June 2013 – Special Educator e-Journal

Table of Contents

• Update from the U.S. Department of Education

• Calls to Participate

• Special Education Resources

• Update From The National Dissemination Center for Children with Disabilities

• Latest Employment Opportunities Posted on NASET

• Upcoming Conferences and Events

• Funding Forecast and Award Opportunities

• Acknowledgements

• Download a PDF or XPS Version of This Issue

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Update from the U.S. Department of Education

Applications Now Available to Improve Education and Employment Outcomes for Low-Income Children with Disabilities

This past month, the U.S. Department of Education published a Notice in the Federal Register inviting applications for a new competitive grant program, Promoting Readiness of Minors in Supplemental Security Income (PROMISE). PROMISE was proposed by the Obama Administration to improve the education and career outcomes of low income children with disabilities receiving Supplemental Security Income (SSI). The program is designed to serve children with disabilities, ages 14-16, who are receiving SSI and their families.

For too long, the current system has not been effective in supporting child SSI recipients. Child SSI recipients who become adult SSI recipients continue to face many challenges, such as low educational attainment and employment rates.

“Poor educational outcomes and low employment rates are not acceptable outcomes for any individual with a disability,” said Michael Yudin, Acting Assistant Secretary for Special Education and Rehabilitative Services at the Department of Education. “With PROMISE, we hope to provide strong and effective partnerships with agencies to build capacity to achieve better results and outcomes for child SSI recipients and their families.”

The PROMISE program is an interagency collaboration of the U.S. Departments of Education, Health and Human Services, Labor and the Social Security Administration. Under this new competitive grant program, state agencies will partner to develop and implement a model demonstration project that provides coordinated services and supports designed to improve the education and career outcomes of children with disabilities receiving SSI, including services and supports to their families. PROMISE is a great opportunity for states to be innovative in designing programs that meet the needs of families and that will improve the life outcomes of individuals with disabilities.

PROMISE is open to all 50 States and the District of Columbia, and states may apply together as a consortium. The Department intends to fund three to six projects between $4.5 million to $10 million a year for 5 years.

The PROMISE Application Package is available beginning, May 21, 2013 and the deadline for submitting completed applications is August 19, 2013. In order to assist with the application process, the Department will host webinars for applicants to review the application and ask questions on the following dates:

Thursday, May 30, 2013
Tuesday, June 4, 2013

U.S. Department of Education Announces Arizona Will Receive $10.4 Million to Continue Efforts to Turn Around Its Lowest-Performing Schools

U.S. Secretary of Education Arne Duncan announced that Arizona will receive $10.4 million to continue efforts to turn around its persistently lowest-achieving schools through the Department’s School Improvement Grants (SIG) program. Arizona is among the 25 states that have received continuation awards for the third year of implementing a SIG model. In addition to Arizona, other states are: Alaska—$1.5 million; Arkansas—$5.3 million; Connecticut—$3.6 million; Delaware—$1.4 million; Florida—$26.8 million; Iowa—$3 million; Kentucky—$7.7 million; Maryland—$6.8 million; Minnesota—$5.5 million; Mississippi—$6.1 million; Montana—$1.5 million; New Jersey—$10.4 million; New Mexico—$4.1 million; North Dakota—$1.2 million; Ohio—$20.2 million; Oklahoma—$5.5 million; Oregon—$5.4 million; South Carolina—$7.4 million; South Dakota—$1.5 million; Texas—$49.7 million; Utah—$3.4 million; Washington—$7.8 million; West Virginia—$3.3 million; and Wyoming—$1.1 million. In addition to continuation awards, the Department awarded SIG grants to 10 states to run new competitions for previously unfunded schools.

“When schools fail, our children and our neighborhoods suffer,” Duncan said. “Turning around our lowest-performing schools is hard work but it’s our responsibility. We owe it to our children, their families and the broader community. These School Improvement Grants are helping some of the lowest-achieving schools provide a better education for students who need it the most.”

Grants are awarded to State Educational Agencies (SEAs) that then make competitive subgrants to local educational agencies (LEAs) that demonstrate the greatest need for the funds and the strongest commitment to use them to provide adequate resources, in order to substantially raise student achievement in their lowest-performing schools. Under the Obama Administration, the SIG program has invested up to $2 million per school at more than 1,300 of the country’s lowest-performing schools. Early findings show positive momentum and progress in many SIG schools. Findings also show that many schools receiving SIG grants are improving, and some of the greatest gains have been in small towns and rural communities.

Alejandra Ceja Appointed Director of White House Initiative on Educational Excellence for Hispanics

U.S. Education Secretary Arne Duncan announced the appointment of Alejandra Ceja as the new director of the White House Initiative on Educational Excellence for Hispanics. The Initiative is tasked with expanding academic excellence and improving educational opportunities for Hispanics by making recommendations to President Obama and Secretary Duncan.

“Alejandra is a trusted advisor and leader in the Hispanic community,” Duncan said. “As director of this important initiative, Alejandra will continue her exceptional work of pursuing academic excellence and opportunities for Hispanics across the country.”

To prepare America’s next generation, President Obama has set a goal to have the highest proportion of college graduates in the world by 2020. Improving education opportunities for Hispanics will be central to achieving that goal. From increasing the graduation rates of Hispanic students to encouraging community engagement across the country, Ceja will work to address the critical issues surrounding the educational achievements of Hispanic citizens.

“I look forward to advancing the mission and goals of the Initiative and to helping prepare Hispanics achieve their potential academically, professionally, civically, and globally,” Ceja said. “We’ve got a lot of work to do because ensuring that everyone has an opportunity to seek an academic degree is vital to our country’s success.”

Ceja previously was Chief of Staff for Under Secretary of Education Martha Kanter. She also served as Senior Budget/Appropriations Advisor on the House Education and Labor Committee. Prior to her time on Capitol Hill, Ceja was Program Examiner for the White House Office of Management and Budget (OMB), where she helped comprise the federal budget for the Department of Labor and the Corporation for National and Community Service.

Ceja is a member of the Congressional Hispanic Caucus Alumnae Association, the National Urban Fellows, the National Hispana Leadership Institute, and a graduate of the Presidential Management Fellowship (PMF) program.

Though Ceja is a native of Huntington Park, Calif., her family’s roots trace back to Michoacan, Mexico.

Ceja received her MPA in Public Administration at Baruch College, City University of New York and her BA in Political Science at Mount St. Mary’s College in California.

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CEJA NOMBRADA DIRECTORA DE LA INICIATIVA DE LA CASA BLANCA SOBRE LA EXCELENCIA EDUCATIVA DE LOS HISPANOS

El Secretario de Educación de EE.UU. Arne Duncan dio a conocer hoy la designación de Alejandra Ceja como nueva Directora de la

Iniciativa de la Casa Blanca sobre la Excelencia Educativa de los Hispanos. La Iniciativa tiene por objeto ampliar la excelencia académica y mejorar las oportunidades educativas para los hispanos mediante la formulación de recomendaciones al Presidente Obama y al Secretario Duncan.

“Alejandra es una asesora de confianza y lideresa en la comunidad hispana”, afirma Duncan. “Como directora de esta importante iniciativa, Alejandra continuará su destacada labor de luchar por la excelencia y las oportunidades académicas para los hispanos de todo el país”.

A fin de preparar a la próxima generación de los Estados Unidos, el Presidente Obama ha establecido la meta de contar con la mayor proporción de graduados universitarios del mundo para el año 2020. Mejorar las oportunidades educativas para los hispanos será un eje central en la consecución de esa meta. Desde aumentar la tasa de graduación de los estudiantes hispanos hasta promover la participación comunitaria a lo largo y ancho del país, Ceja trabajará para abordar las cuestiones cruciales en torno a los logros educativos de los ciudadanos hispanos.

“Espero con gran interés avanzar la misión y los objetivos de la Iniciativa y ayudar a preparar a los hispanos a desarrollar académica, profesional, cívica y globalmente su potencial”, dijo Ceja. “Tenemos mucho trabajo que hacer porque garantizar que todos tienen una oportunidad de tratar de obtener un título académico es vital para el éxito de nuestro país”.

Anteriormente, Ceja fue Jefe de Gabinete para la Subsecretaria de Educación Martha Kanter. Asimismo, se desempeñó como Asesora Principal sobre Presupuesto y Asignación de Fondos en la Comisión de la Cámara de Representantes sobre Educación y Trabajo. Antes de trabajar en el poder legislativo federal, Ceja fue Examinadora de Programas para la Oficina de Gestión y Presupuesto de la Casa Blanca (OMB), cargo en que ayudaba a formular el presupuesto federal para el Departamento de Trabajo y la Corporación para el Servicio Nacional y Comunitario.

Ceja es miembro de la Congressional Hispanic Caucus Alumnae Association, los National Urban Fellows, el Instituto Nacional de Liderazgo Hispano, y es graduada del programa Presidential Management Fellowship (PMF).

Ceja nació en Huntington Park, California, y su familia es de Michoacán, México. Ceja recibió su M.P.A. en Administración Pública en Baruch College, City University de Nueva York y su B.A. en Ciencias Políticas en Mount St. Mary’s College en California.

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Calls to Participate

Learning Disabilities Association of America Seeks Submissions for 2014 Conference
http://www.ldaamerica.org/conference/index.asp
The Learning Disabilities Association (LDA) of America seeks submissions for the 2014 Conference in Anaheim, CA, February 19-22, 2013, for papers or other formal presentations, workshops, or informational sessions. LDA values sessions on current and best practices, including basic information about the nature of learning disabilities as well as innovative approaches to advocacy, assessment, intervention, and instruction; new ways to ensure successful transition, use of assistive technology, access to the general curriculum, providing a continuum of services and fostering productive adulthood; and hands-on practical techniques for Table Talk and reports of research for Poster Sessions. For 2014, a special focus will be placed on research best practices and skill building of both children and adults in culturally diverse populations. A new strand in the program will be “Correctional Education and Justice System.”

National Dialogue: Join the Conversation for Change
http://fptepolicyworks.ideascale.com/
The “Join the Conversation for Change” online national dialogue is a two-week discussion hosted by the U.S. Departments of Labor, Education, Health and Human Services and Social Security Administration, May 13-27, 2013. Participants are sharing their input on federal legislative and regulatory barriers and opportunities to improve transition outcomes for youth with disabilities. This input is important to the Departments, which encourage participation in the discussion and look forward to an active exchange of ideas.

Youth Service America Seeks Applications for Youth Ambassador Program
http://www.ysa.org/grants/NCAM
Youth Service America, in partnership with the Festival of Children Foundation, is accepting applications for the National Child Awareness Month Youth Ambassador program, an initiative to help young people ages 16-22 address critical issues facing youth in the United States. Each Ambassador will receive support, advocacy training in the nation’s capital, and planning-guidance for their respective service projects. Fifty-one youth ambassadors will be selected, one per state and the District of Columbia, to join a national network of young people who will use their collective voice in service to other youth. Each Ambassador will receive a $1,000 grant and be flown to Washington, DC, for a training program. Ambassadors will receive ongoing networking opportunities with other youth ambassadors across the country, as well as ongoing training and mobilization resources to help advance participants’ service initiatives. Applicants must be between 16-22 years old, reside in the US, be able to attend a training in Washington, DC, in September and participate in Global Youth Service Day (April 11-13, 2014), and collaborate with a sponsoring organization or school. Deadline for applications: June 16, 2013.

Call For Applications: The HSC Foundation’s Advocates in Disability Award

http://www.hscfoundation.org/2013ADA.php
The HSC Foundation is seeking applicants for the 2013 Advocates in Disability Award (ADA). The Advocates in Disability Award goes to a young person with a disability between the ages of 14-26, who is dedicated to positively affecting the lives of individuals with disabilities and their families in the United States. The program also supports an innovative project developed by the award recipient that serves and empowers individuals with disabilities. The recipient will be awarded $3,000 in recognition of past disability advocacy and will receive up to an additional $7,000 in funding support for a proposed project.

Education and Health Care Transition

http://education.ufl.edu/education-healthcare-transition
The University of Florida’s College of Education offers an online Graduate Certificate program for graduate students or professionals in education, medicine, nursing, social work, law, public health, public policy, or work in other education or health-related areas. The program teaches skills for integrating education and health care transitions and building expertise in this emerging discipline.

Mansfield Hall Program and Residence for Young Adults Attending College and Transitioning to Independence

http://www.mansfieldhall.org/
Mansfield Hall is a comprehensive, individualized program and residence in Burlington, Vermont, that supports young adults attending college and transitioning to independence. They serve students who have learning disabilities, mild autism, Asperger’s syndrome, nonverbal learning disabilities, ADHD, executive functioning impairments, or other students with unique characteristics that may pose challenges in the transition to college life. Their goal is to provide skills training in all areas of adaptive functioning so students can flourish academically, socially, vocationally, and emotionally.

U.S. Department of Education Seeks Input on PROMISE Competitive Grant Program

http://www2.ed.gov/about/inits/ed/promise/index.html
The U.S. Department of Education seeks input on a new competitive grant program, Promoting Readiness of Minors in Supplemental Security Income (PROMISE). The purpose of this program is to fund model demonstration projects in states to promote improved outcomes for children who receive Supplemental Security Income (SSI) and their families. Under this program, projects must form strong and effective partnerships among state agencies responsible for programs that play a key role in providing services to child SSI recipients and their families and provide coordinated services and supports designed to improve the education and employment outcomes of child SSI recipients and their families.

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Special Education Resources

Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic (April 2013)
Archived Webinar
http://media.all4ed.org/webinar-apr-30-2013
The “Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic” webinar shared details from the 2013 report update of “Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic,” including information on states and student demographics making the largest gains in high school graduation rates. The report shows that the nation is slowly but surely making progress.

Count Us In! (September 2012)
Toolkit
http://tinyurl.com/bwb8jc2
The Count Us In! toolkit from Attendance Works, America’s Promise Alliance, Civic Enterprises, and Points of Light, offers talking points on the importance of good attendance, templates of proclamations and news releases, ideas for engaging students and parents, and advice for tracking data to identify and intervene with chronically absent kids.

Helping Students with Disabilities Transition to College and Careers (March 2013)
Archived Webinar
http://tinyurl.com/cqk97lx
The American Youth Policy Forum has archived its webinar, “Helping Students with Disabilities Transition to College and Careers.” High quality transition services are important in preparing students with disabilities for college, careers, and other positive post-school outcomes. The webinar highlighted research, policies, and programs that have helped students with disabilities transition successfully.

How Career and Technical Education Can Help Students Be College and Career Ready: A Primer (April)
Policy Brief
http://tinyurl.com/ct5z93j
“How Career and Technical Education Can Help Students Be College and Career Ready: A Primer” is a Policy Brief issued by the College and Career Readiness and Success Center at the American Institutes for Research that provides an overview of the evolution of career and technical education (CTE) in the U.S. and highlights issues CTE faces in the field that must be overcome for it to become a major, wide-reaching strategy for preparing students for postsecondary success. The national commitment to graduate more students from high school prepared to face postsecondary challenges needs schools to improve CTE, to ensure that students have access to high-quality pathways to success.

IDEA Partnership Collections (2013)
Web page
http://ideapartnership.org/using-tools/learning-together/collections.html
The IDEA Partnership collections include a glossary, powerpoint presentations, presenter’s guides, dialogue guides, etc., for people looking for resources on Autism Spectrum Disorders, the Common Core Standards, Response to Intervention (RtI), Secondary Transition, or related important topics.

Improving College and Career Readiness for Students with Disabilities (May 2013)
Issue Brief
http://tinyurl.com/kqnu52m
The “Improving College and Career Readiness for Students with Disabilities” issue brief prepared by American Youth Policy Forum (AYPF) for the College and Career Readiness and Success Center at the American Institutes for Research aims to help state policymakers plan strategies to prepare students with disabilities and special needs for college and career. The brief provides context and background on the numbers of students with disabilities who are college and career ready; examines issues related to preparation and readiness for postsecondary education and careers; and includes examples of current programs and policies that help students with disabilities to successfully transition to college and careers.

Improving the Measurement of Socioeconomic Status for the National Assessment of Educational Progress: A Theoretical Foundation (November 2012)
Report
http://nces.ed.gov/nationsreportcard/researchcenter/socioeconomic_factors.aspx
The U.S. Department of Education’s Institute of Education Sciences’ National Center for Education Statistics (NCES) has released “Improving the Measurement of Socioeconomic Status for the National Assessment of Educational Progress (NAEP): A Theoretical Foundation,” a new paper available from The Nation’s Report Card. To improve the measurement and reporting of socioeconomic status (SES) and its relationship to academic achievement in the context of NAEP, NCES convened a panel of experts to provide recommendations concerning SES as a construct, with the understanding that their recommendations might ultimately lead to a new measure of SES that could be used for NAEP.

NCWD/Youth State Perspectives on Using the Guideposts for Success – Maryland (2013)
Case Study
http://www.ncwd-youth.info/innovative-strategies/state-perspectives/maryland
The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) has released the Maryland “Youth State Perspectives on Using the Guideposts for Success,” one of two publications illustrating how state agencies can use the Guideposts for Success as a strategic organizational framework to increase coordination across agencies, departments, and service providers responsible for youth transition outcomes. In Maryland, the Department of Education’s Division of Rehabilitation Services has used the Guideposts to develop and pilot a transition services model called the Maryland Seamless Transition Collaborative (MSTC).

NCWD/Youth State Perspectives on Using the Guideposts for Success – South Carolina (2013)
Case Study
http://www.ncwd-youth.info/innovative-strategies/state-perspectives/south-carolina
The National Collaborative Workforce and Disability for Youth (NCWD/Youth) has released the South Carolina “Youth State Perspectives on Using the Guideposts for Success,” one of two publications illustrating how state agencies can use the Guideposts for Success as a strategic organizational framework to increase coordination across agencies, departments, and service providers responsible for youth transition outcomes. The South Carolina Vocational Rehabilitation Department (SCVRD) uses the Guideposts as a framework for defining, developing, and tracking its youth transition services and programs throughout the state.

Student Interventions: One Size Does Not Fit All (2013)
Article
http://tinyurl.com/crdlv25
In student interventions it is important to consider the categories of students who need intervention. This step is often missed in improving a school-wide academic intervention system. For example, having a mandatory lunchtime homework catch-up assumes that all students identified for the intervention are unmotivated (and have a place at home to do homework), but can actually do the work. Some students may be high-needs academically even though motivated, or both high-needs and unmotivated. Some may not have a home environment conducive to studying and completing homework. An individual teacher may need help from a team of teachers and/or from the principal to intervene effectively. The intervention designed should reflect these different needs.

Technology Gives Students with Disabilities Access to College Courses (May 2013)
Blog Article
http://www.ed.gov/blog/2013/05/technology-gives-students-with-disabilities-access-to-college-courses/
“Technology Gives Students with Disabilities Access to College Courses” reports on a group of high school students with learning disabilities who attend a dual-enrollment high school/college program that emphasizes the use of technology, including the Bookshare accessible library, to help students earn college credit while still in high school. The program offers a student-centered learning environment allowing seniors to complete required high school courses while accumulating college credits. Each student focuses on individual educational choices and academic and vocational studies relevant to future goals. The idea is to provide learning choices and empowerment for students. The program is inclusive of all students, with or without a disability. Programs like this, which use assistive technologies and digital accessible books, promote high academic standards for all, enabling more students to be college and career ready.

The New Transition Handbook: Strategies High School Teachers Use That Work! (2012)
Handbook
http://tinyurl.com/lvcmtmn
This updated edition of “The Transition Handbook” includes more than 500 research-based, teacher-tested transition support strategies to help students with disabilities achieve self-determination, access the general curriculum, increase their social acceptance and participation, set and reach individual goals, strengthen positive behavior, prepare for postsecondary education, develop employment skills, access community resources, and learn critical functional skills.

The Role of Work-Based Learning in Preparing Students for College and a Career (April 2013)
Archived Webinar
http://media.all4ed.org/webinar-apr-23-2013
The archived discussion of “The Role of Work-Based Learning in Preparing Students for College and a Career” webinar shared examples of work-based learning opportunities that help students become aware of the different career options available in a 21st century economy; explore career options of interest to students; apply academic, technical, and workplace skills in real-world situations; and train for specific occupations or postsecondary learning experiences.

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Update from the National Dissemination Center for Children with Disabilities

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Latest Employment Opportunities Posted on NASET

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Funding Forecast and Award Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2013

http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2014 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2013

http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2014 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.

FY 2013 Discretionary Grant Application Packages

http://www.ed.gov/fund/grant/apply/grantapps/index.html
This site, from the Department of Education, provides information on grant competitions that are currently open.

FY 2013 Discretionary Grant Application Packages

http://www.ed.gov/fund/grant/apply/grantapps/index.html
This site, from the Department of Education, provides information on grant competitions that are currently open.

Best Buy Children’s Foundation Seeks Applications for Youth Technology Grants
http://pr.bby.com/community-grants/
The Best Buy Children’s Foundation is accepting applications from local and regional nonprofit organizations working to provide teens with places and opportunities to develop 21st century technology skills to assist their future education and career choices. Community grants of up to $10,000 (average amount $5,000) will be awarded for program activities such as computer programming, digital imaging, music production, robotics, and gaming and mobile app development. Grants are intended to support local efforts and are reviewed for consideration by Best Buy teams across the United States. Organizations must be tax exempt under Section 501(c)(3) of the Internal Revenue Code, and must provide direct services that build technology skills in teens ages 13-18, and must be located within fifty miles of a Best Buy store, Best Buy Mobile location, Best Buy Distribution Center, Best Buy Service Center, or Best Buy corporate campus. Before submitting a full application, applicants must complete an eligibility quiz. Deadline for quiz completion: July 1, 2013.

Foundation for Technology and Engineering Educators Invites Applications
http://www.iteea.org/Awards/granthearlihy.htm
The Foundation for Technology and Engineering Educators, in partnership with Pitsco/Hearlihy & Company, is accepting applications for technology and engineering education programs at any grade level. Through its Excellence in Teaching Technology and Engineering grant program, the foundation will award grants of $2,000 each to K-12 technology and engineering teachers to encourage the integration of a quality technology and engineering education program within their school’s curriculum. Applicants must be teachers (elementary or secondary) who are successfully integrating technology and engineering education within their school’s curriculum. In addition, teachers must be ITEEA members and be registered for the ITEEA annual conference. Membership materials may be enclosed with the scholarship application. Deadline for applications: December 1, 2013.

Humanities, Arts, Sciences, and Technology Advanced Collaboration (HASTAC) Invites Applications for Project: Connect-Youth Summer Programs Competition
http://dmlcompetition.net/
The Humanities, Arts, Sciences, and Technology Advanced Collaboration (HASTAC) is accepting applications for projects that provide hands-on summer learning opportunities for youth focused on making the Web more civil, safe, and empowering for all. Through the Project: Connect-Youth Summer Programs Competition, HASTAC will award grants of up to $10,000 each to libraries, museums, and other nonprofit organizations to support a series of local hands-on events in July, August, or September where young people can collaborate and compete in activities such as hackathons, maker spaces, digital journalism and communications labs, and mentoring workshops. Programs must be based on the understanding that learning happens anywhere, anytime, and should be equitable, social, and participatory, and should reflect kids’ interests. To be eligible, nonprofit learning development and civic engagement institutions and organizations, including learning development organizations such as museums, libraries, afterschool and summer programs, must be tax exempt under Section 501(c)(3) of the Internal Revenue Code. Deadline: June 10, 2013.

Kennedy Center: VSA Playwright Discovery Competition
http://www.kennedy-center.org/education/vsa/programs/playwright_discovery.cfm
The Kennedy Center VSA Playwright Discovery Competition invites middle and high school students to take a closer look at the world around them, examine how disability affects their lives and the lives of others, and express their views through the art of script writing. Writers may write from their own experience and observations or create fictional characters and settings. Scripts can be comedies, dramas, or even musicals. Maximum award: Division 1 (Grades 6-8, or equivalent): $375 for his/her school; publication in the 2013 VSA Playwright Discovery Program booklet. Division 2 (Grades 9-12, or equivalent): $750 scholarship, $375 for his/her school; publication in the 2013 VSA Playwright Discovery Program booklet. Deadline: June 1, 2013.

Mitsubishi Electric America Foundation: Grants for Youth with Disabilities
http://www.meaf.org/how_to_apply/
The Mitsubishi Electric America Foundation Grants program is dedicated to helping young Americans with disabilities maximize their potential and fully participate in society. The foundation supports organizations and projects within its mission that have broad scope and impact and demonstrate potential for replication at other sites. A major program emphasis is inclusion: enabling young people with disabilities to have full access to educational, vocational, and recreational opportunities, and to participate alongside their non-disabled peers. Maximum award: $90,000. Eligibility: 501(c)3 organizations. Deadline: June 1, 2013.

Mr. Holland’s Opus Foundation Invites Applications for Music Donation Program
http://www.mhopus.org/Apply
Through its Keeping Music Alive program, the foundation will donate musical instruments to music programs that serve low-income communities and have little or no budget for musical instruments. Priority is given to programs serving the most students within a school population. Public, private, and charter schools are invited to apply; however, schools must be eligible for funds under Title 1 and/or serve a population where at least 50% of the students qualify for the National Lunch Program. Schools also must have an established instrumental music program (concert band, marching band, jazz band, and/or orchestra) that takes place during the regular school day and is at least three years old. Schools that offer Orff/classroom music only are not eligible to apply. Deadline for Pre-Qualification: August 1, 2013.

William T. Grant Foundation Invites Applications for Youth Social Setting Research Projects
http://www.wtgrantfoundation.org/funding_opportunities/research_grants/social-settings
The William T. Grant Foundation is accepting applications from organizations for research projects related to understanding how youth settings work, how they affect youth development, and how they can be improved. Grants of $100,000-$600,000 will be awarded for projects that address theory, policy, and/or practice affecting the settings of youth ages 8-25 in the United States. Social settings are defined as the social environments in which youth experience daily life. These include environments with clear boundaries such as classrooms, schools, and youth-serving organizations, and those with less prescribed boundaries such as neighborhoods or other settings in which youth interact with peers, family members, and other adults. To be eligible, organizations must be tax exempt under Section 501(c)(3) of the Internal Revenue Code. Deadline: August 2, 2013.

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Acknowledgements

Portions of this month’s NASET Special Educator e-Journal were excerpted from:

• Committee on Education and the Workforce
• FirstGov.gov-The Official U.S. Government Web Portal
• National Center on Secondary Education and Transition, an electronic newsletter of the National Center on Secondary Education and Transition (NCSET), available online at http://www.ncset.org/enews. NCSET is funded by the U.S. Department of Education, Office of Special Education Programs.
• National Collaborative on Workforce and Disability for Youth
• National Dissemination Center for Children with Disabilities
• National Institute of Health
• National Organization on Disability
• Substance Abuse and Mental Health Services Administration
• U.S. Department of Education
• U.S. Department of Education-The Achiever
• U.S. Department of Education-The Education Innovator
• U.S. Department of Labor
• U.S. Food and Drug Administration
• U.S. Office of Special Education
• U.S. Department of Health and Human Services

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this edition of the NASETSpecial Educator e-Journal.

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