collaborators to work on significant goals that include developing actionable assessments for teachers; uncovering the neural trajectory of intensive remediation in math and reading; designing state‐of‐the‐art inclusive instructional practices; implementing intelligent assistive technologies; delivering evidence‐based policy recommendations; identifying the factors that lead to marginalization; and evaluating literacy interventions. For instance, Stanford faculty, working across neuroscience and education have recently revealed stunning plasticity in the brain’s wiring when driven by effective instruction. Through continued expansion and integration across disciplines, Stanford will accelerate the pace of discovery and innovation in multiple arenas.

Challenge Overview

We encourage interdisciplinary research submissions that will advance asset-based approaches to pressing challenges facing individuals with learning differences. Successful applications will catalyze creative and transformative research to improve learning outcomes for students with learning differences. Research efforts should be geared towards individuals aged 5 through 21. With a preference for early career investigators, this funding is open to all Stanford faculty and post-docs who include research collaborators from one or more disciplines, to foster the development of interdisciplinary networks. Proposals should focus on one or more of the following:

1. The design of learning environments, learning tools, and/or learning practices that address equity issues (e.g., challenges related to access or opportunities) involving learners with learning differences. This may include but is not limited to challenges that require the integration of anthropological, architectural, archaeological, biological, cultural, environmental, legal, sociological, and technological perspectives on learning.
2. Understanding of learning differences across sensory, physical, cognitive, and/or social/emotional dimensions of human capacity within specific contexts.
3. Assessments of human and/or institutional capacities, particularly in the contexts of education, medicine, policy, and psychology and interdisciplinary responses (e.g. re-framings, interventions) to advance inclusive education agendas.

PRE-SUBMISSION MEETING

Thursday, June 17, 2021, 3:00 – 5:00pm

• 3:00 – 3:30pm
  • Keynote speaker with panel Q&A
• 3:30 – 3:45pm
  • Proposal Overview
  • Video demonstration of sample projects
• 3:45 – 4:00pm
  • Live Q&A, wrap-up
• 4:00 - 5:00pm
  • Optional office hours with Learning Differences Faculty and Staff

Prior to the event, participants will submit a one-page description and/or a one minute video about their research and collaboration interests. These will be posted prior to the pre-submission meeting. Participants will also complete a pre-event survey indicating their areas of interest. Submitted videos and surveys will be used to prepare networking materials.

Please RSVP for the pre-submission meeting here and a Zoom link will be forwarded to your email account.