Diane Pedrotty Bryant
Professor, Ph.D., Graduate Adviser
Office & Hours
Office: SZB 306 and 408D
Courses of Instruction
As a member of the Learning Disabilities/Behavior Disorders program area in the Department of Special Education, Dr. Bryant’s teaching interests focus on high incidence disabilities. She teaches doctoral seminars that focus on learning disabilities, intervention, professional development, and trends and issues in her field. She has also taught undergraduate and graduate (Master’s) level courses with a focus on instructional methodology.
The University of Texas at Austin
1 University Station Stop D5300
Austin, TX 78712
UT Mail Code: D5300
Diane Pedrotty Bryant is the Graduate Adviser for the Department of Special Education. She is a member of the Board of Directors for The Meadows Center for Preventing Educational Risk, the Project Director for the Mathematics Institute for Learning Disabilities and Difficulties (http://www.meadowscenter.org/institutes/mathematics), and the Co-Coordinator of the Assistive and Instructional Technology Lab in the College of Education. Dr. Bryant holds the Mollie Villeret Davis Professorship in Learning Disabilities. She is the Co-Editor-in-Chief of Learning Disability Quarterly and serves on numerous journal editorial boards. Dr. Bryant is Principal Investigator on Project AIM, which is funded by the Institute of Education Sciences and focuses on algebra-readiness concepts and skills for middle school students with mathematics difficulties. She has published numerous articles on instructional strategies and assistive technology adaptations for students with learning disabilities in refereed journals such as Learning Disability Quarterly, Journal of Learning Disabilities, Exceptional Children, and Remedial and Special Education, and is the co-author of textbooks and educational tests.
Early Career in Special Education
As part of her early career in special education, Dr. Bryant taught students with learning disabilities and behavior disorders in Chelsea, MA; Crown Point, NM; and Albuquerque, NM. Further work in Albuquerque included working as a coaching specialist to assist special education teachers with instructional and behavioral issues in their classrooms. She also served as the District Coordinator for Special Education Staff Development and the principal for an intensive summer school program for students with special needs.
Bryant, D.P., Bryant, B.R., Roberts, G., & Fall, A-M. (in press). The effects of an early numeracy intervention on the mathematics performance of primary grade English learners with mathematics difficulties. Reading & Writing Quarterly: Overcoming Learning Difficulties: Language Issues in the Learning and Teaching of Mathematics Invited paper for a special series.
Bryant, D. P., Bryant, B. R., Williams, J., Kim, S., & Shin, M. (2013). Instructional practices for improving student outcomes in solving arithmetic combinations. In D. Chard, B. Cook, & M. Tankersley (Eds.), Research-based strategies for improving outcomes in academics (pp. 58 - 69). Boston: Pearson, Inc.
Bryant, D. P., & Bryant, B. R. (2012). Using RtI in the mathematics classroom. In J. Bakken (Ed.), Response to Intervention in the core content areas: A practical approach for educators (pp. 187-212). Austin, TX: Prufrock Press.
Bryant, D. P., Bryant, B. R., Roberts, G., Vaughn, S., Hughes, K., Porterfield, J., & Gersten, R. (2011). Effects of an early numeracy intervention on the performance of first-grade students with mathematics difficulties. Exceptional Children, 78(1), 7-23.
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms (1st ed.). Boston, MA: Allyn & Bacon.
Dr. Bryant is the recipient of the University of New Mexico Distinguished Alumnus Award and The Warren Weinberg Award for Outstanding Contributions to the field of Learning Disabilities; Awarded by the Learning Disabilities Association of Texas.
Current Research Projects and Grants
Dr. Bryant is the Principal Investigator of Project AIM: Algebra-readiness Intervention Modules for At-Risk
Students.Funded by the Institute of Education Sciences, U. S. Department of Education.
The purpose of this three-year project is to develop two sets of instructional modules,
Algebra-readiness Intervention Modules, focusing on mathematics concepts and skills
that are important for success in algebra [for more information see Meadows Center for
Preventing Educational Risk:Mathematics Institute for Learning Disabilities and
Research Interests and Expertise
Dr. Bryant has served as the Principal Investigator on an early numeracy, response to intervention grant funded by the Institute of Education Sciences, the 3-Tier Mathematics Elementary & Secondary Intervention Project funded by the Texas Education Agency, and the MSTAR Intervention program funded by the Meadows Foundation. Dr. Bryant was chosen to participate in the National Science Foundation funded “Beginning Substantive Collaboration between Mathematics Education and Special Education Symposium: Teaching Mathematics to Students within the RtI Process.” She is the author/co-author of books, tests, and research articles that focus on educational interventions for improving the mathematics and reading performance of students with learning disabilities, and the use of assistive technology for individuals with disabilities. Her research articles represent 20 years of working collaboratively with school districts and teachers on interventions for students with learning disabilities and who are at-risk for educational difficulties.
Boards, Committees and Associations
- Council for Learning Disabilities
- Co-chair, Conference Committee
- Council for Exceptional Children
- Member, Division for Learning Disabilities
- Member, Teacher Education Division
- Co-Editor-in-Chief of the Learning Disability Quarterly
- Consulting Editor, Journal of Learning Disabilities, Exceptional Children, Learning Disabilities Research & Practice, Remedial and Special Education, Teacher Education in Special Education
Member Division for Research