Haring Center
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March 22, 2022
On-Time Autism Intervention Project uses the power of collaboration to help families navigate their child’s autism signs, diagnosis and beyond
The On-Time Autism Intervention (OTAI) Project began in 2018 and is a collaboration between the Haring Center for Inclusive Education and the UW Autism Center (UWAC). Funded through a Seattle Foundation grant, OTAI’s goal is to increase equitable access to timely diagnosis of autism spectrum disorder (ASD) and evidence-based intervention for young children, specifically focused…
December 14, 2021
Partnership Between UW Haring Center and Cultivate Learning Increases Access to Early Achievers Program Despite Pandemic Difficulties
The UW Haring Center for Inclusive Education, in partnership with Cultivate Learning, achieved a significant increase in participation for Early Achievers internship opportunities this school year despite challenges presented by the ongoing COVID-19 pandemic. In the 2020-21 school year, the total number of registrants for the Early Achievers Individualized Internships was 134. Just this fall,…
August 31, 2021
Reopening Inclusive and Equitable K-5 Schools: Reflections from the 2021 Summer Inclusion Institute
“I am always looking to continue my learning around the idea of inclusion — trying to define what that looks like and how I can be a part of fostering that in my school community,” says Andrea Bergan, a family support worker at John Rogers Elementary in Northeast Seattle. Bergan was among more than 175…
June 16, 2021
First-Year Teaching in a Pandemic
The UW College of Education (CoE) 2020 graduating class entered the teaching workforce during a tumultuous time. “As a first-year teacher, you’re learning the job, but you’re learning a different job,” says Lik Qi Lim, who received her Master of Early Childhood Special Education from CoE last May. Em Dandridge, who also graduated with a…
June 2, 2021
2021 Haring Center Virtual Auction
Watch the Livestream of the 2021 Haring Center Virtual Auction.
May 17, 2021
Haring Center Collaboration Reduces Delays in Autism Diagnosis and Treatment
“We know that signs of autism emerge reliably between 18 months and two years,” says Ashley Penney (PhD ‘16), BCBA and research scientist at the UW Autism Center. “But most kids aren’t diagnosed until they’re about four and a half years old.” Annette Estes (PhD ‘98), who directs the Autism Center, explains that the gap…
April 19, 2021
Building Inclusivity
“This is our gym space,” says Chris Matsumoto, Haring Center assistant director and Experimental Education Unit (EEU) principal, standing in front of a pile of mats and trampolines. “And our cafeteria.” He explains how every day at lunchtime, EEU staff push all the gym equipment to the side, set up tables for lunch, and then…
March 13, 2021
Emerging Leaders in Inclusive Education
Haring Center researchers work with teachers, families and communities to advance inclusive education worldwide. In doing so, many serve as faculty at the UW College of Education and train the next generation of early childhood and special education experts. This year, two doctoral students working closely with Haring Center researchers received competitive national fellowships to…
February 15, 2021
New App Supports Families to Address Challenging Behaviors at Home
Challenging behaviors in young children often occur at home during daily routines and activities, according to Angel Fettig, Haring Center researcher and UW College of Education associate professor. A family may be working with a professional interventionist to address these behaviors, but that professional is unlikely to be there in the moment to observe the…
January 21, 2021
The Pyramid Model in Washington: Supporting All Children
“Washington State strives to better meet the needs of all learners and families, but we need to develop the infrastructure to support early childhood special education,” says Ariane Gauvreau (PhD ‘15), senior director for professional development and training at the Haring Center. The state is seeking to do just that. One of the ways they…
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