Dorothy Espelage, a professor of educational psychology, presented new research at the annual meeting of American Educational Research Association indicating that sexual violence/harassment is prevalent in middle school environments.
More than one in five youth in middle school has experienced physical sexual violence such as being inappropriately touched against their will while at school, a new study suggests.
Catherine P. Corr, a doctoral student in special education at the University of Illinois at Urbana-Champaign, has been named a recipient of a Doris Duke Fellowship for the Promotion of Child Well-Being.
Many of the behavioral and cognitive characteristics of Austism Spectrum Disorders can be identified when children are as young as age 2, suggests a new study by alumna Laurie M. Jeans, right, and Rosa Milagros Santos Gilbertz, a faculty member in the College of Education.
Many characteristics of Autism Spectrum Disorders can be identified by the age of 2 and are predictive of which children will be diagnosed with these disorders when they’re older, a new study suggests.
A new book by Walter Feinberg and Richard A. Layton examines the academic merits and complexities of teaching religion curricula in public schools. Feinberg is professor emeritus in the College of Education. Layton is a professor of religion in the College of Liberal Arts and Sciences.
More than 40 years after the U.S. Supreme Court struck down sponsored prayer and scripture readings in the nation’s public schools, the role of religion in education remains a sharply divisive topic in many communities.
Public schools service learning projects often fail at inclusiveness, marginalizing students with disabilities from full, meaningful participation, according to a new paper by Jay Mann, the director of the Office of Clinical Experiences in the College of Education. Michelle Bonati, graduate student, left, and Stacy Dymond, a professor of special education at Illinois collaborated on the research.
Service-learning projects have become popular in U.S. public schools for teaching citizenship values. However, these curricula may be failing at their civic mission by promoting narrow views of civic engagement and marginalizing people with disabilities, say experts in special education at the University of Illinois and the University of Maine.