Biography

Jim Shriner, PhD, is an Associate Professor in the Department of Special Education at the University of Illinois at Urbana-Champaign. Prior to coming to Illinois, he was an Assistant Professor of Education at Clemson University and a Senior Researcher for the National Center of Educational Outcomes (NCEO) at the University of Minnesota, where he received his PhD. His work includes research on the effects of federal and state education policies and priorities on students with disabilities’ educational services. He is Principal Investigator of an Institute of Education Sciences Goal 2 grant, Project IEP Quality – Core: Implementing the Common Core State Standards for Students with Disabilities: Research and Development of Web-based Supports for IEP Team Decisions (R324A120081; 2012 -2016). The goal of this effort is to build the capacity of teachers and schools to help students achieve to high standards.
Shriner currently serves as a member of the Expert Cadre Panel within NCEO and is an advisor to the Student Assessment Divisions for the states of Illinois, South Dakota, and Texas.

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Key Professional Appointments

Associate Professor Special Education, University of Illinois at Urbana-Champaign, 2002 - present

Assistant Professor Special Education, University of Illinois at Urbana-Champaign, 1997 - 2002

Assistant Professor Education Foundation & Special Education, Clemson University, 1994 - 1997

Senior Researcher National Center on Educational Outcomes, University of Minnesota, 1990 - 1994

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Education

Ph.D., Education Psychology, University of Minnesota, 1993

M.S., Special Education, The Pennsylvania State University, 1987

B.S., Special Education, The Pennsylvania State University, 1981

Research & Service

Jim Shriner's research focuses on the effects of federal and state education policies and priorities on students with disabilities’ educational services. His efforts encompass policy analysis and professional development questions. He has received a dozen federally-or-state funded grants and contracts to investigate topics related to testing, learning standards, and legal / policy requirements such as Individualized Education Programs (IEPs) for students served under the Individuals with Disabilities Education Act.

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Publications

Shriner, J., Carty, S., Rose, C., Shogren, K., Kim, M., & Trach, J. (2013) Effects of using a web-based Individualized Education Program decision making Tutorial on IEP quality and student outcomes The Journal of Special Education 47 (3), 175-185

Yell, M., Meadows, N., Drasgow., E., & Shriner, J. (2013) Evidence-based practices for educating students with emotional and behavioral disorders Pearson: New York

Shriner, J., & Thurlow, M. (2012) Curriculum based measurement, progress monitoring, and state assessments. The influence of curriculum-based measurement research on educational practice University of Minnesota Press: Minneapolis, MN

Shriner, J., Plotner, A., & Rose, C. (2010) Development of Individual Education Programs for students with emotional or behavioral disorders: Coordination with transition plans. Transition of secondary students with emotional or behavioral disorders: Current approaches for positive outcomes. (2nd ed.) Research Press: Champaign, IL

Yell, M., Meadows, N., Drasgow., E., & Shriner, J. (2009) Evidence-based practices for educating students with emotional and behavioral disorders Merrill/Pearson: New York

Mason, L., & Shriner, J. (2008) SRSD instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders Reading and Writing: An Interdisciplinary Journal 21, 73-91

Shriner, J., & DeStefano, L. (2007) Assessment accommodation considerations for middle school students with disabilities. Large-scale assessments and accommodations: What works? Council for Exceptional Children: Arlington, VA

Shriner, J., & Ganguly, R. (2007) Assessment and accommodation issues under the No Child Left Behind Act and the Individuals with Disabilities Education Improvement Act: Information for IEP teams Assessment for Effective Intervention 32, 231-243

Yell, M., Shriner, J., & Katsiyannis, A. (2006) Individuals with Disabilities Education Improvement Act of 2004: Implications for educators, administrators, and teacher trainers Focus on Exceptional Children 39 (1), 1-24

Shriner, J., & Skrtic, T. (2005) Standards-based reform and the conditions of practice. Special education policy and practice: Accountability, instruction, and social challenges Love: Denver, CO

Skrtic, T., Harris, K., & Shriner, J. (2005) Special education policy and practice: Accountability, instruction, and social challenges Love: Denver, CO

Skrtic, T., Harris, K., & Shriner, J. (2005) The context of special education practice today. Special education policy and practice: Accountability, instruction, and social challenges Love: Denver, CO

Shriner, J., & Wehby, J. (2004) Accountability and assessment for students with emotional and behavioral disorders. Handbook of research in behavioral disorders Guilford: New York

Shriner, J., & DeStefano, L. (2003) Participation and accommodation in large-scale assessment: An examination of Individualized Education Programs Exceptional Children 69, 147-161

Rouse, M., Shriner, J., & Danielson, L. (2000) National assessment and special education in the United States and England and Wales. Special education and school reform in the United States & Britain Routledge: London

Shriner, J. (2000) Legal perspectives on school outcomes assessment for students with disabilities Journal of Special Education 33, 232-240

Shriner, J. (1995) Assessment of social-emotional behavior. Assessment Houghton-Mifflin: Boston

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Grants

Principal Investigator IEP Quality Improvement: Research and Development of Web-Based Decision Support, Institute of Education Sciences, 2006 - 2010

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Service

Co-Editor Journal of Disability Policy Studies, 2015 - present

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Courses

Formal Assessment in SPED Course focuses on the theoretical and practical considerations in the psychological and educational assessment of individuals with disabilities. An emphasis will be placed on understanding the technical and practical aspects of current assessment procedures and their application to the education of children and youth with disabilities. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to the Department of Special Education or consent of instructor.

Foundations of Assessment Course focuses on the theoretical and practical considerations in the psychological and educational assessment of individuals with disabilities. An emphasis will be placed on understanding the technical and practical aspects of current assessment procedures and their application to the education of children and youth with disabilities. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to the Department of Special Education or consent of instructor.

Learning Environments I Course is designed to provide participants with an introduction to theories and interventions related to school climate and classroom management. Course will focus on using positive behavioral supports to create an effective classroom and school climate. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to the Department of Special Education, or consent of instructor.

Learning Environments II Course is designed to provide participants with specific information on intervention and evaluation strategies related to designing and managing effective learning environments and to becoming a discriminating consumer of the professional literature related to behavior interventions. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: SPED 470, and admission to the Department of Special Education, or consent of instructor.

Legal Aspects of Disabilities Study of the legal rights of individuals with disabilities and their families, with emphasis on educational aspects; inter-relationship of constitutional, statute, administrative and case law at the federal, state and local levels. Case study simulations and mock due process hearings are included.

James Shriner

Associate Professor, Special Education

Contact

Office

276D Education Building
1310 S. Sixth St.
Champaign, IL 61820

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