TABLE OF CONTENTS
President’s Message-Dr. Roger Pierangelo
Message from the Vice President of NASET—Dr. George Giuliani
Article Submissions by NASET Members
- Parental Grief: Do We Understand It? By Sheila Meindl-Professor Member of NASET-Marymount Manhattan College
- Individuals with Disabilities Education Improvement Act and No Child Left Behind
- U.S. Department of Education Seeks IDEA Comments
- New Changes to the Teacher Loan Program
- Legal Issues of Interest in Education (Updates from Teacherlaw.com)
- Woodland, Davis drop special-ed takeover bid
At Magnet Schools, Getting In Is 1st Test - Bush stumps for increasing school testing
- No child left behind — but mine
- Am I a Highly Qualified Special Ed Teacher?
- Court sides with school on student’s T-shirt
- Barely Able to Read but Able to Pass Literacy Benchmark
- Technical Sign Language Guide Goes Online
- ADHD Linked to Mom’s Iodine Levels
- Reading the Brain: Technology May Soon Tell Researchers Why Some
- Kids Have Trouble Reading.
- Dyslexia not Unusual in Japan
U.S. Department of Education News
- U.S. Department Of Education Releases National Education Technology Plan
- Next steps lead to a new golden age in American education
- Confirmation Hearing for Education Secretary Designate Margaret Spellings
- Schedule for the Education News Parents Can Use Television Program
- Federal Grant Opportunities
- Forecast of Funding Opportunities
- FY 2004 Discretionary Grant Application Packages
- Funding and Award Opportunities
- Tribal Infrastructure Grants for Transforming Behavioral Health Service
- Systems for American Indian and Alaska Native Children and their Families
- Third anniversary of the No Child Left Behind Act
- Study Shows New Profile of Gender Achievement Gaps
- Inclusion Efforts Help Indianapolis School Cope with Poverty, Turnover, Special Needs
- New Web Site—Encouraging America’s Youth to Make a Difference
National Institute of Health News
- Eating at Fast Food Restaurants, Weight Gain, and Insulin Resistance in Young Adults
- National Suicide Prevention Lifeline 1-800-273-TALK.
- Gene That Blocks Regrowth of Hearing Cells Identified for the First Time
- International Coalition to Fund Autism Genetics Research
More Topics of Interest for Special Educators
- 2004 Top Ten Titles for Students with Print Disabilities Released by
- Recording for the Blind & Dyslexic
- Maryland Test a Problem for Deaf Students–Questions Ask Students to
- Match Words by Sound
- Bullying—Is It Part of Growing Up, or Part of School Violence?
- Bullies Target Diabetic Youths
- Getting a Diploma Might get Harder
The National Center on Secondary Education and Transition News
- Request for Input on No Child Left Behind Technical Assistance
- Preparing for an International Career: Pathways for People with Disabilities
- Call for Presenters and Posters for the Many Voices One Vision 2005 Summit
National Collaborative on Workforce and Disability for Youth Update
- Learning about Working with Individuals with Disabilities
- Provide Feedback on KSA
- Individuals with Disabilities May Not be Benefiting from WIA Services
Upcoming Events and Conferences
- Our Combined Voices: Making a Difference for Children With Disabilities
Washington, D.C. (Conference) - The Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education
- Standards, Assessments, and Accountability: Implications of NCLB and the IDEA Reauthorization
- Enhancing Transition to Postsecondary Education and Employment for Youth with Disabilities through Culturally Relevant Supports, Services, and
Education. - Easter Seals Project Action: Mobility Planning Services Institute
- National Forum of the Coalition for Community Schools
- The Council of Parent Attorneys and Advocates Conference
- Association for Supervision & Curriculum Development Annual Conference:
- Voices of Education: Unleashing the Power, Passion, and Promise
- Making Sense: Autism and Sensory Processing
President’s Message-
Dr. Roger Pierangelo
Welcome To the February 2005 edition of The NASETSpecial Educator e-Journal. We hope 2005 is a happy, healthy, productive year for all of you.
The start of 2005 has been extremely busy here at NASET. We are committed to making sure that you are kept abreast of all the most current information in the field of special education. As such, we are looking to add hundreds of new sites to the data base over the next few months.
In January, we began the new NASETTeacher-to-Teacher Forum. Here, you can:
- Post new topics in the field of special education
- Reply to other peoples’ topics on special education
- Edit your posted messages on special education issues
- Receive email notification of replies to posted messages on special education topics and topics in special education that you specify
- Send private messages to other forum special education professionals who are Forum members
- Enter special education events in the Forum calendar
- Set up a ‘buddy-list’ of other special education professionals/Forum members to quickly see which of your friends are currently online
To keep the NASETTeacher-to-Teacher Forum fresh, we encourage you to visit it and always feel free to give us suggestions on ways in which we can improve not only the Forum but NASET as a community. To learn more about the Teacher-to-Teacher Forum, click on the following link: https://www.naset.org/543.0.html.
In this month’s edition of the e-journal, we are also fortunate that one of our own members, Professor Sheila Meindl, has written an excellent article on Parental Grief: Do We Understand It?
For any you who tried to contact us on 1/20/05, the office was closed due to Presidential Inauguration. Our location at 1201 Pennsylvania Avenue is very close to the White House, and it was felt for security purposes that the entire office building be closed for that day. We apologize for any inconvenience if you tried to contact us on that date.
Finally, remember that NASET is your organization, and anything we can do to enhance your professional development, we will take into consideration very seriously. We wish a very safe and healthy winter season (and for those of you in the Northeast, we survived our first blizzard of 2005!)
Sincerely,
Dr. Roger Pierangelo
Message from the Vice President
of NASET—Dr. George Giuliani
Dear Colleagues,
My name is Dr. George Giuliani and I am the Vice President of NASET. I am writing you on a topic that affects many of us in the field of special education; mental health disorders and children.
Much like adults, children can suffer from mental health disorders that require urgent care. When untreated, mental health problems in children and adolescents can lead to school failure, family conflicts, drug abuse, violence, and even suicide. Yet, in many communities, services for young people with serious emotional disturbances are not offered, are too costly, or are unsuitable.
The Substance Abuse and Mental Health Administration’s (SAMHSA) Center for Mental Health Services (CMHS)—through its Child, Adolescent, and Family Programs—promotes effective ways to organize, coordinate, and deliver mental health services and supports for children, adolescents, and their families. Readers can find a full description of the programs’ efforts to meet the mental health needs of children and their families as well as links to related resources at the National Mental Health Information Center’s Web site at https://www.mentalhealth.samhsa.gov/premium-publications/allpubs/CA-0013/default.asp.
SAMHSA/CMHS publications and monthly online features are available on the National Mental Health Information Center’s Web site, and a new SAMHSA-supported service.
To order publications that are available in print format, go to https://store.mentalhealth.org/premium-publications/ordering.aspx or call 1-800-789-2647 for bilingual information services; (TDD) 1-866-889-2647.
As a Board Certified Child and Adolescent Psychologist, I work with children and adolescents with various emotional and psychological disorders on a daily basis. It is important for us in the field to continue to stay updated on the latest research and writings to help these children. SAMHSA has very good literature for professionals and parents, and I felt it important to send this message directly to you.
Sincerely,
Dr. George Giuliani
Article Submissions by
NASET Members
Parental Grief: Do We Understand It?
Sheila Meindl-Professor Member of NASET
Marymount Manhattan College
________________________________________________________________________
Educational professionals, including administrators, school psychologists, special and general education teachers must understand the grief process that parents of children with disabilities experience. When the child with special needs is born or identified, some part of the parents’ dream for that child, for their other children and for themselves dies.
McGill Smith (1997) identified the painful loss that a parent feels when faced with the birth or identification of a child’s disability. She identifies eight stages of grief and loss for the parent:
1. Denial
2. Anger
3. Fear
4. Guilt
5. Confusion
6. Powerlessness
7. Disappointment
8. Rejection.
Educational professionals are often working with parents who are in grief. Some of these times are difficult for both the parent and the professional. Initially, the parent may be in denial – looking for reasons for the child’s problems. The parent may not be ready to alter his/her dream for the family. Many people may be blamed by the parent for the child’s disability, especially doctors and other professionals.
When the parent enters the anger stage, the school professionals can often be the recipients of that anger. A parent is often angry over the loss of a perfect child and the horrendous demands the parent is feeling. So close to the problem, the educators are confronting the issues face to face with the parent.
Fear is also an integral part of the parent’s reaction to a child’s disability. On many levels, the parent is fearful. What will happen to this child? Can the family afford to care for and educate this child? How will this child affect the other children in the family? What does the future hold? What will happen when I die? The parent asks him/herself all these questions and probably many more.
A parent may question many things about what happened to this child. Did I contribute to my child’s disability? Was I negligent in any way? What was my part in this? The parent may feel guilt. There may be confusion as the family adjusts to having a child with a disability. There may be upset with the loss of personal time and the disappearance of established routines. Adjusting to the special needs of the child can be difficult. A new unexpected, major demand has been placed on the parent and the family.
Initially, a parent may feel powerless over the child’s disability and also over the professionals working with the child. This feeling may persist until the parent begins to gain knowledge about the disability and the appropriate actions to take to help the child. A parent may feel disappointed, challenged and frightened by the necessary requirements for raising this child. There are times when the parent may reject this child or, more so, the special attention needed to nurture the child (Parental Grief and Adjustment, 2003).
The grief process is a painful one. Marsh (1995) edited a book about the grief process and the feelings of parents of children with disabilities. In his book, parents stated their feelings about having a child with special needs. One mother wrote, “Listen! Just listen. That is my biggest fear. People won’t listen.” Another mother wrote,
The overwhelming emotion I felt when Joel was born was
fear, fear of the unknown. What else is lurking around the corner? Can I handle this? Can I cope? Can I be a good mother to this child? (p.x-xi)
A parent needs to complete a normal, healthy, healing process. When that occurs, stability will return to the family and parent will continue to search for much-needed information. The parent is getting ready to generate new dreams for the child, for herself/himself and for her/his family.
Turnbull and Turnbull (2001) recommended that professionals go through a “shoes test” to understand what parents go through. The professionals should put themselves “ in the shoes” of the parent. They need to feel the parent’s pain, to feel the pressures parent’s have when raising a child with special needs. Hopefully, the professional may feel the upset that a parent of a child with a disability sometimes feels.
There are times that are more stressful for a parent with a child with a disability, times that the parent and family might need more support from educational professionals. This might include the time of the initial diagnosis, when additional disabilities are discovered, at school placement, during adolescence, when the child becomes aware of his disability, during transition to adulthood, during a subsequent pregnancy or parental illness, during future care arrangements, at permanent care application, with the aging of parents and with the death of a caregiver.
As educators, there are two very painful times in which school professionals are strongly involved with the parent and child. When a child is identified as having a disability, the parent and family needs strong support from the educational community. The educators can be very effective in helping the parent face the challenges of having a child with a disability. Parents are also very needy during the child’s transition to higher education, to work, to full-time adult placement. The parent is also fearful about what will happen to the child. It is a stressful time. – One in which educators can help and educate the parent about choices for adult living.
There are also times when a parent may be more reactive to educational professionals. This could include the time when the educator bears bad news, when the educator relays relevant information, when the educator is involved in continual assessment, when the educator assists in decision-making and when the educator is an advocate for the child. It is important for educators to be cognizant of the stressful times and the times when parents might be more reactive (Parental Grief and Adjustment, 2003).
Silver (2000) states that when one member of a family suffers, everyone in the family suffers. Educators need to remember that the parents and siblings are in a time of change and adjustment. The family members may need specific support from the professionals in the educational system. The family will need professionals they can trust. Yet, there is more than this. As one mother stated, “We need respect, we need to have our contributions valued (Moore, 1990).
Specifically, educators must listen, educate the parent, value a parent, respect parental rights and empower a parent to make good decisions regarding his/her child. A parent needs to have working relationships with the education professionals and the educator must establish pertinent, appropriate relationships with the parent. An informed educator can make a difference in the lives of the child, parents and family.
References
Centre for Community Child Health. Parental grief and adjustment to a child with a disability. December 2003.
https://hnb.dhs.vic.gov.au/commcare (31 December 2003).
Greenspan, , S.I. & Wieder, S. (1998).The child with special needs: Encouraging intellectual and emotional growth. Redding, MA: Perseus.
Kubler-Ross, E. (1970). On death and dying. New York : Mc Millan.
Marsh, J.D. B. (Ed.).(1995). From the heart: On being the mother of a child with special needs. Bethesda, MD: Woodbine.
McGill Smith, P.(1997).You are not alone: For parents when they learn that their child has a disability. NIHCY News Digest, Number 20, 1-50.
Moore, C. (1990) A reader’s guide for parents of children with mental, physical or emotional disabilities (3rd ed). Rockville, MD: Woodbine
Silver, L. B. (1998).The misunderstood child. New York: Random House.
Turnbull, A.P. & Turnbull III, R. (1986). Families, professionals and exceptionality: A special partnership. Columbus, OH: Merrill
About the Author:
Sheila M. Meindl is Associate Professor of Special Education and Director of the Teacher Education Department at Marymount Manhattan College, New York, New York.
copyright 2005
Reprinted with permission of author
Legal Issues Corner
Individuals with Disabilities Education Improvement Act and No Child Left Behind
Last month, President Bush signed into law a bill revamping the Individuals with Disabilities Education Act (IDEA). The new legislation builds on the reforms of the No Child Left Behind Act (NCLB), including parental choice and academic results for students, while addressing issues of paperwork reduction and litigation to ensure a quality education for over six million children with disabilities.
Under NCLB, states and school districts must account for the academic progress of all students with disabilities, and new provisions released last year allow greater flexibility for students with the most significant cognitive disabilities. In addition, in schools that have been identified as being in need of improvement, students with disabilities now have the same access to NCLB benefits as all other students. They are eligible to either transfer to a better performing school or receive supplemental educational services such as tutoring.
Following are the key changes in the nation’s special education law:
• Expand options for parents. Parents, along with the local education agency, may agree to make changes to a student’s individualized education program (IEP) without having to hold a formal IEP meeting. They may instead develop a written document for an amendment.
• Prevent requiring medication for education services. Schools cannot force parents to medicate their children as a condition of attending school, receiving an evaluation or receiving services.
• Extend the timeline for teacher certification. New special education teachers who teach multiple subjects exclusively to students with disabilities and who are deemed “highly qualified” in math, language arts or science will have two years after their employment date to demonstrate competency in the other core academic subjects they teach.
• Reduce the paperwork burden on teachers. A 15-state pilot program will allow states and school districts to offer parents the option of a multi-year IEP, not to exceed three years, as opposed to a yearly plan. Another pilot program will allow the U.S. secretary of education to waive certain paperwork requirements for up to 15 states.
• Reduce litigation. Prior to a due process hearing, the local education agency must hold a resolution session with parents and IEP Team members within 15 days of receiving notice of a parent’s complaint. In addition, a request for a hearing must be filed within two years from the date of the alleged violation.
• Reduce misidentification of non-disabled children. School districts can address the problem of children being erroneously placed in special education by using a portion of their IDEA funding to provide intervention services to children who have not yet been identified as needing special education but need additional academic or behavioral support.
For more information on the new special education law, visit the Web site of the House Committee on Education and the Workforce at https://edworkforce.house.gov/issues/108th/education/idea/idea.htm.
U.S. Department of Education Seeks IDEA Comments
The U.S. Department of Education is soliciting comments from the public and intends to hold informal public meetings before preparing regulations governing the recently enacted Individuals with Disabilities Education Improvement Act of 2004. The announcement was issued in the December 29 th Federal Register. Comments from the public on rules governing the new IDEA are due to the Education Department by February 28, 2005.
A schedule for the meetings was not announced, but the Federal Register notice indicated that the meetings would be held during the first few months of 2005 to seek comments and recommendations for developing regulations, as needed. The meetings are planned for Atlanta, GA; Newark, DE; Boston, MA; Columbus, OH; San Diego, CA; Laramie, WY; and Washington, D.C. Notification of specific dates and locations of the meetings will be published in the Federal Register.
The Federal Register notice can be found at https://tinyurl.com/57xwl or https://tinyurl.com/6omg5.
A summary of the new IDEA law is available at https://tinyurl.com/3rxvc.
NEW Changes to the Teacher Loan Program
Attention Teachers: Do you teach special education? Have you taught for five years in a Title I school? If you answered yes to both of these questions, the U.S. Department of Education would like you to know that you may be eligible for new loan forgiveness limits recently signed into law by President George W. Bush.
The Taxpayer-Teacher Protection Act (P.L. 108-409) authorizes up to $17,500 in loan forgiveness to eligible highly qualified math, science and special education teachers. This dramatic increase of $12,500 above the previous loan limits is meant to ease the shortage of teachers in key subject areas. The increased amount of teacher loan forgiveness is available to new borrowers (teachers with no outstanding loan balances prior to Oct. 1, 1998, who borrow eligible loans prior to Oct. 1, 2005). The additional loan forgiveness will provide substantial relief for existing teachers and an incentive for prospective teachers to teach in subjects and schools that have difficulty hiring highly qualified candidates.
For detailed information on the program and to find out if you qualify for the loan forgiveness, please call the Department’s Federal Student Aid Customer Service hotline at 1-800-433-7327. More information on the loan forgiveness limits is posted on the Web at:
https://www.ifap.ed.gov/dpcletters/GEN0414.html.
More information on the Department’s Teacher-to-Teacher Initiative is posted on the Web at:
https://www.ed.gov/teachers/how/tools/initiative/about/information.html.
Legal Issues of Interest in Education (Updates from Teacherlaw.com)
Woodland, Davis drop special-ed takeover bid
Wednesday, Davis and Woodland school officials dropped their bid to take over special-education programs run by the Yolo County Office of Education. Proponents had argued the move would have saved $1.3 million for the five districts involved, but the idea angered some families who feared district schools would not be able to provide the same quality of specialized care for their disabled children. For the full story, go to:
https://www.sacbee.com/content/news/education/story/12086613p-12956675c.html
At Magnet Schools, Getting In Is 1st Test
Thousands of parents vying to get their children into some of Los Angeles’ most sought-after public schools find themselves caught in a byzantine bureaucratic process with strict racial quotas and almost insurmountable odds. For the full story, go to:
https://www.latimes.com/news/local/la-me-magnet16jan16,1,4088525.story?coll=la-headlines-california
Bush stumps for increasing school testing
Hoping to build on his No Child Left Behind education-reform law, President Bush went to a Virginia high school Wednesday to promote his plan to expand annual testing to the nation’s high schools. Students and teachers at J.E.B. Stuart High School in the Washington suburbs applauded the idea, but it faces stiff resistance from congressional Democrats and teacher groups, who say Bush bungled his initial effort to improve elementary schools. For the full story, go to:
https://www.contracostatimes.com/mld/cctimes/living/education/10634247.htm
No child left behind — but mine
John R. McLaurin, parent of a 15-year-old daughter with autism, charges that the special- education program in California schools is a “broken” system that responds only to threats of legal action. He wonders how parents without the financial wherewithal or the necessary English skills can possibly deal with the system’s confusing and inconsistent rules. For the full article, go to:
https://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2005/01/12/EDGSMAO5GN1.DTL
Am I a Highly Qualified Special Ed Teacher?
“I am almost afraid to ask this question. I will graduate from college with a degree in special education in two weeks. Will I meet the highly qualified teacher requirements in IDEA 2004?” The people at Wrightslaw answer this question at:
https://www.wrightslaw.com/idea/tchr.hq.require.htm
Also read “How Can I Help Teachers Being Pushed Out by New Law?”
https://www.wrightslaw.com/info/teach.grandfa.help.htm
Court sides with school on student’s T-shirt
A Vermont federal judge has ruled in favor of the Williamstown public school officials who forced a student to cover up images of drugs and alcohol on a politically charged T-shirt. However, the court found a distinction between words and an “inappropriate form of expression” in images, saying words were protected by the First Amendment. And it said that any disciplinary action against the student should be expunged from his school record. For the full story, go to:
https://www.firstamendmentcenter.org/news.aspx?id=14606
The interesting case is Guiles v. Marineau and can be found at:
International News
Barely Able to Read but able to Pass Literacy Benchmark
In the Australian state of New South Wales, primary school children who can barely read are passing the Federal Government’s national literacy benchmarks. The NSW Department of Education and Training says 92 per cent of the state’s year 3, 5 and 7 students have passed the benchmarks. But this figure includes children who have been diagnosed with severe learning difficulties such as dyslexia. The department’s director of disabilities programs, Brian Smyth-King, said dyslexia was not recognised as a diagnosed disability because the department preferred to take a “non-categorical approach”. “It is the issue about labelling that people get distressed about,” he said. “For every one family that does want a label there is a whole pile of families that does not. Labelling can get fixed to that child’s name … for the rest of their school lives and they see that as detrimental.” For more information, visit:
Technical Sign Language Guide Goes Online
An online glossary of technical sign language has been compiled to help deaf students studying science and engineering. The British sign language glossary was compiled by researchers at the University of Wolverhampton, based upon interviews with deaf academics and professionals, to establish which signs they use in the course of their work. It features almost 2,500 online video signs for terms such as “absolute zero” and “DNA”, making it the most comprehensive catalogue of technical sign language, according to the creators. For more information, visit:
https://education.guardian.co.uk/higher/sciences/story/0,12243,1392431,00.html
ADHD Linked to Mom’s Iodine Levels
A group of Italian researchers is recommending routine thyroid-function screening for women during early pregnancy, because they believe attention deficit and hyperactivity disorder (ADHD) in children may be associated with an iodine deficiency in mothers. Based on a study that lasted almost 10 years, the Italian researchers believe that hypothyroxinemia in mothers during pregnancy may increase the risk of ADHD in their children. The researchers followed the children of 16 women in an area of the Italian island Sicily where iodine deficiency is common, comparing them to children in a region where iodine is sufficient. ADHD was diagnosed in 11 of the 16 children from the iodine-deficient area, but in none of the children in the comparison group. For more information, visit:
https://www.reuters.com/newsArticle.jhtml?type=healthNews&storyID=7347208
Reading the Brain: Technology May Soon Tell Researchers Why Some Kids Have Trouble Reading.
Figuring out why a child has difficulty reading is not an exact science, but it’s getting closer to that. A University of Western Ontario psychology professor, recognized recently for the excellence of his research, has been exploring ways to map the brains of readers to see what goes wrong — and what goes right. “A lot of different things can go wrong in reading development,” says Marc Joanisse. “There’s more than one reason why child would be behind in reading.” For more information, visit:
https://www.canoe.ca/NewsStand/LondonFreePress/Today/2005/01/24/908291-sun.html
Dyslexia not Unusual in Japan
In some English-speaking countries, 5 percent to 10 percent of people are said to suffer from dyslexia, which affects their ability to learn to read and write despite otherwise normal intellectual development. In Japan, too, although its writing system is very different from that of English, recent research has revealed that there are more people suffering the condition than previously thought. “Japan is not free of cases of dyslexia,” said Shuhei Suzuki, doctor at Osaka Medical College’s center for learning disabilities, one of the nation’s pioneering institutions in offering educational assistance to dyslexics. “It is necessary to establish diagnostic criteria suitable for Japanese as soon as possible.” For more information, visit:
U.S. Department of
Education News
U.S. Department Of Education Releases National Education Technology Plan
Next steps lead to a new golden age in American education
American education is being bolstered by the increasing use of educational technology, greater accountability, and growing new partnerships between tech-savvy students and teachers, according to a report released today by the U.S. Department of Education.
Toward a New Golden Age in American Education: How the Internet, the Law and Today’s Students are Revolutionizing Expectation, focuses on signs of progress in core subjects, benefits from reforms stimulated by the bipartisan No Child Left Behind Act, and the success of innovative new approaches to learning through advances in educational technology. It also profiles today’s students and includes a sampling of the views and recommendations of more than 200,000 students in all 50 states, which is consistent with the president’s management agenda for government to be more customer-oriented.
“There is a new fervor in American education and a new creativity that’s being driven in part by this generation of tech-savvy students,” said U.S. Secretary of Education Rod Paige. “We are already seeing some remarkable results, and I believe this trend bodes well for the future of our country. As the report noted, America’s students are our ultimate constituents, and we need to listen to them.”
Paige added that teachers are transforming what can be done in schools by using technology to access primary sources, exposing students to a variety of perspectives, and enhancing students’ overall learning experience through multimedia, simulations and interactive software.
At the same time, teachers, principals and administrators are able to better track student achievement and adjust instruction more effectively to individual needs.
The report includes Paige’s vision and recommendations for a National Education Technology Plan, based on input received from educators and technology experts across the country.
According to the report, the technology that has so dramatically changed the world outside our schools is now changing the learning and teaching environment within them. This change is driven by an increasingly competitive global economy and the students themselves, who are “born and comfortable in the age of the Internet.”
In many states, the explosive growth of online instruction and virtual schools is already complementing traditional instruction with high quality courses tailored to the needs of individual students, the report said. At least 15 states provide some form of virtual schooling to supplement regular classes or provide for special needs, and about 25 percent of all K-12 public schools now offer some form of e-learning or virtual school instruction.
The report includes numerous details of successful initiatives and partnerships developed at the state level by school districts and by individual schools. It concludes with a series of recommendations for enhancing the use and benefits of new technologies, and places them within the context of long-term, systemic transformation, covering such issues as leadership, management, teacher training and funding.
“As these encouraging trends develop and expand over the next decade, facilitated and supported by our ongoing investment in educational technology…” the report said, “…we may be well on our way to a new golden age in American education.”
The full text of the National Education Technology Plan is available at:
Confirmation Hearing for Education Secretary Designate Margaret Spellings
The confirmation hearing for Education Secretary Designate Margaret Spellings occurred on January 6. Video and audio excerpts of the hearing are available.
https://www.ed.gov/news/staff/bios/spellings-nomination.html
Schedule for the Education News Parents Can Use Television Program
The U.S. Department of Education has released the 2005 schedule for the Education News Parents Can Use television program, which has Arts Education as the theme for the March 15th show. All programs are archived for viewing if you are not able to tune into the live production.
www.ed.gov/news/av/video/edtv/schedule.html
Federal Grant Opportunities
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.
https://www.ed.gov/fund/grant/find/edlite-forecast.html
FY 2004 Discretionary Grant Application Packages
This site, from the U.S. Department of Education, provides information on grant competitions that are currently open. To learn more, visit:
https://www.ed.gov/fund/grant/apply/grantapps/
Funding and Award Opportunities
Tribal Infrastructure Grants for Transforming Behavioral Health Service Systems for American Indian and Alaska Native Children and their Families
The Circles of Care program from the U.S. Substance Abuse and Mental Health Services Administration Center for Mental Health Services provides tribal and urban Indian communities with tools and resources to design systems of care to support mental health for their children, youth, and families in American Indian and Alaska Native (AI/AN) communities. Circles of Care grants allow the building of infrastructure to increase the capacity and effectiveness of behavioral health systems serving AI/AN communities. Stakeholders, leaders and community members will formulate methods to reduce stigma, improve relationships between provider groups, address the limited service availability, and increase cultural competence in the overall system: tribal, federal, and state. Application deadline: February 25, 2005. For more information, visit:
https://www.fedgrants.gov/Applicants/HHS/SAMHSA/CMHS/SM%26%23032%3B05-008/Grant.html
No Child Left Behind Act News
Third anniversary of the No Child Left Behind Act
Former U.S. Secretary of Education Rod Paige released the following statement in regards to the third anniversary of the signing into law of the No Child Left Behind Act,on January 8, 2005:
“Today we celebrate the third anniversary of the No Child Left Behind Act, a law that, in the words of Education Week, is “taking root” all across America. Today our children learn in classrooms that are focused on the basics, under teachers who are more highly qualified, in an environment that values each and every one of them.
“This sea change was sparked by the vision of President Bush, who strongly believes that every child can learn and every school must teach them. Credit also belongs to the dedicated educators and administrators who work hard each day to make the law work. From the school district to the statehouse, they are once again fulfilling their Constitutional role as education leaders, not followers.
“The No Child Left Behind Act has not just taken root, it has borne fruit. Eighty-four percent of the states credit it with improved academic performance. Reading and math test scores are up, with the greatest gains made by those once at greatest risk of being left behind. Programs like Reading First are uniting sound science with greater resources to yield real results.
“Now we must take the next step and apply these principles to our high schools. Over 80 percent of the jobs of the 21st century will require some post-secondary education. Our economic competitiveness increasingly depends upon our educational competitiveness. Our high school graduates must be ready to work and to learn.
“Students are not the only beneficiaries of No Child Left Behind. As test scores have risen, so have our expectations. As the achievement gap has begun to close, our eyes and minds have been opened. And this is just the beginning.”
Study Shows New Profile of Gender Achievement Gaps
Females are now doing as well as or better than males on many indicators of achievement and attainment, according to a new study by the U.S. Department of Education.
On the National Assessment of Educational Progress (NAEP), females outperformed their male peers on reading (2003) and writing (2002) assessments at the fourth, eighth and twelfth grades. In mathematics, the gender gap between average scale scores has been quite small and fluctuated only slightly between 1990 and 2003. At the college level, female freshmen were more likely than their male counterparts to graduate within six years (66 percent versus 59 percent).
Other findings reveal that females were less likely than males to repeat a grade and to drop out of high school, and that gender differences in math and science course-taking appeared to be shrinking.
“The issue now is that boys seem to be falling behind,” said U.S. Secretary of Education Rod Paige. “We need to spend some time researching the problem so that we can give boys the support to succeed academically.”
Although women have made substantial educational gains over the past 30 years, they are still underrepresented in some fields of study, such as computer science, engineering and the physical sciences, as well as in doctoral and first-professional degree programs, the study found.
Trends in Educational Equity of Girls and Women was produced by the Department’s National Center for Education Statistics in the Institute of Education Sciences. To download a copy, visit:
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005016.
Inclusion Efforts Help Indianapolis School Cope with Poverty, Turnover, Special Needs
There’s a feeling of community, a sharing of ideas that makes our school so special that no one ever wants to leave,” says Cindy Meek, a special education teacher who has taught at Paul I. Miller School 114 for 26 years.
But students do leave. During the 2002-03 school year, the Indianapolis, Ind., school experienced a 46-percent student turnover, due in large part to families constantly having to move to find better job opportunities.
The mobility rate reflects the dire conditions surrounding School 114: many of its neighbors live in low-income housing. Because of the overwhelming poverty, every student receives a free lunch.
Yet, School 114—a 2004 No Child Left Behind Blue Ribbon School—proves that the concepts of community and diversity are not at opposite ends of the learning spectrum. During the 2002-03 school year, the single-story building was also home to 132 students who received special education services—30 percent of the 465 students who attended the school. While many of these students are immersed in regular classrooms, the school has two areas set aside for severely handicapped students, who are supported by a full-time nurse.
To meet the challenges presented by its diverse student body, the school has instituted a differentiated learning curriculum. Following periods of instruction, students break into small groups to work on targeted learning opportunities.
“Gifted students may work on enrichment activities while special education students receive focused instruction,” explained Sherry Webber, a second-grade teacher in her 17th year at the at the school. “The small groups also provide an opportunity for us to work with students who need to catch up in a particular area.”
For new students, teachers use the small group time to assess where they are in respect to School 114’s curriculum. “When new students arrive, our teachers find out where they are academically and either help them catch up to our program or find ways to engage them if they are ahead,” Principal Alan Stephens explained.
Teachers also use the small groups, such as the Young Authors program, to bring together students with different learning strengths and abilities.
“The Young Authors program is an opportunity for high- and low-achieving students to work together so everyone feels special,” said Meek. As an example, she said a special education student who enjoys telling stories but cannot type may team up with another student who is able to use the computer. Together they write a story while a third student provides the illustrations.
The individual and small group attention is working. In fall 2004, 87 percent of School 114’s third-graders passed the Indiana state exam in both English/language arts and math. These test scores, including those from the previous two years, have placed School 114 well above state and district averages.
“We have high expectations of our students, and our parents support us,” noted Webber.
In return, School 114 celebrates the success of each of its students. The Honors Day ceremonies at the end of each quarter recognize students who excel in scholarship, attendance and good citizenship. It’s not uncommon, explained Webber, for students to announce they are going to be recognized in all three areas before the school year is over.
“The awards build self-esteem,” she said, noting the assemblies are a big deal. “We invite the parents and community—everyone comes.” In recognition of their achievements, students are given pencils, certificates or pins.
These assemblies are just one of several programs that provide opportunities for every student to be recognized. The local Kiwanis club, a leading service organization, hosts ceremonies to recognize School 114’s Terrific Kids several times a year. They also support the BUGS—Bringing Up Grades—program.
With writing as a curriculum focus, the school has instituted writer-of-the-month awards for which teachers nominate students. The school throws a pizza party for everyone who is nominated, and the winning writers’ names are placed on a wall display that stays up throughout the year.
For the Young Authors program, each book is bound and includes a note about the authors. An outside panel of community members spends a full day judging the submissions. Parents are invited to read the books at the school, and winning entries are displayed in the community. The books become treasured keepsakes, said Meek, who noted that one high school student recently told her that he still has the book he prepared in her classroom.
“The recognition that comes with these programs motivates our students to go through the writing process,” she explained.
New Web Site—Encouraging America’s Youth to Make a Difference
The U.S. Department of Education, along with the USA Freedom Corps and the Corporation for National and Community Service, are looking to show elementary and middle school students that no age is too young, or no task too small, to make a difference in the world. The organizations recently launched a new Web site—www.usafreedomcorpskids.gov—to help direct the passions of youths toward volunteer opportunities in their communities.
The site is organized for kids (elementary school-age), youths (middle school-age), parents and teachers. It contains ideas for volunteer service, profiles of notable persons to encourage youths to volunteer, and additional Web resources. Ideas include taking a dog from an animal shelter for a walk, setting up a lemonade stand to raise funds for a local charity, and collecting canned food to help restock the shelves of a neighborhood food bank. And to further inspire youths to volunteer their time toward a worthy cause, the site includes interactive, illustrative games and a coloring book.
For teachers and parents, the site provides information on how to start a service program and how to support a child’s involvement in one, respectively.
According to the site, those completing numerous hours of volunteer service can earn the President’s Volunteer Service Award. Youths 14 and younger earn the award by completing 50 or more hours of service in one year, adults 100 hours or more, and families and groups at least 200 hours.
The USA Freedom Corps is an office of the White House that was started by President Bush to help expand volunteer service around the United States.
National Institute of Health News
Eating at Fast Food Restaurants, Weight Gain, and Insulin Resistance in Young Adults
Young adults who eat frequently at fast-food restaurants gain more weight and have a greater increase in insulin resistance in early middle age, according to a large multi-center study funded by the National Heart, Lung, and Blood Institute (NHLBI) and published in the January 1 issue of “The Lancet”*.
After 15 years, those who ate at fast-food restaurants more than twice each week compared to less than once a week had gained an extra ten pounds and had a two-fold greater increase in insulin resistance, a risk factor for type 2 diabetes. Diabetes is a major risk factor for heart disease.
“Obesity and diabetes are on the rise in this country and this important study highlights the value of healthy eating habits,” said NHLBI Acting Director Barbara Alving, M.D.
Fast-food consumption has increased in the United States over the past three decades. “It’s extremely difficult to eat in a healthy way at a fast-food restaurant. Despite some of their recent healthful offerings, the menus still tend to include foods high in fat, sugar and calories and low in fiber and nutrients,” said lead author Mark Pereira, Ph.D., assistant professor of epidemiology at the University of Minnesota. People need to evaluate how often they eat meals at fast-food restaurants and think about cutting back, according to Pereira.
One reason for the weight gain may be that a single meal from one of these restaurants often contains enough calories to satisfy a person’s caloric requirement for an entire day.
Participants were asked during the physical examinations given as part of the study how often they ate breakfast, lunch or dinner at fast-food restaurants. Researchers found that the adverse impact on participants’ weight and insulin resistance was seen in both blacks and whites who ate frequently at fast-food restaurants, even after adjustment for other lifestyle habits.
Study participants included 3,031 young black and white adults who were between the ages of 18 and 30 in 1985-1986. The participants, who were part of the Coronary Artery Risk Development in Young Adults (CARDIA) study, received dietary assessments over a 15-year period. CARDIA centers are located in Birmingham, AL, Chicago, IL, Minneapolis, MN, and Oakland, CA.
According to the study, men visited fast-food restaurants more frequently than women and blacks more frequently than whites. Black men reported an average frequency of 2.3 visits per week in 2000-01. White women had the lowest frequency, at an average of 1.3 visits per week in 2000-01.
“It is important to watch carefully what you eat, especially at a fast-food restaurant. Knowing the nutritional content is important. Consumers may want to ask for this information,” said NHLBI’s Gina Wei, M.D., project officer for CARDIA. Salads and grilled foods tend to be lower in fat than fried foods, she said.
Keep portion sizes small, and ask that high-fat sauces and condiments, such as salad dressing and mayonnaise, be “on the side” and use them sparingly to reduce calories, Wei said.
This NIH News Release is available online at:
https://www.nih.gov/news/pr/dec2004/nhlbi-30.htm
National Suicide Prevention Lifeline 1-800-273-TALK.
The U.S. Department of Health and Human Services’ Substance Abuse and Mental Health Services Administration (SAMHSA) today announced the launch of the National Suicide Prevention Lifeline 1-800-273-TALK. The national hotline is part of the National Suicide Prevention Initiative (NSPI)—a collaborative effort led by SAMHSA that incorporates the best practices and research findings in suicide prevention and intervention with the goal of reducing the incidence of suicide nationwide. In addition to the national hotline, a new website is being launched: www.suicidepreventionlifeline.org
In the United States, suicide currently is the 11th leading cause of death among all age groups, accounting for approximately 30,000 deaths annually. More than 100 crisis centers in 39 states currently participate in the National Suicide Prevention Lifeline. SAMHSA is committed to working with state and local organizations, such as the Mental Health Association of New York City, the National Association of State Mental Health Program Directors, and community crisis centers, to expand the availability of suicide prevention and intervention services.
The National Suicide Prevention Lifeline is funded by a 3-year $6.6 million grant from SAMHSA’s Center for Mental Health Services, which has been awarded to the Mental Health Association of New York City and its partners—the National Association of State Mental Health Program Directors, Columbia University and Rutgers University. The National Suicide Prevention Lifeline is a network of local crisis centers located in communities across the country that are committed to suicide prevention. Callers to the hotline will receive suicide prevention counseling from trained staff at the closest certified crisis center in the network. A nation-wide public education campaign to raise awareness about suicide and the national hotline is under development.
Gene That Blocks Regrowth of Hearing Cells Identified for the First Time
Researchers supported by the National Institute on Deafness and Other Communication Disorders (NIDCD) have come one step closer to understanding how hair cells regenerate, a finding that could lead to new treatments for restoring hearing. In the January 13 issue of Science magazine, scientists at the Massachusetts General Hospital in Boston, MA report that they could cause hair cells to regrow by blocking the action of a single gene in mice.
Regeneration of hair cells is important because hair cells are the key links in the chain of signals that makes hearing possible. Hair cells are found in the cochlear, part of the inner ear that sends the electrical signal of sound to the brain. Vibrations from the eardrum and bones of the middle ear are relayed to the cochlear, where they stimulate the hair cells. This energy is converted to electrical signals that are carried by nerves to the brain and interpreted as sound.
In the current study, the researchers isolated a gene that was activated in the ear during the mouse life cycle. The gene, Rb1, encodes for the retinoblastoma protein, which has various functions throughout the body, including acting as a molecular switch to stop the growth of hair cells. Mice that were bred to be missing the retinoblastoma gene were found to have more hair cells than control mice. Mature hair cells grown in culture dishes also were able to regenerate when the retinoblastoma gene was blocked.
Dr. James Battey, director of NIDCD has called this discovery “a very important first step toward learning” how to restore hearing in human patients. Hearing loss is one of the most common conditions affecting older adults.
Most deafness occurs because hair cells are damaged either by disease, injury or aging. Humans are born with about 50,000 inner ear hair cells, but the number gradually declines over time. Once these cells are lost, they cannot be restored.
Although the studies were done in mice, the mouse ear structure is very similar to that of humans. The next step will be to develop methods to reversibly block the Rb1 gene in inner ear hair cells to see if hair cells regenerate and hearing can be restored.
Early Childhood News
International Coalition to Fund Autism Genetics Research
An international public/private partnership of government health agencies and private advocacy organizations has committed more than $21 million for research to identify the genes associated with autism spectrum disorders, a range of developmental disorders that impair communication and other mental abilities. The National Institutes of Health (NIH) is spearheading the coalition, whose members include the Canadian and Irish governments and three private autism foundations.
The coalition recently issued a Request for Applications (RFA), “Identifying Autism Susceptibility Genes,” which has an application receipt date of April 15, 2005. Applications will undergo peer review during July 2005. The coalition will award funding for the research project in the fall of 2005 and expects to fund two to three organizations to participate in the 5-year project.
“NIMH appreciates the challenge of leading this impressive team,” said Thomas R. Insel, M.D., director of the NIMH, the lead organization in the effort. “This remarkable partnership shows what can be accomplished when public/private efforts join forces. This international approach can advance the autism field by leaps and bounds.”
With three to six new cases per 1,000 children, autism is more common than several other disabling but better-understood diseases of childhood, such as type 1 diabetes and cystic fibrosis. Symptoms of autism, a complex neuropsychiatric syndrome, include varying degrees of impairment in communication and social skills, and restricted, repetitive, and stereotyped patterns of behavior. While heredity, in the form of multiple genes, appears to be a major determinant of whether a particular individual develops autism, experts believe that environmental influences also play a significant role.
Researchers have already reported progress on the genetic underpinnings of autism. There are reports of several chromosomal regions associated with the disorder, but few specific genes have been identified. The RFA is intended to advance knowledge of the relation between genetics and autism by examining existing data for genes and gene variants that confer susceptibility to autism. The RFA also requires researchers to assess the functional significance of autism-associated genetic variants. This research may provide a means to subdivide autism spectrum disorders into identifiable, distinct disorders, with different molecular mechanisms.
This NIH News Release is available online at:
More Topics of Interest for
Special Educators
2004 Top Ten Titles for Students with Print Disabilities Released by Recording for the Blind & Dyslexic
The Boston Unit of Recording for the Blind & Dyslexic (RFB&D) released its annual top ten lists of audio tapes ordered by students who are blind, visually impaired or who have learning disabilities.
The Boston Unit of Recording for the Blind & Dyslexic (RFB&D) released its annual top ten lists of audio tapes ordered by students who are blind, visually impaired or who have learning disabilities.
Christina Raimo, Boston Unit RFB&D Executive Director, said, “For more than 50 years, RFB&D has been the nation’s largest educational library for students who are blind, visually impaired or who have learning disabilities such as dyslexia. Here in Massachusetts, RFB&D serves over 7,500 students and more than 300 schools with its library of over 91,000 accessible textbooks.”
https://www.emediawire.com/releases/2005/1/emw193232.htm
Maryland Test a Problem for Deaf Students–Questions Ask Students to Match Words by Sound
Students at the Maryland School for the Deaf were asked on a standardized test to match words containing similar sounds, and state education officials promised to adjust the scores after acknowledging the problem.
The state Department of Education also will ensure that questions in this year’s version of the Maryland School Assessment are appropriate for hearing-impaired students, spokesman Bill Reinhard said Monday.
https://www.cnn.com/2005/EDUCATION/01/11/deaf.test.scores.ap/index.html
Bullying—Is It Part of Growing Up, or Part of School Violence?
It hasn’t been much studied in the United States, it isn’t part of most teacher training curricula, and many educators think there’s little they can do to stop it. But bullying at school is getting new attention, as researchers find mental health implications in the fact that as many as one-third of students say they have either bullied someone or been the target of bullying. Researchers also consider it important that some 70 percent of the young persons who committed extreme acts of school violence such as shootings were later found to have been either victims or perpetrators of bullying in their schools.
https://www.healthinschools.org/focus/2004/no2.htm
Bullies Target Diabetic Youths
Children and adolescents with diabetes and other hormonal disorders are at an increased risk of being bullied, teased or snubbed by classmates, a new study has found. The report, published online in the Journal of Pediatrics, found insulin-dependent diabetics particularly vulnerable to peer abuse. It raised concerns that these children might forgo medically necessary procedures such as testing their blood-sugar levels or injecting insulin to avoid being picked on.
“If you know kids may tease you because you have to go to the bathroom to check your blood sugar, or you can’t eat some foods, you might begin avoiding those things,” said Eric Storch, co-author of the study and an assistant professor of psychiatry and pediatrics at the University of Florida’s College of Medicine.
Gary Geffken, the study’s co-author, said he thinks all children with chronic medical conditions could be at heightened risk for being bullied. He said chronic illnesses of all types may require children to see medical specialists and make more visits to the doctor than their peers. This could carry a stigma, said Mr. Geffken, an associate professor of pediatrics, psychiatry and clinical and health psychology at UF.
To gain further knowledge of this study, visit:
https://washingtontimes.com/national/20041225-114049-2905r.htm
Getting a Diploma Might get Harder
Thousands more likely to fail graduation test if higher scores required, educators concede.
A high school diploma could be out of reach for more students this year after education leaders Tuesday recommended tougher passing scores on the state’s mandatory graduation test.
Indiana Education Roundtable members acknowledged raising academic standards would mean thousands more students likely will fail that exam, the Indiana Statewide Testing for Educational Progress-Plus.
“These rules are telling those students who are struggling that they may as well drop out of school because you are not going to get a diploma,” said Mary Hunley, whose epileptic, learning-disabled son has trouble with algebra at Southport High School. “As far as my son goes, I will fight tooth and nail next year for him to receive a diploma. He has worked too hard not to.” To learn more, visit:
The National Center on
Secondary Education and
Transition News
Request for Input on No Child Left Behind Technical Assistance
Ten Regional Advisory Committees (RACs) have been appointed by the U.S. Secretary of Education to conduct outreach efforts and collect input on the technical assistance needed to implement the goals of the No Child Left Behind Act. RACs are soliciting input from a variety of stakeholders including governors, chief state school officers, state educational agency staff, school and district administrators, parents, teachers, representatives of higher education, business people, researchers, and regional education service providers via local outreach efforts. To provide comment, you will first need to login. You may view existing comments in a specific region without logging in by selecting a specific region, then “Public Forum”, then “Public Hearings”, and then the question, “What are the top challenges that are impediments to implementing the requirements of the NCLB Act in your region?” To learn more, visit: https://www.rac-ed.org/
Preparing for an International Career: Pathways for People with Disabilities
Mobility International USA (MIUSA), an organization that empowers people with disabilities around the world through international exchange and international development, and the National Clearinghouse on Disability and Exchange, managed by MIUSA, released this resource to encourage young adults with international interests to explore careers in the international affairs, exchange, and development fields. This document offers information
on different types of international occupations, job prospects, tips to prepare for an international career, insights from role models and emerging leaders with disabilities in these fields, and international exchange and fellowship. Available in PDF (2.6 MB, 81 pages) at:
https://www.miusa.org/premium-publications/freeresources/International%20Career%20final%20draft.pdf
Call for Presenters and Posters for the Many Voices One Vision 2005 Summit
The Alliance for Full Participation, a coalition of 11 national disability organizations, is seeking presenters and/or posters for its Many Voices One Vision 2005 Summit to be held September 22-23, 2005, in Washington, DC. Summit attendees will establish national strategic, social, and policy goals to create an agenda that assures full community participation and necessary supports for people with developmental disabilities. Presenters, who should represent a diversity of perspectives, will present on a panel and/or submit a poster for the poster session on September 22. Application Deadline: March 1, 2005. Information and application form available in PDF (6 pp, 117 KB) at:
https://www.allianceforfullparticipation.org/docs/CallForPresentersPosters.pdf
National Collaborative on
Workforce and Disability for
Youth Update
Learning about Working with Individuals with Disabilities
The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) has two resources that can be helpful in your exchanges with individuals with disabilities.
A section on the NCWD/Youth website called “Disability Basics” can help your work with people with disabilities It includes language and etiquette tips as well as information on specific disabilities. It can be found at https://www.ncwd-youth.info/resources_&_Publications/disability_Basics/index.html.
The second resource is an InfoBrief, also found on the website, called “Disability Inquiries in the Workforce Development System.” This publication is for those working in One-Stop Career Centers as well as youth and adult service providers who interact with individuals with disabilities. It is designed to help clarify what you can and cannot ask about someone’s disability. The InfoBrief can be downloaded at https://www.ncwd-youth.info/resources_&_Publications/disability_inquiries.html.
Provide Feedback on KSA
NCWD/Youth would like you to answer a questionnaire identifying the relevant Knowledge, Skills, and Abilities (KSA) that youth service providers need. The KSA Questionnaire focuses on 10 “Competency Areas” for youth service practitioners. We need your feedback to determine which competencies are most relevant to your work, what professional development opportunities are currently available in your area, and the priority areas for training to be developed.
To respond, go to the following link and follow the directions https://www.ncwd-youth.info/surveys/ksa.php. Results will be posted on the website and listed in this newsletter.
You can read the background paper on KSAs here https://tinyurl.com/4t4dn.
Individuals with Disabilities May Not be Benefiting from WIA Services
A General Accountability Office (GAO) report has found that although the U.S. Department of Labor has developed specific regulations requiring that people with disabilities have equal opportunity to participate in the programs and services offered in the Workforce Investment Act (WIA) One-Stop system, efforts to date may not be sufficient to ensure that result.
The GAO Report, Workforce Investment Act: Labor Has Taken Several Actions to Facilitate Access to One-Stops for Persons with Disabilities, But These Efforts May Not Be Sufficien t (GAO 05-54) was released in December, 2004 and examined activities at 18 local areas and their One-Stops.
The WIA, enacted in 1998, unifies previously fragmented employment and training programs and creates a more comprehensive workforce investment system by bringing together federally funded programs into a single service delivery system–the One-Stop Career Center System. WIA requires about 17 programs to provide services through the One-Stop system, including the Department of Education’s Vocational Rehabilitation (VR) program, which provides services to eligible individuals with disabilities. The Department of Labor is responsible for providing general leadership and guidance to the One-Stop system. Section 188 of WIA prohibits discrimination based on disability in programs funded or otherwise financially assisted under WIA.
One-Stops have established various relationships to provide services to persons with disabilities. The collaboration between One-Stops and state vocational rehabilitation (VR) programs varied, as did the extent to which the One-Stops have formed relationships with disability-related service providers other than VR. A few local areas and One-Stops primarily formed partnerships with VR, while others also had relationships with community-based disability organizations.
GAO found that officials in most sites were working to implement architectural access requirements. They found that the local areas and One-Stops visited varied in the degree to which they had addressed other concerns relating to access for people with disabilities.
GAO recommended that to improve comprehensive access for persons with disabilities, the Department of Labor’s Employment and Training Administration, Civil Rights Center, and Office of Disability Employment Policy develop and implement a long-term plan for ensuring that the One-Stop system complies with comprehensive access requirements.
The report is available at https://ww.gao.gov/cgi-bin/getrpt?GAO-05-54.
Upcoming Events and
Conferences
Our Combined Voices: Making a Difference for Children With Disabilities
Washington, D.C. (Conference)
February 2-5, 2005—The Technical Assistance ALLIANCE for Parent Centers, located at the Parent Advocacy Coalition for Educational Rights (PACER) and funded by the Office of Special Education Programs (OSEP), presents its 8th annual national conference to provide opportunities for collaborative research-based learning experiences that support positive outcomes for children. There will be time to network with colleagues from other parent centers, Technical Assistance and Dissemination network representatives, and representatives
from OSEP.
https://www.taalliance.org/conference/
The Disproportionate Representation of Culturally and Linguistically Diverse
Students in Special Education
February 17, 2005
2:00-3:00 p.m. Central Standard Time
(NCSET Teleconference Call)
To learn more, visit:
https://www.ncset.org/teleconferences/
Standards, Assessments, and Accountability: Implications of NCLB and the
IDEA Reauthorization
February 22, 2005
1:00-2:00 p.m. Central Standard Time
(NCSET Teleconference Call)
Presented by Martha Thurlow, Ph.D., of the
National Center on Educational Outcomes, University of Minnesota.
To learn more, visit: https://www.ncset.org/teleconferences/
Enhancing Transition to Postsecondary Education and Employment for Youth
with Disabilities through Culturally Relevant Supports, Services, and
Education.
March 2-3, 2005
Honolulu, HI
(NCSET Capacity Building Institute)
This Capacity Building Institute, sponsored by NCSET at the University of Hawaii at Manoa and the National Technical Assistance Center for Asian Americans and Pacific Islanders, will explore the successful preparation for and transition to postsecondary education and employment for youth with disabilities in the context of cultural and linguistic diversity. Speakers will offer suggestions for practices that create or strengthen culturally relevant support services, educational environments, assessment tools, and community/family partnerships.
https://www.ncset.hawaii.edu/institutes/mar2005/
Easter Seals Project Action: Mobility Planning Services Institute
Washington, DC
March 5-8, 2005
(Conference)
The Easter Seals Project Action¹s Mobility Planning Services Institute is an opportunity to build and sustain positive, proactive partnerships between the disability community and transportation industry of local cities and regions. Advocates and service providers form teams of 3-5 individuals who apply to the conference together. Each team will be reimbursed up to $4,000 in allowable travel expenses when specific instructions are followed.
https://projectaction.easterseals.com/site/PageServer?pagename=ESPA_mobility_
planning&s_esLocation=tc_
National Forum of the Coalition for Community Schools
Chicago, IL
March 9-11, 2005
(Conference)
The Coalition for Community Schools is an alliance of national, state, and local organizations in K-16 education, youth development, community planning and development, family support, health and human services, government, and philanthropy as well as national, state, and local community school networks. Participants in its National Forum will visit Chicago community schools, attend interactive skill-building workshops, and have the opportunity to hear from a number of well-known thinkers and doers, critics and advocates including Richard Rothstein, author of Class and Schools; Arne Duncan, Superintendent of Chicago Public Schools; and Jane Quinn of the
Children’s Aid Society.
https://www.communityschools.org/
The Council of Parent Attorneys and Advocates Conference
Atlanta, GA
March 11-13, 2005
(Conference)
The Council of Parent Attorneys and Advocates, an independent, nonprofit organization of attorneys, advocates, and parents established to improve the quality and quantity of legal assistance for parents of children with disabilities, hosts this conference to provide opportunities for training and networking with the most experienced and knowledgeable attorneys and advocates for students and parents on special education issues. Participants
will learn about the most recent cases, legislative changes, and the latest disability-specific educational interventions. Conference program available in PDF only: 13 pp, 306 KB at https://www.copaa.net/content/COPAA2005Confprogram.pdf
Association for Supervision & Curriculum Development Annual Conference:
Voices of Education: Unleashing the Power, Passion, and Promise
Orlando, FL
April 2-4, 2005
(Conference)
The Association for Supervision and Curriculum Development announces its 60th annual conference: Voices of Education: Unleashing the Power, Passion, and Promise. The conference will explore current ideas in education, examine new developments in content area and grade level, and stretch professional development learning into new areas.
https://www.ascd.org/portal/site/ascd/menuitem.9f45bc8553f12b1abfb3ffdb62108a
0c/
Making Sense: Autism and Sensory Processing
Denver, CO
April 15, 2005
(Conference)
Sponsored by The Kid Foundation, this conference will feature Morton Ann Gernsbacher, psychology professor at the University of Wisconsin-Madison, as the keynote speaker. She will discuss her research on the cognitive processes and mechanisms that underlie language comprehension. Breakout session topics will include: medical issues in autism, the auditory-vestibular link to communications using the dynamic listening systems, classroom behavior problems, the relation of sensory processing to anxiety and coping, sleep problems in autism, using sensory-based interventions for social interactions, balancing curriculum and individual student needs, and more. Registration deadline: March 31, 2005.
Acknowledgments
Acknowledgements
“Portions of this e-mail newsletter were excerpted from:
Committee on Education and the Workforce
FirstGov.gov-The Official U.S. Government Web Portal
Teacherlaw.com
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 (Nov., 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 e-Journal
