Research Scientist
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Short Biography – Education – Current Projects – Selected Publications
An expert in the development of educational models that use technology, Peggy Coyne is a project director of the Office of Special Education Programs-funded Literacy by Design project, a three-year effort to improve literacy instruction for children with cognitive disabilities using technology.
In prior years, Dr. Coyne served as Project Director of the OSEP-funded Engaging the Text study, applying her expertise to the development of a technology-based instructional approach for students with learning disabilities. As director of CAST's Family and Community Literacy Project from 1994–1996, Dr. Coyne developed an innovative, technology-based model for supporting literacy development in at-risk families and led the program's demonstration in schools, educational and social service organizations, libraries, and technology centers throughout the country.
Before joining CAST in 1987, Dr. Coyne provided education and placement services to children with traumatic brain injury atMemorial Rehabilitation Center in Jacksonville, Florida, and at Kennedy Memorial Hospital in Brighton, Massachusetts.
Ed.D., Developmental Studies: Literacy & Language, Boston University, Boston, MA
M.Ed., Special Education, Boston University, Boston, MA
B.A., Psychology, Wheaton College, Norton, MA
UDL Professional Development – Funded by state departments of education and school districts, Dr. Coyne teaches 2-3 day institutes focused on the implementation of Universally Designed Curriculum.
- Instructor for On-Line Course- Funded by the Massachusetts Department of Education, three credit graduate level class entitled "Reading Comprehension strategies and Universal Design for Learning for the Middle and High School Teacher."
Science Writer – OSEP-funded project creating a technology-based writing approach to meet the challenge of supporting all students, including those with disabilities, in the science report-writing process.
Strategy Tutor – Privately funded Web-based strategy instructional tool developed by CAST that helps students with diverse learning needs read and understand websites, especially those rich with educational resources. Strategy Tutor structures the online reading experience to help students learn to evaluate material and acquire the reading-comprehension skills they need to read and learn from educational websites.
Coyne, P., Ganley, P., Hall, T., Meo, G., Murray, E., & Gordon, D. (2006). Applying universal design for learning in the classroom. In D.H. Rose, & A. Meyer (Eds.), A practical reader in universal design for learning (pp. 1-13). Cambridge, MA: Harvard Education Press.
Dalton, B., Zeph, L., Coyne, P., & Enright, B. (2006). Literacy by design: Creating universally designed reading environments for students with significant cognitive disabilities. Final report to the U.S. Office of Special Education. Peabody, MA: CAST.
Coyne. P., & L. Zeph. (2003). Literacy by Design: Creating a universally designed reading environment for students with cognitive disabilities. TASH Connections, 29(10), 32-33.
Dalton, B., Pisha, B., Coyne, P., Eagleton, M., & Deysher, S. (2002). Engaging the text: Reciprocal teaching and questioning strategies in a scaffolded learning environment. Final report to the U.S. Office of Special Education. Peabody, MA: CAST. Available: http://www.cast.org/EngagingTheTextFinalReport.htm
Pisha, B., & Coyne, P. (2001). Jumping off the page: Content area curriculum for the internet age. Reading Online, 5(4).
Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial and Special Education, 22(4), 197-203.
