The fact that high-potential students in poverty are less likely to be recognized and served in programs for the gifted may increase, rather than decrease, social inequities, according to a new UConn study.

Each year, more than half a million students drop out of high school in the United States. But what if schools could predict which individuals were most at risk for dropping out — and perhaps even take action to prevent such an outcome? As it turns out, such a scenario is closer than ever to becoming a reality.

In their recently published edited volume, Exploding the Castle: Rethinking How Video Games and Game Mechanics Can Shape the Future of Education (Information Age, 2017), Neag School faculty Michael Young and Stephen Slota — both longtime video game devotees — explore the value of games, the role of games in the future of K-12 and higher education, and more. Here, Young, associate professor of cognition, instruction, and learning technology, and Slota, assistant professor-in-residence of educational technology discuss the book and share their insights on the intersection between games, technology, and learning.

The U.S. Department of Education has awarded $1.3 million in funding through its Office of Special Education Programs (OSEP) to the Neag School’s special education program for a project that will fully fund five doctoral students in the areas of literacy, positive behavioral supports, and transition, with four-year competitive fellowships for each student.

Summer is a busy time for high school juniors. They’re getting ready to say goodbye to school as they know it and they’re researching colleges, visiting campuses and trying to figure out what college fits their needs. Planning is an important part of this process, but for parents and guardians of students with disabilities, this is especially true.