Founder and Chief Education Officer
Chief Scientist, Cognition & Learning
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Biography – Education – Current Projects - Selected Publications
Biography
David Rose capitalizes on his background in classroom teaching, clinical neuropsychology, and cognitive neuroscience to develop innovative solutions to challenging problems in education and learning.
In 1984, David Rose helped to found CAST (the Center for Applied Special Technology) with a vision of expanding educational opportunities for all students, especially those with disabilities, through the innovative use of new technologies. This work led to the development of the theory and practical framework of Universal Design for Learning.
For the past 20 years, Dr. Rose has served on the faculty of the Harvard Graduate School of Education where he teaches a course in Universal Design for Learning and a year-long course called Cognitive Development, Education, and the Brain with Howard Gardner and Kurt Fischer.
As a researcher, Dr. Rose is the Principal Investigator on a number of U.S. Department of Education and National Science Foundation grants, and is currently the principal investigator of two national centers created to develop and implement the National Instructional Materials Accessibility Standard (NIMAS). With the increasing prominence of UDL as a field within education, Dr. Rose has become a frequent keynote speaker at national and international conferences.
He is also the co-author or editor with Anne Meyer of the books Teaching Every Student in the Digital Age: Universal Design for Learning (ASCD, 2002); Learning to Read in the Computer Age (Brookline, 1998); A Practical Reader in Universal Design for Learning (Harvard Education Press, 2006), and (with Anne Meyer and Chuck Hitchcock) The Universally Designed Classroom: Accessible Curriculum and Digital Technologies (Harvard Education Press, 2005). In addition he is the author of numerous journal articles and academic book chapters.
Dr. Rose also leads or participates in many of CAST’s technology and media development projects that have resulted in programs that are both award-winning and commercially successful including: Literary Place (Scholastic); Wiggleworks® (Scholastic); Thinking Reader (Tom Snyder/Scholastic); CAST’s Bobby (now distributed by IBM); AMP Reading System (Pearson).
Dr. Rose has worked as a consultant for Houghton-Mifflin, Scholastic, Tom Snyder Productions, EBSCO Publishing, Pearson, Sopris West, and other publishers. He has also testified before the U.S. Senate’s Appropriations Subcommittee on Labor, Health & Human Services, and Education, and regularly advises state departments of education on policies related to the education of students with disabilities and designing universally designed educational systems.
With his CAST colleagues, he has won numerous awards, including the Computerworld/Smithsonian Award for Innovation in Education and Academia (Laureate, 1993; Finalist, 1999), Tech Museum of Innovation Award (2002), LD Access Foundation Innovation Award (1999), and the EdNET HERO Award (2005). In 2004, the George Lucas Educational Foundation’s Edutopia magazine named him one of education’s “Daring Dozen.”
Education
B.A., Psychology, Harvard College, Cambridge, MA
M.A., Teaching, Reed College, Portland, OR
Ed.D., Human Development & Reading, Harvard University, Graduate School of Education, Cambridge, MA
Current Projects
Principled Science Assessment Design for Students with Disabilities – Chief Scientist, Cognition and Learning for a U.S. DOE-funded project in collaboration with SRI and the University of Maryland to pair UDL with the assessment design techniques and tools of evidence-centered design to develop assessment items that more accurately reflect outcomes for all students on statewide middle school science assessments.
The Universally Designed Science Notebook: An Intervention to Support Students with Disabilities in Science Learning – Chief Scientist, Cognition and Learning for a U.S. DOE-funded project in collaboration with the Lawrence Hall of Science at the University of California-Berkeley to investigate a universally designed science notebook to support 4th- and 5th-grade students, in particular those with high-incidence disabilities, in learning science.
Universal Design of Inquiry-Based Middle and High School Science Curricula – Principal Investigator for a National Science Foundation-funded project in collaboration with Education Development Center (EDC) and the University of Michigan, to infuse UDL into middle school and high school science curricula and create systems to support curriculum developers in creating universally designed science curricula.
National Instructional Materials Standard (NIMAS) Development Center – Principal Investigator for an OSEP-funded center to provide national leadership to further the development and maintenance of the NIMAS work and support its large-scale implementation.
National Instructional Materials Standard (NIMAS) Technical Assistance Center – Principal Investigator for an OSEP-funded center to supports the efficient production of baseline NIMAS files and the conversion of these files into alternate formats.
AIM Consortium – Principal Investigator of an OSEP-funded grant to work intensively with 15 states on NIMAS implementation. The Consortium works to improve academic outcomes for approximately 1.3 million K-12 students with print disabilities through the timely acquisition and delivery of high-quality educational materials in accessible formats (audio, Braille, eText, large print).
Center for Implementation of Technology in Education (CITEd) – Co-Principal Investigator of an OSEP-funded center in collaboration with The American Institutes of Research (AIR) and the Education Development Center (EDC) to create a cohesive, coordinated system of technical assistance to support state and local education agencies in implementing and evaluating selected evidence-based technology practices.
Recent Publications
Dalton, B., Rose, D., & Christodoulou, J. (in press). Technology’s role in advancing literacy and achievement for diverse adolescent learners. A report to Carnegie Corporation of New York.
Rose, D. & Dalton, B. (in press). Learning in the digital age. In K.W. Fisher & T. Katzir (Eds), Building Usable Knowledge in Mind, Brain, and Education. Cambridge University Press.
Dalton, B.& Rose, D. (2008). Scaffolding digital comprehension. In C.C. Block & S.R. Parris (Eds.). Comprehension Instruction: Research-Based Best Practices, second edition. New York, Guilford Publications: 347-361.
Rose, D.H., Harbour, W.S., Johnston, C.S., Daley, S.G., & Abarbanell, L. (2008). Universal design for learning in postsecondary education: Reflections on principles and their application. In Burgstahler, S.E., & Cory, R.C. (Eds.) Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press.
Rose, D., & Dalton, B. (2007). Plato revisited: Learning through listening in the digital world. Paper prepared for Recording for the Blind & Dyslexic, Princeton, NJ.
Rose, D. (2007). Is a synthesis possible? Making doubly sure in research and application. In K.W. Fischer, J.H. Bernstein, & M.H. Immordino-Yang (Eds.). Mind, Brain, and Education in Reading Disorders. Cambridge University Press: 281-292.
Rose, D., & Strangman, N. (2007). Cognition and learning: Meeting the challenge of individual differences. Universal Access in the Information Society, 5(4), 381-391.
Rose, D. & Rose, K. (2007). Deficits in executive function processes: A curriculum-based intervention. In L. Meltzer (Ed.). Executive Function in Education: From Theory to Practice. New York: Guilford Publications.
Rose, D., Harbour, W., Johnston, S., Daley, S., & Abarbanell, L. (2006). Universal Design for Learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability; 19 (2), 135-151.
Rose, D. H., & Meyer, A. (Eds.) (2006). A Practical Reader in Universal Design for Learning. Cambridge, MA: Harvard Education Press.
Rose, D., Meyer, A., & Hitchcock, C. (2005). The Universally Designed Classroom. Cambridge, MA: Harvard Education Press.
