January, 2005-Special Educator e-Journal

TABLE OF CONTENTS

Message from the President –Dr. Roger Pierangelo
 

Letter From Senator Rick Santorum to NASET Members Regarding IDEA 2004

Legal Issues Corner

• Read the President Bush’s Remarks About IDEA 2004
• Summary of the 2004 IDEA.
• Summary of the new IDEA 2004 Provisions.
• Summary of IDEA 2004
• Let’s Go Section by Section Through IDEA 2004.
• A Side-by-Side Analysis of Transition Requirements under IDEA 2004.
• 200 Pages from NASDSE about IDEA 2004.

International News

• Ontario parents to challenge autism program
• U.S. and Mexico Meet on ED

U.S. Department of Education News

• A New Assistant Secretary for OSERS
• Deputy Secretary Hickok Announces Resignation
• U.S. Students Show Improvement in International Mathematics and Science Assessment
• U.S. Department of Education Receives President’s Quality Award
• New Features Boost Free Web Site
• Creating Alternative Routes to Teacher Certification
• Federal Grant and Teaching Scholarship Opportunities
• Grantmaking at ED
• Forecast of Funding Opportunities under Department of Education Discretionary Grant Programs for Fiscal Year 2004
• NEA Foundation Grants: Innovation, and Learning and Leadership (Teacher Scholarship)
• Toyota TAPESTRY Grants (Teacher Scholarship)

No Child Left Behind News

• Close-Up: No Child Left Behind—What Works Clearinghouse
• Parent Leadership Starter Kit

National Institute of Health News

• Brains of People with Autism Recall Letters of the Alphabet in Brain Areas Dealing with Shapes-Finding Supports Theory That Autism Results From Failure of Brain Areas To Work Together
• National Heart, Lung, and Blood Institute (NHLBI) Stops Study Testing How Long Children with Sickle Cell Anemia Should Have Blood Transfusions to Prevent Stroke
• U.S.-Born Mexican Americans and Non-Hispanic Whites at Increased Risk for Psychiatric Disorders  -Findings Raise New Questions About Influence of Culture
   
   

Early Childhood News

• Children Born in 2001: First Results from the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)

Latest News From The National Dissemination Center for Children with Disabilities

• Side by Side on Transition Issues under IDEA 2004
• Save the date: January 12, 2005
• How Effective Are States’ Conflict Resolution Procedures?
• How Effective Are Public Charter Schools?
• Dropout Prevention Strategies for Students with Disabilities
• Google for Scholars
• Calling All Educators of English Language Learners and Students with Disabilities!
• From Here to Teacher Certification: Alternative Routes to Getting There

Topics of Interest for Special Educators

• The Autism Society of America’s- 36th National Conference on Autism Spectrum Disorders “In Tune With The Future”
• SAMHSA/HRSA Grant: School Mental Health Program and Policy Analysis Centers
• U.S. 15-year-olds outperformed by other nations in mathematics, problem-solving
• Early Ritalin May Cause Long-Term Effects on the Brain

The National Center on Secondary Education and Transition News

• What are the Major Changes Between IDEA 1997 and IDEA 2004?
• Survey Invitation for Educators of English Language Learners and Students with Disabilities
• 2004 National Organization on Disability/Harris Survey of Americans with Disabilities 
• Righting the Americans with Disabilities Act 

 
Websites of Interest for Special Education Teachers

• National Center for Learning Disabilities
• Nobody Left Behind: Disaster Preparedness for Persons with Mobility Impairments
• StateData.info 
• What Interests You? Career Guide from the Bureau of Labor Statistics
• National Collaborative on Workforce and Disability for Youth Update
• For Those Involved in the Workforce Development System.
• EEOC Youth Website Opens
• U.S. Labor Department Publishes Youth Employment Rules

Upcoming Events and Conferences

In January 2005

• 3rd Annual Hawaii International Conference on Education
  Serving Hispanic/Latino Children and Families
• Universal Design for Learning and Postsecondary Education

In February 2005

• Developing Careers, Changing Lives: Careers Conference 2005
• Effective Disciplinary Practice: Strategies for Maintaining Safe Schools
  and Positive Learning Environments for Students With Challenging Behaviors.
• Universal Design for Learning: An Introduction for preK-12 Educators
• Seventeenth Annual At-Risk Youth National FORUM
• Prevention, Intervention, and Recovery: Programs, Services, and Strategies for ALL Students.
• Pacific Rim (Pac Rim) Conference. 
• A Rainbow of Abilities
   
   

Acknowledgements

Happy new year from everyone here at NASET.  We hope that your holiday season has been one of great enjoyment and we wish you all the best in 2005.

After three years of intense debate and compromise, the federal statute governing special education has been revised, enacted and, for the most part, will take effect next July.

Congress finished work on the revisions to the Individuals with Disabilities Education Act (IDEA) in late November, and President Bush signed the legislation, known as the Individuals with Disabilities Education Improvement Act, on December 3, 2004.

A piece of civil rights legislation, the IDEA guarantees students with disabilities a free appropriate public education in the least restrictive environment and authorizes appropriations of billions of dollars in funding to states and school districts to assist them in providing special education and related services.

The revisions of IDEA contained in the new law, Public Law 108-446, build on and more closely align IDEA with the No Child Left Behind Act (NCLB). They also modify important requirements around individualized student planning, transition, litigation and due process protections, monitoring and enforcement, and federal funding.

Except for some provisions related to “highly qualified” teachers, the new law becomes effective on July 1, 2005 , and the U.S. Department of Education now begins the arduous process of developing implementing regulations.

We begin this issue of the NASETSpecial Educatore-journal with a letter from Senator Rick Santorum of Pennsylvania.  Many of you have seen this letter through our NASET News Alert.  We then follow up with all the latest updates on IDEA 2004, as well as updates from various national organizations and government related sites.  We also have topics and websites of interest for you to view, as well as upcoming conferences over the next few months. 

We hope you enjoy the first NASET Special Educator e-Journal of 2005.  Again, NASET wishes you a happy and healthy 2005.

Sincerely,

Dr. Roger Pierangelo
President

 
National Association of Special Education Teachers
1201 Pennsylvania Ave. N.W.
Suite 300
Washington, D.C. 20004
 
Dear NASET Members,
 
I am inspired by the task you perform in educating children with disabilities and the remarkable influence you have on our young students.  The job of educating a child who has a disability can be extremely challenging yet very rewarding.  In teaching you become involved in the students’ behavioral and academic development, building meaningful relationships with them, sometimes often serving as their friend and confidant.  However, I understand that your work can be emotionally and physically draining. 

Throughout my tenure, I have met with several special education teachers.  They all expressed the same concern to me—the immense amount of paperwork that surrounds their job is incredibly stressful and time consuming.  I too feel that the burden of paperwork is completely unnecessary and is cause for frustration and discouragement among dedicated special education teachers, like you, who expend energy and countless hours in order to give students with disabilities an equal opportunity to learn. 

 
This fall, Congress took a step in the right direction and alleviated some of that burden by passing the Individuals with Disabilities Education Act of 2004 (IDEA).  IDEA is critical, bipartisan legislation that provides a framework to unite parents, teachers, and schools in achieving the shared goal of a quality, results-based education for children with disabilities. 

Most importantly, IDEA helps special education teachers provide a better education for all students with disabilities.  Included in IDEA is an amendment I offered that reduces the paperwork burden on special education teachers.  Specifically, my amendment authorizes the Secretary of Education to grant waivers of IDEA statutory or regulatory requirements in up to fifteen states to reduce excessive paperwork and non-instructional time burdens.  The fifteen-state demonstration program would allow three-year Individualized Education Programs (IEP) to be offered for students of all ages.  However, districts in participating states would not be required to offer the three-year IEP. 

I applaud the work that you do every day to instill students with disabilities the education they need to become a vital part of our communities.  I am hopeful that my amendment will reduce your paperwork burdens associated with IDEA requirements and therefore increase the time and resources that you have available for instruction and other activities aimed at improving results for children with disabilities. 
 
Sincerely, 
 
Rick Santorum
United States Senate

Individuals with Disabilities Education Improvement Act (IDEA 2004) Update
On December 3, 2004, President Bush signed into law the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), Public Law 108-446.  The National Dissemination Center for Children (NICHCY) and Youth with Disabilities developed a synopsis of websites that we at NASET have made available to you.  NASET thanks NICHCY for providing us with this information on the latest updates of IDEA 2004

Read the President’s remarks at:

www.whitehouse.gov/news/releases/2004/12/20041203-6.html

Summary of the 2004 IDEA.

Courtesy of the National Down Syndrome Congress (NDSC), this summary looks at the IEP process, due process, and discipline. 

www.ndsccenter.org/events.asp#summary

Summary of the new IDEA provisions.

Courtesy of NAPAS, the National Association of Protection and Advocacy Systems, Inc. www.OCLB.info/pdf/NAPAS_IDEA2004_Summary.pdf

Summary of the new law.

Courtesy of the National Committee of Parents and Advocates Organized to Protect IDEA. www.nichcy.org/reauth/2004IDEASUMMARY-12.04.doc

Let’s go section by section.

Courtesy of the Council of Parent Attorneys and Advocates (COPAA), take a look at the Comparison of H.R. 1350 (Individuals with Disabilities Education Improvement Act of 2004) and IDEA ‘97. You can download the entire comparison in PDF, or look at individual comparisons of Parts A, B, C, or D of the law and the new provisions the National Center for Special Education Research. www.copaa.net/content/IDEA97-04COMP.html

A side-by-side analysis of transition requirements.

Courtesy of NCSET, the National Center on Secondary Education and Transition. The side-by-side analysis identifies major changes between IDEA 1997 and H.R. 1350 (IDEA 2004) concerning transition services for youth with disabilities. ncset.org/premium-publications/related/ideatransition.asp
And 200 pages from NASDSE.

NASDSE, the National Association of State Directors of Special Education, offers a 200-page side-by-side that compares current law to the amended law signed by President Bush on December 3rd. Individual copies are $15 each; bulk orders of 100 copies or more receive a 15% discount. To order your copy, send a check or purchase order to NASDSE, 1800 Diagonal Road., Suite 320, Alexandria, VA 22314, Attention: C. Burgman. The document is not available in electronic format.   www.nasdse.org/
 

International News

Ontario parents to challenge autism program

Hundreds of families with autistic children are taking the Ontario government to court to get money to pay for therapy for their children.   The group, which includes about 1,200 families, will file a class-action lawsuit against the province on Monday, seeking $225 million.  To learn more, visit
https://specialed.about.com/gi/dynamic/offsite.htm?site=https://www.cbc.ca/story/canada/national/2004/11/15/autism%5Flawsuit041115.html

U.S. and Mexico Meet on ED

Improving education for Hispanic students was the focus of an international meeting Nov. 8-9 in Mexico City, Mexico, co-chaired by U.S. Secretary of Education Rod Paige and Mexico’s Secretary of Public Education Reyes Tamez Guerra. Secretaries Paige and Tamez Guerra renewed formal bilateral cooperation through the signing of Annex VIII to a Memorandum of Understanding between Mexico and the United States. The agreement outlines the activities in which the United States and Mexico will work together to strengthen educational opportunities for Hispanic students in the following areas: migrant education, language acquisition, higher education, special education, vocational and adult education, educational technology, teacher exchange options, visas for educational and cultural visits, and development of bicultural study programs.  To learn more, visit:
https://www.ed.gov/news/newsletters/achiever/2004/120104.html#6

A New Assistant Secretary for OSERS

John H. Hager, a former lieutenant governor of Virginia, has been sworn in as assistant secretary for the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education.The Senate confirmed Hager for the post before its Thanksgiving recess. In his new position, Hager will lead the office that administers federal special education programs for America’s 6.8 million children and youth with disabilities. His office also promotes employment opportunities for adults with disabilities. Read the press release at:
www.ed.gov/news/pressreleases/2004/12/12062004b.html

Deputy Secretary Hickok Announces Resignation

Deputy Secretary of Education Gene Hickok announced his resignation as of January 2005. U.S. Secretary of Education Rod Paige said of him that he has “dutifully and tirelessly worked on behalf of America’s children, ensuring that they are part of a system that gives each and every one of them the attention they deserve and academic tools for success.” Read the press release at:
https://www.ed.gov/news/pressreleases/2004/12/12022004.html

U.S. Students Show Improvement in International Mathematics and Science Assessment

America’s fourth- and eighth-grade students significantly outperformed many of their international peers, scoring well above the international average in both mathematics and science, according to the latest results from the Trends in International Mathematics and Science Study (TIMSS). In addition, U.S. eighth-graders improved their scores compared to previous years (1999 and 1995), with gains across most student groups, including boys, girls, and minority students. Scores for U.S. fourth graders remained static in mathematics and science.

U.S. Secretary of Education Rod Paige expressed optimism with the TIMSS results, which measured students from up to 46 nations, including economically developed members of the Organization for Economic Co-operation and Development (OECD).  Read the press release at:
https://www.ed.gov/news/pressreleases/2004/12/12142004.html

U.S. Department of Education Receives President’s Quality Award

U.S. Secretary of Education Rod Paige announced that the department received the Presidential Award for Management Excellence for significant achievements in improved agency wide financial performance. This is the highest recognition bestowed by the federal government to federal agencies for management excellence. The department is one of six agencies—selected from 61 nominations—whose achievements are being recognized with this award.

“This department and our nation’s education system have come a long way since the president signed the No Child Left Behind Act,” Secretary Paige said. “When I came to the department, I made a promise to get our house in order and become effective stewards of the taxpayers funds. Today, I’m proud to say that our financial statements have received a clean bill of health and we have embraced a permanent culture of excellence and accountability.”  Read the press release at:  https://www.ed.gov/news/pressreleases/2004/12/12202004.html

New Features Boost FREE Web Site

Two new features have been added to www.ed.gov/free, the Web site that makes 1,300 federally supported teaching and learning resources easier to find. With resources ranging from arts to vocational education, the Federal Resources for Educational Excellence (FREE) Web site now includes a new link that helps to alleviate extensive online searching for material on key historical and cultural events. The “Special Collections” option provides a one-stop shop for resources on Black History Month, the 1954 Brown v. Board of Education case, jazz appreciation, the Lewis and Clark expedition, Presidents Day, Veterans Day and Women’s History Month. FREE already provides resources in 10 subject areas (including language arts, math, science and social studies) with dozens of subtopics (reading, chemistry, U.S. history and others).

Creating Alternative Routes to Teacher Certification

Traditional teacher preparation programs cannot by themselves meet the growing demand for K-12 educators. As a result, states and communities are creating alternative pathways into the teaching profession to attract talented candidates—from the mid-career professional to the middle-aged retiree—who are already well-versed in the content they want to teach. These alternative programs are designed to prepare individuals who have at least a college degree to become teachers and obtain a state teaching license. The provisions on “highly qualified teachers” in the No Child Left Behind Act require every teacher to have a bachelor’s degree, subject-matter competency and full state certification.

How alternative teacher certification programs are expanding the education workforce is the focus of a new publication from the U.S. Department of Education’s Office of Innovation and Improvement. Alternative Routes to Teacher Certification, which features six case studies, outlines four action areas that emphasize the elements of a promising alternative program: (1) recruit widely, select carefully; (2) design a coherent, flexible program; (3) provide extensive support; and (4) engage in continuous reflection and improvement. Also included are samples of an interview form and a position description.

The six programs profiled in the guide are: the Alternative Certification Program, Hillsborough County, Fla.; the Educator Certification Program, Region XIII, Austin, Texas; the Georgia Teacher Alternative Preparation Program, Northwest Regional Educational Service Agency (RESA) and Metro RESA, Ga.; the New York City Teaching Fellows program, New York, N.Y.; the Northeastern California Partnership for Special Education, Chico, Calif.; and the Wichita Area Transition to Teaching program, Wichita, Kan.

For a free copy of Alternative Routes to Teacher Certification, while supplies last, contact the Department’s publication center at 1-877-4ED-PUBS with identification number EU0115P. Or visit www.ed.gov/admins/tchrqual/recruit/altroutes/index.html.

Federal Grant and Teaching Scholarship Opportunities

Grantmaking at ED
The U.S. Department of Education has released a new booklet, Grantmaking at ED, Answers to Your Questions About the Discretionary Grants Process, which defines the different types of grants available from the Department and explains how grants are competed and awarded. To learn more, visit:
https://www.ed.gov/fund/grant/about/grantmaking/index.html

Forecast of Funding Opportunities under Department of Education

Discretionary Grant Programs for Fiscal Year 2004
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 2004 and provides actual or estimated deadline dates for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department¹s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.  To learn more, visit: https://www.ed.gov/fund/grant/find/edlite-forecast.html

NEA Foundation Grants: Innovation, and Learning and Leadership (Teacher Scholarship)

The National Education Association Foundation for the Improvement of Education provides $2,000 and $5,000 grants to public school teachers and education support professionals and faculty and staff in public higher education institutions for the purpose of engaging in high-quality professional development experiences or implementing project-based learning and innovations that raise student achievement. Eligible applicants include individuals, and groups for collegial study, such as study groups or mentoring experiences for faculty or staff on new assignment. Application deadline: February 1, 2005. To learn more, visit:  https://nfie.org/programs/howtoapply.htm

Toyota TAPESTRY Grants (Teacher Scholarship)

The Toyota TAPESTRY program will award 50 grants of up to $10,000 each and a minimum of 20 mini grants of $2,500 each to K-12 science teachers with proposals for innovative science projects that can be implemented over a year. Proposals should demonstrate creativity and vision and model a novel way of presenting science. All K-12 teachers of science residing in the U.S. or its territories are eligible to apply, as are elementary teachers who teach science in a self-contained classroom setting or as teaching specialists. Application deadline: January 19, 2005.
To learn more, visit:  https://www.nsta.org/programs/tapestry/

Close-Up: No Child Left Behind—What Works Clearinghouse

The U.S. Department of Education’s Institute of Education Sciences created the What Works Clearinghouse (WWC) in 2002 to provide educators, policy-makers, researchers and the public with a central and credible source of scientific evidence about what works in education, thus facilitating decisions about which strategies for learning to implement in schools. Through a series of databases and reports, the WWC provides ongoing reviews of the effectiveness of educational interventions—programs, products, practices and policies—designed to improve student outcomes.

To ensure the quality of these efforts, a technical advisory group composed of research experts helps to establish the standards for reviewing research, outlines the methodological aspects of the evidence reviews, and provides guidance to WWC contractors. The clearinghouse is administered through a contract to a joint venture of the American Institutes for Research and the Campbell Collaboration.

Recently, the WWC reviewed research available on mathematics programs for grades six through nine. It concluded in a report released last month that only a small number of the nation’s middle school mathematics curricula have scientific evidence of effectiveness. A review of more than 800 studies of math programs identified 10 evaluations that met evidence standards developed for the Department by the WWC. These evaluations covered five math curricula, two of which showed significant improvement in student learning. The WWC is keeping its review of mathematics programs open to consider new studies, for which it will provide updates reflecting later reviews.

Additionally, clearinghouse officials stressed that the absence of scientific evidence of effectiveness does not mean that a curriculum is ineffective; rather, it indicates the lack of documentation for how well the curriculum works. Please note that the Department does not endorse curricula.

Future clearinghouse reviews to be released in the coming months will focus on beginning reading and character education. For more information about the What Works Clearinghouse, visit https://whatworks.ed.gov/.

Parent Leadership Starter Kit

KSA-Plus has developed a 39-page Parent Leadership Starter Kit, which includes information on what a parent needs to know to become a more effective advocate and decision maker about benefits to students under No Child Left Behind.  To learn more, visit: https://www.parents.ksaplus.com/

Brains of People with Autism Recall Letters of the Alphabet in Brain Areas Dealing with Shapes-Finding Supports Theory That Autism Results From Failure of Brain Areas To Work Together

In contrast to people who do not have autism, people with autism remember letters of the alphabet in a part of the brain that ordinarily processes shapes, according to a study from a collaborative program of the National Institute of Child Health and Human Development of the National Institutes of Health.

The study was conducted by researchers in the NICHD Collaborative Program of Excellence in Autism (CPEA) at the University of Pittsburgh and Carnegie Mellon University. It supports a theory by CPEA scientists that autism results from a failure of the various parts of the brain to work together. In autism, the theory holds, these distinct brain areas tend to work independently of each other. The theory accounts for observations that while many people with autism excel at tasks involving details, they have difficulty with more complex information.

The study and the theory are the work of Marcel Just, Ph.D., Professor of Psychology at Carnegie Mellon University in Pittsburgh, Pennsylvania and Nancy Minshew, M.D., Professor of Psychiatry and Neurology at the University of Pittsburgh School of Medicine and their colleagues.  The study is scheduled for on-line publication November 29 in the journal
“Neuroimage,” at https://www.sciencedirect.com.

“This finding provides more evidence to support a promising theory of autism,” said Duane Alexander, M.D., Director of the NICHD. “If confirmed, this theory suggests that therapies emphasizing problem solving skills and other tasks that activate multiple brain areas at the same time might benefit people with autism.”  This NIH News Release is available online at:
https://www.nih.gov/news/pr/nov2004/nichd-29.htm

National Heart, Lung, and Blood Institute (NHLBI) Stops Study Testing How Long Children with Sickle Cell Anemia Should Have Blood Transfusions to Prevent Stroke

The National Heart, Lung, and Blood Institute (NHLBI) of the National Institutes of Health (NIH) has stopped early a clinical trial studying whether children with sickle cell anemia at high risk for stroke could at some point after a minimum of 30 months (range 30-91 months) safely stop receiving the periodic blood transfusions that prevent strokes. The study found a return to high risk of stroke in children who stopped receiving the transfusions. The NHLBI is issuing a clinical alert on the study’s results to inform physicians who treat children with sickle cell anemia.

The alert advises physicians that stopping transfusions cannot be recommended. The document urges them to carefully discuss with patients and their families the stroke prevention benefits of continuing periodic transfusions as well as the risks of these transfusions, which can include such long-term side effects as iron overload. Management of these side effects should also be discussed, according to the alert.  The entire NIH News Release is available online at:
https://www.nih.gov/news/pr/dec2004/nhlbi-05.htm

U.S.-Born Mexican Americans and Non-Hispanic Whites at Increased Risk for Psychiatric Disorders  -Findings Raise New Questions About Influence of Culture

According to the results of a National Institutes of Health (NIH) study, reported in the December issue of the Archives of General Psychiatry (Volume 61), Mexican Americans and non-Hispanic Whites born in the United States have a higher risk for developing psychiatric disorders than their foreign-born counterparts who have immigrated to the United States. The psychiatric disorders included alcohol and drug use disorders, major depression, dysthymia, mania, hypomania, panic disorder, social and specific phobia, and general anxiety disorder.

Based on the 2001-2002 National Epidemiologic Survey on Alcohol and Related Conditions (NESARC), the analysis is the first to consider immigration status in conjunction with psychiatric morbidity in each of four comparison groups: U.S.-born Mexican Americans, Mexican immigrants to the United States, U.S.-born non- Hispanic Whites, and non-Hispanic White immigrants to the United States.

Earlier studies compared psychiatric disorder rates among U.S.- and foreign-born Mexican Americans to either rates for U.S.-born non-Hispanic Whites or rates for the entire U.S. population, thereby confounding immigration status and ethnicity.

“The remarkable pattern seen in these results defies explanation based on current knowledge,” according to George Kunos, M.D., Ph.D., Scientific Director, Division of Intramural Biological and Clinical Research at the National Institute on Alcohol Abuse and Alcoholism (NIAAA), the NIH institute that conducted the study. “Additional careful research is required to fully understand the influences of individual and environmental factors in the causes of psychiatric disorders.”

For a copy of the study, media representatives may contact the NIAAA Press Office or mediarelations@jama-archives.org. Full text is available at  https://www.archgenpsychiatry.com.

Children Born in 2001: First Results from the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)

The National Center for Education Statistics released Children Born in 2001: First Results from the Base Year of the Early Childhood Longitudinal Study. The study of a nationally representative sample presents characteristics of children and families, information about children’s mental and physical skills, and their experiences in child care, as well as the extent of fathers’ involvement.  To learn more, visit:  https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005036

NCSET’s side by side on transition issues.

The IDEA’s been reauthorization, and changes have been made to its transition requirements. Happily, the National Center on Secondary Education and Transition (NCSET) has developed a side-by-side analysis of the old and new law. Find it at:  ncset.org/premium-publications/related/ideatransition.asp
Save the date: January 12, 2005
Interested in the National Standards for Secondary Education and Transition for All Youth? This new document from NCSET, developed by transition organizations and professionals across the country, will be the focus of a teleconference from 1:00-2:00 p.m. Central Standard Time on the 12th of January. To participate in this teleconference, dial 1.703.639.1362 a few minutes before the call begins, and refer to the “NCSET Teleconference Call” if asked by the
operator. Find out more at:
www.ncset.org/teleconferences/default.asp

How Effective Are States’ Conflict Resolution Procedures?

NASDSE, the National Association of State Directors of Special Education, has been systematically gathering dispute resolution information from state education agencies (SEAs) to analyze formative (process) and summative (outcome) information on the use and effectiveness of conflict resolution procedures. The National Dispute Resolution Use and Effectiveness Study reviews previously published research, examines recently collected data, and makes important recommendations. Find it online at:  www.directionservice.org/cadre/effectiveness.cfm

How Effective Are Public Charter Schools?

Find out in Evaluation of the Public Charter Schools Program: Final Report. The U.S. Department of Education report includes useful information on how federal funds are being spent as well as descriptive statistics on charter students and the movement as a whole. Find the study at:
www.ed.gov/rschstat/eval/choice/pcsp-final/execsum.html

To connect with charter school information, including where they exist and other reviews of their effectiveness, visit the National Charter School Clearinghouse (NCSC), at:
www.ncsc.info/

Dropout Prevention Strategies for Students with Disabilities

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was created to assist in dropout prevention and re-entry programs for students with disabilities. NDPC-SD has just launched its Web site, which serves as a one-stop resource for information on dropout prevention.  To learn more, visit:  www.dropoutprevention.org

 
Google for Scholars

Google has launched a beta version of its new “Google Scholar.” Google Scholar enables you to search specifically for scholarly literature, including peer-reviewed papers, theses, books, preprints, abstracts, and technical reports from all broad areas of research from a wide variety of academic publishers, professional societies, preprint repositories and universities, as well as scholarly articles available across the Web. Start your scholarly googling at:
https://scholar.google.com/

Calling All Educators of English Language Learners and Students with Disabilities!

If you have experience teaching either English language learners or students with disabilities, the National Center on Educational Outcomes (NCEO) would like to hear from you! Share your insights and experience in NCEO’s pilot Web survey about instructional strategies for English language learners with disabilities. There are three sections to the survey (reading, math, and science), and each takes about 15 minutes to complete. Participate at:
https://education.umn.edu/nceo/StrategiesConsent.htm

From Here to Teacher Certification: Alternative Routes to Getting There

Need practical advice on designing alternative routes to teacher certification? You might wish to read the guide issued by the U.S. Department of Education’s Office of Innovation and Improvement. Learn about six alternative route programs and the lessons learned from each. Each program has an established track record of three or more years and uses promising practices to train teachers. Find the guide online at:
www.ed.gov/admins/tchrqual/recruit/altroutes/index.html

Topics of Interest for Special Educators

Call for Session Proposals/Call for Papers- The Autism Society of America’s- 36th National Conference on Autism Spectrum Disorders “In Tune With The Future” — Nashville, TN – July 13-16, 2005

The Autism Society of America is pleased to announce the 2005 National Conference to be held in Nashville, Tennessee at the Nashville Convention Center. In preparation for the conference, we are soliciting proposals for presentations.  Proposals are due by Thursday, December 9, 2004 (Midnight Pacific Time)—Proposal Format: To be considered for acceptance, proposals must be submitted through an online web-based submission process.  To learn more, visit: https://www.autism-society.org/ or https://asa.confex.com/asa/2005/

SAMHSA/HRSA Grant: School Mental Health Program and Policy Analysis Centers

This cooperative agreement program supports two national centers to advance understanding of successful and innovative school mental health policies and programs, including mental health promotion efforts and mental health services. The overall goal is to strengthen the abilities of educators, schools, school districts, and State education agencies, as well as community-based health and mental health providers, to address student mental health problems and psychosocial issues.  Anticipated outcomes include enhanced abilities of educators and educational systems to handle students developmental needs and behavioral issues as well as to identify students in need of mental health services; to provide better student and family access to school-based and school-linked mental health services; to improve functional linkages among educators, student support services, school-based mental health clinical providers and community partner organizations; and to promote a school climate that simultaneously facilitates student connectedness to school and engagement in learning. This program is co-supported by the Substance Abuse and Mental Health Services Administrations Center for Mental Health Services.  To learn more, visit:
https://www.fedgrants.gov/Applicants/HHS/HRSA/GAC/HRSA-05-034/Grant.html

U.S. 15-year-olds outperformed by other nations in mathematics, problem-solving

America’s 15-year-olds performed below the international average in mathematics literacy and problem solving, according to the latest results from the Program for International Student Assessment (PISA) of students from 41 countries. To learn more, visit:
https://www.ed.gov/news/pressreleases/2004/12/12062004a.html

Early Ritalin May Cause Long-Term Effects on the Brain

A new study conducted in rats by the National Institutes of Health (NIH) and McLean Hospital/Harvard Medical School suggests that the misdiagnosis of attention-deficit hyperactivity disorder (ADHD) combined with prescription drug use in children may lead to a higher risk of developing depressive symptoms in adulthood. This work, released at the annual American College of Neuropsychopharmacology (ACNP) conference in Puerto Rico, is among the first to examine the effects of early Ritalin exposure in rats on behavior and brain function during the later periods of life. To learn more, visit:
https://www.plebius.org/article.php?article=696

What are the Major Changes Between IDEA 1997 and IDEA 2004?

The National Center on Secondary Education and Transition News has identified the major changes between IDEA 1997 and IDEA 2004 concerning transition services and have attached a side-by-side visualization of the changes. The document is also available on its web site at https://ncset.org/premium-publications/related/ideatransition.asp.

Survey Invitation for Educators of English Language Learners and Students with Disabilities

The National Center on Educational Outcomes at the University of Minnesota invites educators with experience teaching either English language learners or students with disabilities to participate in a pilot Web survey about instructional strategies for English language learners with disabilities. The survey tests the importance and use of strategies for reading, and offers optional sections for math and science. Each of the three sections (reading, math, and science) takes about 15 minutes to complete.  To learn more, visit:
https://education.umn.edu/nceo/StrategiesConsent.htm

2004 National Organization on Disability/Harris Survey of Americans with Disabilities

The 2004 Harris Survey on disability trends, commissioned by the National Organization on Disability, surveyed people with disabilities. Findings showed that Americans with disabilities are at a critical disadvantage compared to other Americans in 10 key areas of life, including employment, poverty, high school dropout rates, social life, life satisfaction, job discrimination, severity of disability, and future health and well-being. Web video also available.  To learn more, visit:  https://www.at508.com/040624_national_press_club.cfm

Righting the Americans with Disabilities Act

The National Council on Disability (NCD) has researched the implementation, effectiveness, and impact of the Americans with Disabilities Act (ADA). NCD has conducted an in-depth analysis of the Supreme Court’s interpretations of the ADA and has determined that several of them depart from the core principles and objectives of the ADA; and it provides an analysis of the problematic rulings, describes the resulting impact on people with disabilities, and offers legislative proposals designed to restore the ADA to its original intent. Available in PDF (800 KB, 157 pages).  To learn more, visit:
https://www.ncd.gov/newsroom/premium-publications/2004/pdf/righting_ada.pdf

National Center for Learning Disabilities

The National Center for Learning Disabilities (NCLD) works to ensure that the nation¹s 15 million children, adolescents, and adults with learning disabilities have every opportunity to succeed in school, work, and life. Its Web site provides information to parents, professionals, and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportunities. The site includes an information zone, resources for people living with learning disabilities, and resources for writing legislatures to learn about the latest policy news.  The website can be found at:  https://www.ld.org/

Nobody Left Behind: Disaster Preparedness for Persons with Mobility Impairments

This Web site follows a study funded by the Research and Training Center on Independent Living at the University of Kansas that tried to determine if disaster plans and emergency response systems include survival needs for persons with disabilities; identify the morbidity and mortality of persons with mobility impairments; assess any post-disaster changes to the needs of persons with mobility impairments; and develop Best Practices models to assist in disaster plans and emergency responses to meet the needs of persons with mobility impairments.  The website can be found at:  https://www.nobodyleftbehind2.org/

StateData.info

The StateData Web site, a project of the Institute for Community Inclusion at the University of Massachusetts at Boston, generates customized charts of state, national, and individual disability data. In addition, accessible text versions are automatically created by the charting software. The site currently includes data sets from state mental retardation/developmental disabilities agencies, the Rehabilitation Services Administration, the Social Security Administration, and the U.S. Department of Labor.  The website can be found at:  https://www.statedata.info/

What Interests You? Career Guide from the Bureau of Labor Statistics

The Bureau of Labor Statistics has created a Web site that provides students examples of careers that pertain to the topics of reading, building and fixing things, music and arts, sports, managing money, nature, social studies, science, math, law, and helping people. Each career example provides information about what the job is like, how to prepare for this career, how much the job pays, the number of jobs available, the future of the career, and where to find more information.
The website can be found at:  https://www.bls.gov/k12/

National Collaborative on Workforce and Disability for Youth Update

For those involved in the workforce development system.
Don’t know what you may and may not ask about an individual’s disability and what you can do with that information? The National Collaborative on Workforce and Disability for Youth tackles this issue in its new publication, Disabilities Inquiries, which is designed for those working in One-Stop centers as well as for youth and adult service providers who interact with individuals with disabilities. Find Disabilities Inquiries online at:
www.ncwd-youth.info/resources_&_Publications/disability_inquiries.html

EEOC Youth Website Opens

Youth At Work, the United States Equal Employment Opportunity Commission’s (EEOC) has created a website for youth in the workforce. The EEOC’s goal is to eliminate illegal discrimination from the workplace for all workers.This website is designed to teach youth about their rights and responsibilities as an employee can be found at https://youth.eeoc.gov

International Awards Program to Honor Achievements of Children With Disabilities

The Yes I Can! Foundation for Exceptional Children established the Yes I Can! International Awards Program in 1981 to honor the achievements of children and youth with disabilities; to overcome barriers caused by public misconceptions; to encourage children and youth with disabilities to seek their highest potential; and to increase public awareness of the abilities, aspirations, and personal qualities of people with disabilities.
Nominees must be between two and twenty-one years of age. Nomination forms and guidelines can be downloaded at the Foundation for Exceptional Children Web site. The deadline is December 20, 2004 .  Details can be found at https://yesican.cec.sped.org/.

U.S. Labor Department Publishes Youth Employment Rules

The Labor Department published final regulations implementing changes to the employment of youth. The new rules expand protections for youth working in restaurant cooking, roofing, and driving, among other changes in the December 16 Federal Register.

The rules incorporate the provisions of two statutory amendments to the Fair Labor Standards Act dealing with driving and with the operation of compactors and balers by teenage employees. The first statutory change established criteria permitting 16 and 17-year-olds to load, but not operate or unload, certain waste-material baling and compacting equipment. The second statutory change delineated what on-the-job driving may be performed by qualified 17-year-olds.

Also included are youth employment provisions regarding what types of cooking 14- and 15-year olds are permitted to perform. The new rules now permit those minors to clean and maintain cooking devices in some situations.

The rules also expand the current prohibition against youth under age 18 working in roofing occupations to encompass all work on or about a roof, including work performed upon or in close proximity to a roof. Under the new provisions, youth may only perform such work if in an apprenticeship or student-learner program.

The complete text of the rule is now available in the Federal Register, online at www.gpoaccess.gov/fr/index.html and the department’s website at www.dol.gov.

In January 2005

3rd Annual Hawaii International Conference on Education

January 4-7, 2004
Honolulu, HI
Hosted by the East West Council for Education & Center of Asian Pacific Studies of Peking University.
Find out more at:  www.hiceducation.org

Serving Hispanic/Latino Children and Families

January 31-February 4, 2005
Albuquerque, NM
National Head Start Latino Institute

The Institute will focus on issues specific to serving Hispanic/Latino children and families, improve the outreach to Latino communities in the U.S., explore and understand the cultural differences within the Latino communities, develop methods to effectively serve Latino children and families, and ensure positive outcomes in language and literacy development for English Language Learners.  Find out more at:  https://www.hsnrc.org/Hispanic/

Universal Design for Learning and Postsecondary Education

January 31-February 1, 2005
Wakefield, MA

This two-day CAST Institute for faculty members from institutions of higher education will offer information, awareness, and hands-on activities focusing on Universal Design for Learning (UDL). This institute will focus on applying the UDL principles to the development of course materials, syllabi, assessments, and goals to meet the needs of learners with diverse needs, backgrounds, experiences, and opportunities. The institute features presentations from experts on UDL and other CAST professional development staff and is limited to 24 participants which allows for small group work, hands-on technology, individualized support, and direct application to participants¹ practice.  Find out more at: 
https://www.cast.org/udl/ProfessionalDevelopmentforEducatorsandTechnologyProf
essionals2376.cfm

In February 2005

 
Developing Careers, Changing Lives: Careers Conference 2005

February 1-2, 2005
Madison, WI

Sponsored by the Center on Education and Work at the University of Wisconsin-Madison, Developing Careers, Changing Lives will highlight lifelong career development needs of students and adults; address the needs of young people exploring career options in school-to-career initiatives, Tech Prep, youth apprenticeship, and work-based education programs; connect education with business and industry to enable school-to-career transition; focus on adults of all ages seeking education, training, job relocation, or development of new job skills to advance in their careers; and place special emphasis on using technology in career development and counseling. Scholarship funds are available for qualified educators.  Find out more at:
https://www.cew.wisc.edu/careers/cc2005/default05.asp

 
Effective Disciplinary Practice: Strategies for Maintaining Safe Schools and Positive Learning Environments for Students With Challenging Behaviors.

February 4-5, 2005
Las Vegas, NV
Hosted by the International Council for Children with Behavioral Disorders (CCBD)
Find out more at: www.ccbd.net/content.cfm?categoryID=668B40F8-C09F-1D6F-F993133823CAF51A

Universal Design for Learning: An Introduction for preK-12 Educators

February 10-11, 2005
Wakefield, MA

This two-day CAST Institute for preK-12 teachers will offer information, awareness, and hands-on activities focusing on Universal Design for Learning (UDL), including answers to questions like: How do I address the diversity of students in my classroom? How can I design my curriculum to take advantage of the new technologies and principles of UDL? The institute features presentations from experts on UDL and other CAST professional development staff and is limited to 24 participants which allows for small group work, hands-on technology, individualized support, and direct application to participants¹ practice.  Find out more at:
https://www.cast.org/udl/ProfessionalDevelopmentforEducatorsandTechnologyProf
essionals2376.cfm

Seventeenth Annual At-Risk Youth National FORUM

Prevention, Intervention, and Recovery: Programs, Services, and Strategies for ALL Students.
February 20-23, 2005
Myrtle Beach, SC
Hosted by the National Dropout Prevention Center/Network
Find out more at:  www.dropoutprevention.org/conferen/conferen.htm
Pacific Rim (Pac Rim) Conference.
February 28 & March 1, 2005
Waikiki, Hawaii
Hosted by the Center on Disability Studies (CDS), University of Hawaii.
Find out more at:  www.pacrim.hawaii.edu

A Rainbow of Abilities

February 28-March 1, 2005
Waikiki, HI
Over the past 20 years the Pacific Rim (Pac Rim) Conference has grown to include participants from the U.S. Mainland, Alaska, Pacific Islands Nations, Japan, Australia, the Philippines and numerous other countries. Persons with disabilities, family members, researchers, and service providers join policymakers and nationally recognized speakers in the field of disabilities to participate in the Pac Rim Conference to learn from each other and to share resources for communities to fully accept and support persons with disabilities. This year¹s theme, A Rainbow of Abilities, celebrates the diversity and the opportunities available for persons with
disabilities.  Find out more at: https://www.pacrim.hawaii.edu/

Acknowledgements

Portions of The Special Educator e-Journal were excerpted from:

• FirstGov.gov-The Official U.S. Government Web Portal
• The National Center on Secondary Education and Transition
• The National Collaborative on Workforce and Disability for Youth
• The National Dissemination Center for Children with Disabilities
• The National Institute of Health
• U.S. Department of Education
• U.S. Department of Education-The Achiever (Dec.1, 2004)
• U.S. Department of Education-The Education Innovator
• U.S. Department of Health and Human Services
• U.S. Office of Special Education

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