Case Studies

Project IDEA Case Studies

The following case studies were developed by the Project IDEA team at the University of Oregon and collaborators to support training in least-biased assessment and intervention practices in early intervention and early childhood special education settings with a focus on young children with disabilities and their families from marginalized backgrounds. The Project IDEA case studies are licensed under CC BY-NC-SA 4.0.

We would like to thank the children, families, and collaborators who participated in the development of these case studies as well as the Office of Special Education Programs and the United States Department of Education for funding the case studies through grant H325K210103. Note that the content of these case studies do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Please contact Lauren Cycyk (Lcycyk@uoregon.edu) with questions.

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Collaborating with Interpreters: The purpose of this case study is to support future and current special education personnel to collaborate with interpreters in special education settings. 

[Download the Collaborating with Interpreters Case Study HERE]

Ethnographic Interviewing: The purpose of this case study is to support future and current school and health care providers to conduct ethnographic interviews with children’s caregivers and use the findings to guide assessment and intervention decisions.

[Download the Ethnographic Interviewing Case Study HERE]

Multilingual Speech Assessment Given Clinician-Family Language Mismatch: This case study provides an example of assessment and intervention planning for a multilingual child with a speech sound disorder to support speech-language pathologists who do not speak all of the language(s) of the child.

[Download the Multilingual Speech Assessment Case Study HERE]

COMING SOON…. Please check back! 

  • Cultural and Linguistic Considerations when Evaluating Indigenous Children from Rural Communities
  • Culturally- and Linguistically-Responsive Dialogic Reading Intervention
  • Least-Biased Language Assessment Approaches with Dual Language Learners