Michael N Sharpe
- Researcher 6
Dr. Sharpe served as Principal Investigator and Director of the North Central Regional Resource Center (NCRRC). In this role, Dr. Sharpe assumed primary responsibility for the conceptualization, planning, and implementation of NCRRC project activities, including budgetary and personnel management. As Director, Dr. Sharpe authored or oversaw the development of such tools, products, and services as the Thinking Through Improvement: Tools and Strategies to Guide Improvement Efforts (IT-Kit), APR Checklists for Parts B and C, Evaluating Improvement Activities, Overview of Sampling Concepts for the SPP/APR, Reporting to the Public: IDEA 2004 Requirements, and The Determinations Process: Discussion and Concept Paper, and a number of other deliverables aimed at helping States to meet the requirements of IDEA. Throughout the years, Dr. Sharpe has worked and collaborated with entities within the OSEP-funded Technical Assistance and Dissemination (TA&D) Network and beyond, e.g., Association of University Centers on Disabilities (AUCD), University of Hawaii-Manoa, University of Guam--CEDDERS, others.
As a result of his research in such areas as large-scale assessments, transition and customized employment, general and special education collaboration, students with disabilities at the postsecondary level, he has acquired a diverse range of experiences. In his role as Research Associate, Dr. Sharpe published a number of articles in refereed journals on a variety of topics, including the Journal of Vocational Rehabilitation Exceptional Children, Journal of American Rehabilitation, Journal of Special Education Leadership, Journal of Visual Impairment and Blindness, and Remedial and Special Education. In addition to journal articles, Dr. Sharpe has also served as primary author and editorial advisor for numerous manuals and technical reports involving various special education issues, including Reducing Bias in the Assessment of American Indian and African American Children and Youth in Special Education Programs, issues involving "consideration" of assistive technology for special educators, and describing the role of the School Social Worker in contemporary special education programs in Minnesota, and others.
In addition to his experiences as a researcher, Dr. Sharpe accumulated a significant amount of field experience working with teachers, students, and their families as a school psychologist for more than 20 years. These years still influence Dr. Sharpe's perspectives about special education issues. Dr. Sharpe's main areas of interest have always been focused on applied research and development activities that lead to solving "everyday" practical problems faced by educators at the local and State level. Based on his extensive experience working in the public schools, Dr. Sharpe strongly believes that systems change can only be achieved when everybody--teachers at the "street level," administrators at the State level, and staff at the Department of Education, work collaboratively toward a common mission that is manifested by the measurable improvement in the academic and functional results for infants, toddlers, and children with disabilities and their families.