January, 2006 Special Educator e-Journal

Last month, we asked the questions:

“Has IDEA really affected and impacted students and educators as much as we’d like to believe?  Are students with disabilities any better off than where they were 30 years ago?  10 years ago?  Last year?  Are special educators better off than where they were 30 years ago?  10 years ago?  Last year? ” 

Dear NASET:

As a retired 20+ -year SpEd teacher, I can say that IDEA has helped make things much better for SpEd students and teachers, generally.

SpEd kids, in the main, are much better off educationally than was the case 30 years, 10 years and 1 year ago. Those SpEd students with the real potential to learn regular and modified content- LD, EBD, OHI, and the like- have been provided opportunities to do so  and to improve their behavior in included settings. Also, MOID, SID and PID kids have fared well with their functional curricula. However, MID students- those with whose disability I’ve had the most experience- have probably taken a hit academically  BUT  not socially when included in regular classes. The behavior of MID kids, like that of their peers in other SpEd categories, seems to have improved. As a matter of fact, my SpEd kids seemed  to behave worse when segregated for regular, as opposed to standardized, testing. 

SpEd teachers are better off now than 30 and 10 years ago. However, their position today approximates that of last year. The compelling issues facing SpEd  teachers continue to be  TEACHER  SAFETY  and  ADMINISTRATIVE  BACKING  of the disciplinary decisions of SpEd classroom teachers.THANKS for the opportunity to share my judgements with colleagues.

 
Dr. Craig Spinks
Evans, GA

---

The U.S. Department of Education recently launched a new feature on its Web site that gives teachers the opportunity to post their questions and comments directly to Secretary Spellings and subsequently receive answers.  Teachers Ask the Secretary is the latest in a series of interactive Web resources for educators, which also include online courses and an electronic bulletin of Department-sponsored events and efforts. The resources are part of the U.S. Department of Education’s Teacher-to-Teacher Initiative, a comprehensive program that offers professional development, research-based classroom strategies and national recognition of stellar educators.

Q: Fred from Spencer, Indiana

Dear Secretary Spellings,
I read your response to the question about special education students and having them live up to the same standards as regular education students. I agree that special education students should be given all opportunities to learn just as much as the other students. However, the problem with requiring the same testing is that it sometimes takes longer for special education students to learn some of the material. Yet, we use the same test given at the same time the regular education students take it and expect the same results. I think this is the big frustration for teachers. This also leads to another frustration: some schools aren’t judged at all on a special education category, because they don’t have enough students to count. How is this fair? Some of us have 40 or more.

A: Secretary Spellings
By regularly testing students with special needs and disabilities, schools can see whether the additional resources they receive for special education are translating into academic improvement and the opportunity for students to lead successful and independent lives.
When students with disabilities are part of the accountability system, educators’ expectations for these students are more likely to increase. In fact, under the No Child Left Behind Act, students with disabilities are receiving more classroom time and attention, according to the Center on Education Policy. And we know from research that when students with disabilities are excluded from school accountability measures, the rates of referral of students for special education increase dramatically.
(See National Center for Educational Outcomes Synthesis 26: https://education.umn.edu/nceo/OnlinePubs/Synthesis26.htm)

In other words, we’re helping educators realize that students with disabilities can learn and must be counted. Of course, we understand that some students, because of their disability, may need to take an alternate assessment. Under NCLB, and using state-established guidelines that are consistent with the Individuals with Disabilities Education Act (IDEA), Individualized Education Plan (IEP) teams make the determination regarding which students will take an alternate assessment.

Q: Megan from Westminster, Maryland
I was wondering what is going to be done when parents refuse testing for an obviously learning-disabled student. It’s the teacher’s responsibility to report neglect when it comes to the mental health, physical health and other areas; it is mentally injurious to students when parents are afraid of labeling them. I am feeling heartbroken for the student, because their parents are unwilling. The child has been retained already and is only getting deeper in a hole.

A: Secretary Spellings
Thank you for your concern. It is hard to watch a student struggle without getting the help he or she needs. I assume from your question that the parents do not want the student tested because they do not want the student labeled as a special education student. There are steps that schools can take to evaluate students suspected of having a disability when parents refuse to give consent to having their child evaluated. However, you may want to consider the following questions first.

Is the student receiving high-quality instruction? It is important that the student is being taught with methods that have been shown to be effective and by teachers who know the subject matter being taught.

• Are there other supports available for students who are having difficulty learning? Many schools and districts provide struggling students with more intensive instruction, for example, through one-on-one tutoring or small group instruction before or after school. Also, many schools have “pre-referral” or “child study” teams that bring expert teachers and support personnel together to find ways to help students who are having trouble meeting grade-level standards.
• Do the parents understand how an evaluation can be in the student’s best interests? It is important to let the parents know the extent of their child’s difficulties and how an evaluation can help determine how the student learns best. If the student is found eligible for special education services, the parents can still decide whether or not to refuse those services.
  Finally, you should speak to the special education personnel in your school or district about your concerns. They will know the steps that can be taken to pursue an evaluation without parental consent under the Individuals with Disabilities Education Act (IDEA).
   

Q: Teresa from Chicago, Illinois

With NCLB in place, are there going to be any adjustments for testing special education students? Is it not unrealistic to expect all students to test at the same percentage rate? These students are in special education for a reason.

A: Secretary Spellings
You are right, students in special education are usually there because a team of professionals has determined that they have a disability, and therefore need special education services. However, being in special education does not mean that a student cannot learn and reach grade-level standards. Special education provides the additional help and support that these students need to learn. This means designing instruction to meet their specific needs and providing support such as physical therapy, counseling services or interpreting services to help such students learn alongside their peers and reach the same high standards as all other students.

---

NLTS2 is being conducted by SRI International
NLTS2 Data Brief

Family Expectations and Involvement for Youth with Disabilities
The National Longitudinal Transition Study-2 (NLTS2) provides the first national picture of the involvement of families in the educational development of their secondary-school-age children with disabilities This Data Brief describes family involvement at home and at school, including a comparison of levels of involvement for families of youth with disabilities with those for families in the general population. It also discusses involvement in a school-based activity that is specific to families of youth with disabilities: participation in individualized education program (IEP) meetings. Finally, parent expectations for their children’s attainment of postsecondary education and independence are highlighted. For more information, visit:

https://www.ncset.org/premium-publications/viewdesc.asp?id=2473

---

Have you read a good book that you’d like to tell us about?  How about a very poor one that you want to inform of us not to read?  Either way, we want to hear from you by doing a simple book review for us.

NASET receives a great many books from its authors or publishers for review.  We have decided to open up the review process to members who are interested.  The books available for review at this time are:

• 100 Things Every College Student with a Disability Ought to Know
  Kendra D. Johnson, Ed.D. and Trudie N. Hines

• Psychiatric Medications for Children
  Mark Perrin, M.D.

• AUTISM IN THE SCHOOL-AGED CHILD:  Expanding Behavioral Strategies and Promoting Success
  Carol Schmidt, RN, BSN and Beth Heybyrne, MA

• Keeping Black Boys Out of Special Education
  Jawanza Kunjufu

• A Small Italian Life
  Jimmy Corso with Luanne Pendorf

• The Memory Keeper’s Daughter
  Kim Edwards

• A Parent’s Guide to Special Education
  Linda Wilmshurst, Ph.D., and Alan Brue, Ph.D., NCSP

• Disabled & Challenged:  Reach for Your Dreams
  Terry Schott Cohen & Barry M. Cohen, Ph.D.

If you are interested in doing a book review on any of these books or a book review on a literary work you have read (or are currently reading), email us at:  specialeducator@naset.org.

We will email you the necessary information for a book review.  We hope to hear from you.

---

 
Education “Data Quality Campaign” Launched by Ten National Organizations
https://www.dataqualitycampaign.org/
On November 17, 2005, a national campaign to improve the quality, accessibility, and use of data in education was launched at the Council of Chief State School Officers and U.S. Department of Education’s Data Summit. The Data Quality Campaign is a collaborative effort of 10 national organizations that aims to provide tools and resources that will assist states in their development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among organizations focusing on improving data quality, access, and use.

Access to the General Education Curriculum 
Brief
https://tinyurl.com/ahbxf
The National Association of State Directors of Special Education (NASDSE) surveyed state directors of special education regarding strategies to improve access for students with disabilities to the general education curriculum being implemented in their states. This brief is based on the stages that states are in by academic area, strategies to enhance access, professional development provided, whether they have a written definition of access, and any changes they have encountered in supporting these activities. Available in PDF (9 pages, 182 KB).

 
Alternative Routes to Certification for Special Educators 
Report
https://tinyurl.com/ctoos
Alternative routes to certification (ARCs) enable individuals to become certified teachers without attending traditional programs. This document from the National Association of State Directors of Special Education reviews research on ARCs and provides information on ARCs for special education certification in all 50 states, including the number of ARCs, when authorized, motivation for authorization, types of ARCs, and entity responsibility for administering ARCs. Available in PDF (28 pages, 402 KB).
 

Autism Endorsements: State Approaches  
Brief
https://nasdse.org/premium-publications/AutismEndorsements-StateApproaches.pdf
This Brief Policy Analysis from the National Association of State Directors of Special Education describes five different states’ approaches for their autism endorsements. Information was collected via interviews. Findings include background information, the nature of autism endorsements, coursework and practicum requirements, personnel preparation programs, additional autism-specific credentials, outcomes, barriers, and challenges and benefits. Available in PDF (10 pages, 164 KB).
 

Deaf and Hard of Hearing: State Infrastructures and Programs 
Report
https://tinyurl.com/afgrh
This document from the National Association of State Directors of Special Education describes and compares state infrastructures and programs for serving children and youth who are deaf or hard of hearing. All states were surveyed, and ten states were also interviewed in-depth. Findings cover amount of personnel from the state and schools for the deaf, jurisdiction over schools for the deaf, governance, professional development, consultation, placement, information on states without state-operated schools for the deaf, certification options, interpreters, cochlear implants, guidelines for parents, accountability, and barriers. Available in PDF (32 pages, 348 KB).

 
Medically Fragile: State Policies and Procedures 
Brief
https://tinyurl.com/7narz
This document from the National Association of State Directors of Special Education explains how states handle issues related to children who are medically fragile. State definitions, classification, guidance, placements, related services, and nursing services per IDEA 2004 are discussed based on state responses to survey questions. Available in PDF (5 pages, 131 KB).
 

State Special Education Outcomes: Steps Forward in a Decade of Change
Report
https://education.umn.edu/nceo/OnlinePubs/2005StateReport.htm
This report summarizes the National Center on Educational Outcomes’ tenth survey of state directors of special education. It offers a snapshot of the new initiatives, trends, accomplishments, and emerging issues as states document the academic achievement of students with disabilities during standards-based reform.

 
The Juvenile Justice System and Youth with Disabilities  
Brief
https://nasdse.org/premium-publications/TheJuvenilleJusticeSystemandYouthswithDisabilities.pdf
This synthesis from the National Association of State Directors of Special Education summarizes key findings from five monographs produced by the National Center on Education, Disability and Juvenile Justice and the Center for Effective Collaboration and Practice. Issues discussed include federal efforts to address juvenile justice and disability issues, prevalence and identification issues, accommodating youth with disabilities throughout the judicial process, current educational practices for youth with disabilities, and advocating for students with disabilities. The synthesis includes policy implications. Available in PDF (13 pages, 186 KB).

 
Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities 
Manual
https://www.ccsso.org/content/pdfs/AccommodationsManual.pdf
This manual from the Council of Chief State School Officers details a five-step plan for use of accommodations in assessments and provides fact sheets and teacher tools. The five steps are: expect students with disabilities to achieve grade-level academic content standards, learn about accommodations for instruction and assessment, select accommodations for individual students, administer accommodations, and evaluate and improve accommodations use. Available in PDF (56 pages, 299 KB).

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
Conceptual Framework
https://epaa.asu.edu/epaa/v13n38/
The Education Policy Analysis Archives has published the National Center on Culturally Responsive Educational Systems’ (NCCRESt) conceptual framework. It details NCCRESt’s approach to improving students’ educational opportunities and reducing inappropriate referrals and placements to special education.
 
 

Financing Alternative Education Pathways: Profiles and Policy
Report
https://nyec.modernsignal.net/page.cfm?pageID=139
The National Youth Employment Coalition has published a report containing profiles of nine alternative schools and programs that have accessed state and local education funds. It highlights innovative practices and creative state and local policy mechanisms used to finance alternative education pathways.

 
Navigating Special Education 
Online Chat Transcript
https://www.LDTalk.org/transcripts/transcript_102605.html
This is a transcript from the October 26, 2005 LD Talk online discussion with Alan Brue, Ph.D. and Linda Wilmshurst, Ph.D., authors of A Parent’s Guide to Special Education. Brue and Wilmshurst answered questions from parents and others across the country. LD Talk, a service of the National Center for Learning Disabilities, is an online discussion devoted to topics of interest to the learning disabilities community.

 
Promoting Life Success for Students with Learning Disabilities 
Online Chat Transcript
https://www.LDTalk.org/transcripts/transcript_092805.html
This is a transcript from the September 28, 2005 LD Talk online discussion with Roberta Goldberg, Ph.D. and Eleanor Higgins, Ph.D., researchers at the Frostig Center in Pasadena, CA. Goldberg and Higgins answered questions from parents and others across the country. LD Talk, a service of the National Center for Learning Disabilities, is an online discussion devoted to topics of interest to the learning disabilities community.

Special Education: Ensuring Excellence for All Students 
Webcast Archive
https://www.gse.harvard.edu/hfrp/projects/fine/resources/guide/
On November 15, 2005, the U.S. Department of Education celebrated the 30th anniversary of the Individuals with Disabilities Education Act (IDEA) by profiling researched-based early identification and intervention initiatives and showcasing successful inclusion programs in schools in this Webcast. You can view the archived Webcast with or without captioning on the Web.
 

 
Taking the Next Step: Helping Students with Disabilities Transition from High School to College 
Video
https://www.nd.gov/humanservices/business/rehabconsult/
This video on helping students with disabilities transition from high school to college can be viewed via the Web using Windows Media Player or RealPlayer. Separate clips focusing on the roles of students, parents, and educators in the transition process are available. A text transcript of the video is also available. Developed by the North Dakota Rehabilitation and Consulting Services (North Dakota Vocational Rehabilitation’s Business Services program).
 

 
Understanding Learning Disabilities 
Article
https://www.districtadministration.com/page.cfm?p=1205
This article from District Administration magazine provides an overview of learning disabilities, the IDEA definition of learning disabilities, information on useful classroom interventions for students with learning disabilities, and information on how districts can put research findings on effectively teaching students with learning disabilities into practice.

Creating a Culture of Literacy: A Guide for Middle and High School Principals
The National Association of Secondary School Principals (NASSP), in collaboration with the Bill and Melinda Gates Foundation, has sent a new literacy guide to all middle and high school principals across the country, free of charge. Creating a Culture of Literacy: A Guide for Middle and High School Principals is designed to help school leaders use research on best practices to create intervention plans that help to improve students’ literacy levels and long-range academic success.
https://www.principals.org/s_nassp/sec.asp?CID=62&DID=62

The Abilities Fund
https://www.abilitiesfund.org/
The Abilities Fund is committed to the economic advancement of people with disabilities and devoted to the fullest expression of their entrepreneurial spirit. To that end, the Fund develops and serves three primary markets—entrepreneurs with disabilities, microenterprise development organizations, and vocational rehabilitation agencies and other disability-related organizations—by offering a range of financial products, customized training, technical assistance, policy recommendations, and linkages to resources.
 

The Person-Centered Planning Education Site
https://www.ilr.cornell.edu/ped/tsal/pcp
This Web site of the Employment and Disability Institute at Cornell University helps users enhance their awareness of and appreciation for person-centered planning by providing an overview of the person-centered planning process, self-study courses covering the basic processes involved, a compendium of readings and activities, and various downloadable resources and links.

Power Points on IDEA 2004 – Reauthorized Statute Changes (White Papers)
The reauthorized Individuals with Disabilities Education Act (IDEA) was
signed into law on Dec. 3, 2004. The provisions of the act became effective on July 1, 2005, with the exception of some elements of the definition of “highly qualified teacher” that took effect upon the signing of the act. A series of Word documents were prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education. Corresponding PowerPoint documents were prepared by the Alaska EED Special Education Office to summarize the official OSERS white papers. Each set of documents covers a variety of high-interest topics and bring together the statutory language related to those topics to support constituents in preparing to implement the new requirements
https://www.eed.state.ak.us/tls/sped/IDEA.html

A Guide to Disability Rights Laws
U.S. Department of Justice
Civil Rights Division
Disability Rights Section
https://www.usdoj.gov/crt/ada/cguide.htm
This guide provides an overview of Federal civil rights laws that ensure equal opportunity for people with disabilities.

Spread the Word: “The Ringer” Film
https://www.ndss.org/content.cfm?fuseaction=NwsEvt.Article&article=1545
The National Down Syndrome Society and the Special Olympics invite you to see “The Ringer,” a Farrelly brothers film which opens at theaters nationwide on December 23, 2005. It tells the story of a young man who pretends to have an intellectual disability so he can compete in and “fix” a Special Olympics event. However, his attitude changes as he develops friendships with several of the Special Olympics athletes. “The Ringer” uses outrageous Farrelly Brothers humor (“There’s Something about Mary,” “Stuck on You,” “Shallow Hal”) to promote the message that individuals with intellectual disabilities are people first. See “The Ringer” and spread the word!

Submit a Presentation Proposal for Forums on Promising Practices in Secondary Education
https://www.all4ed.org/events/2006CallForPresenters.html
The Alliance for Excellent Education is seeking proposals for its 2006 breakfast forums, events where policymakers, educators, researchers, advocates, the media, and others can learn about successful programs and practices in the nation’s middle and high schools. Programs and practices in adolescent literacy, individual graduation plans and academic counseling, data-driven decision making, teacher recruitment and retention, performance incentives to improve teaching, and implementing college-preparatory curriculum and bringing struggling high school students to grade level are especially desired. Submit a one-page proposal to kmohr@all4ed.org by January 23, 2006 with the subject line BREAKFAST PROPOSAL. Questions? Contact Jeremy Ayers at jayers@all4ed.org or 202-828-0828.

Big IDEAs: Dropout Prevention Strategies
https://www.dropoutprevention.org/NDPC-SD/enews/index.htm
Big IDEAs: Dropout Prevention Strategies is the quarterly e-mail newsletter of the National Dropout Prevention Center for Students with Disabilities. You can browse back issues of Big IDEAs on the Center’s Web site.

 
eNEWS from NIUSI and NCCRESt
https://www.urbanschools.org/premium-publications/enews.html
eNEWS, a product of the National Institute for Urban School Improvement and the National Center for Culturally Responsive Educational Systems, has recently been revamped. This monthly e-mail newsletter provides current information on issues in education, school reform, cultural diversity, disproportionality, inclusive practices, and more.
 

Institute on Community Integration Listserv
https://ici.umn.edu/subscribe.html
This monthly e-mail newsletter from the Institute on Community Integration, NCSET’s parent organization and a University Center for Excellence in Developmental Disabilities, includes announcements about the Institute’s new publications, projects, Web sites, and services.

 
Asthma: Cold and flu action plan
A cold or the flu can trigger an asthma attack. Here’s why — and how to keep your sneeze from turning into a wheeze.
If you have asthma and you catch a cold or the flu, the temporary discomfort of a stuffy nose, a sore throat or an irritating cough may be the least of your problems. Minor respiratory infections can mean major problems for children and adults with asthma.
Most people with asthma develop some wheezing and chest tightness about two days after coming down with a cold. These symptoms, which are distinct from cold symptoms, may continue for at least two weeks. Also, mild asthma symptoms can easily become more severe — and harder to shake — when you have a cold.
https://www.mayoclinic.com/health/asthma/AS00024

Fewer children being given antidepressants
Use of antidepressants by children continued to drop sharply this year in the wake of warning labels linking the prescription drugs to suicidal behavior, according to market analyses.The decrease signals that doctors and parents are taking a more careful look at benefits and risks of treatments for depression, says child psychiatrist David Fassler of Burlington, Vt. “Not all depressed kids need medication. There are effective therapies, especially for milder forms of depression.”
https://www.usatoday.com/news/health/2005-12-27-children-antidepressants_x.htm

Achieving Good Outcomes in Students with Learning Disabilities
Louise Spear-Swerling
A long line of research in psychology has focused on the concepts of risk and resilience. This work studies youngsters who are at risk for a variety of reasons—including poverty, developmental problems, or family instability—and the factors that seem to enable some at-risk children to do well in the face of adversity. More recently, a number of researchers have begun to apply the risk-and-resilience framework to learning disabilities. Specifically, what kinds of factors promote good outcomes in students with LD?
https://www.ldonline.org/article.php?max=20&id=1765&loc=111

Wheezing Patterns Don’t Tend to Change After 6 Years of Age
Doctors know that 15 million people in the United States experience asthma, the lung condition that causes airways to become swollen and narrow when exposed to allergens, irritants, or infections. What they don’t know is exactly why and how people develop the disease. To understand more about the development and course of asthma, researchers from the University of Arizona in Tucson and the University of Colorado in Denver tracked children from birth to adolescence.
https://kidshealth.org/research/wheezing_patterns.html

Bedwetting Linked to Developmental Delays
Children who experience bedwetting (also called nighttime enuresis) may also be slow to reach certain language or motor skills milestones, say researchers from the University of Montreal in Quebec, Canada.  The results of this study indicate that children who wet the bed may do so because of central nervous system delays, which may also affect motor, language, and behavioral development.
https://kidshealth.org/research/bedwetting_developmental.html

---

Effective January 1, 2006, the Food and Drug Administration (FDA) is requiring food labels to clearly state if food products contain any ingredients that contain protein derived from the eight major allergenic foods. As a result of the Food Allergen Labeling and Consumer Protection Act of 2004 (FALCPA), manufacturers are required to identify in plain English the presence of ingredients that contain protein derived from milk, eggs, fish, crustacean shellfish, tree nuts, peanuts, wheat, or soybeans in the list of ingredients or to say “contains” followed by name of the source of the food allergen after or adjacent to the list of ingredients.

“I applaud Congress for the passage of FALCPA,” said Andrew C. von Eschenbach, M.D., Acting FDA Commissioner. “Chairman Joe Barton and Ranking Member John D. Dingell in the House, Energy and Commerce Committee were instrumental in moving this bipartisan legislation forward. Representative Nita Lowey was the original sponsor of the legislation. FDA also applauds the dedication and leadership of the legislation’s sponsors in the Senate, which include Senators Judd Gregg and Edward Kennedy.”
This labeling will be especially helpful to children who must learn to recognize the presence of substances they must avoid. For example, if a product contains the milk-derived protein, casein, the product’s label will have to use the term “milk” in addition to the term “casein” so that those with milk allergies can clearly understand the presence of the allergen they need to avoid.

It is estimated that 2 percent of adults and about 5 percent of infants and young children in the United States suffer from food allergies. Approximately 30,000 consumers require emergency room treatment and 150 Americans die each year because of allergic reactions to food.

“The eight major food allergens account for 90 percent of all documented food allergic reactions, and some reactions may be severe or life-threatening,” said Robert E. Brackett, PhD, Director of FDA’s Center for Food Safety and Applied Nutrition. “Consumers will benefit from improved food labels for products that contain food allergens.”

FALCPA does not require food manufacturers or retailers to relabel or remove from grocery or supermarket shelves products that do not reflect the additional allergen labeling as long as the products were labeled before the effective date. As a result, FDA cautions consumers that there will be a transition period of undetermined length during which it is likely that consumers will see packaged food on store shelves and in consumers’ homes without the revised allergen labeling.

For more information about FALCPA, visit FDA’s food allergy page at https://www.cfsan.fda.gov/~dms/wh-alrgy.html.

---

National Collaborative on Workforce and Disability for Youth Update
Now found on the NCWD/Youth Website is the PDF, word, and web versions of the Collaborative brochure on The Guideposts for Success. There are five Guidepost categories which can help steer families, institutions and youth themselves through the transition process. They are:

• School-Based Preparatory Experiences
• Career Preparation & Work-Based Learning Experiences
• Youth Development & Leadership
• Connecting Activities
• Family Involvement & Supports

The Guideposts are based on an extensive literature review of research, demonstration projects, and effective practices covering a wide range of programs and services — including lessons from youth development, quality education, and workforce development programs. Download The Guideposts for Success at https://www.ncwd-youth.info/resources_&_Publications/guideposts/index.html

Two new Information Briefs have been posted on the NCWD/Youth website. Financial Literacy Information for Young People with Disabilities discusses various state and federal initiatives for individuals with disabilities and their families to become more economically self-sufficient. The Brief includes descriptions of financial literacy programs and additional resources. Read Financial Literacy Information for Young People with Disabilities at
https://www.ncwd-youth.info/resources_&_Publications/information_Briefs/issue16.html

The second brief, Facilitating Employer Engagement among WIB Partners: A Role for Intermediaries, focuses on how Workforce Investment Boards (WIBs) can ensure strong business leadership roles in their state and local workforce systems by creating and fostering intermediaries that effectively link employers with One-Stops and their partners. Strategies and examples are shared that illustrate how intermediaries can facilitate, coordinate, and streamline employer engagement responsibilities among WIB partners. The brief can be found at Read Facilitating Employer Engagement among WIB Partners: A Role for Intermediaries at
https://www.ncwd-youth.info/resources_&_Publications/information_Briefs/issue17.html

Epilepsy Can Be Triggered by Support Cells in the Brain
Overview  For decades, researchers have tried to understand what triggers clusters of neurons to begin signaling excessively in epilepsy. A new study shows that, in many cases, the answer resides in star-shaped support cells called astrocytes. The finding may lead to new ways of treating epilepsy. For decades, researchers have tried to understand what triggers clusters of neurons to begin signaling excessively in epilepsy.  A new study shows that, in many cases, the answer resides in star-shaped support cells called astrocytes.   The finding may lead to new ways of treating epilepsy. To learn more, visit:

https://www.ninds.nih.gov/news_and_events/news_articles/news_article_epilepsy_astrocytes.htm

NIDCD-supported Scientists Use Cochlear Implants to Restore Auditory Synapses in Deaf Cats
Scientists supported by the National Institute on Deafness and Other Communication Disorders have demonstrated that cochlear implants can restore the structure of synapses—the connecting space between neurons—along the auditory nerve in deaf cats. Because untreated congenital (at birth) deafness is believed to cause permanent changes in the auditory system, this finding may explain why cochlear implants work best in young children before irreversible abnormalities occur.

In mammals with normal hearing, electrical signals generated in the inner ear travel along the auditory nerve to the auditory cortex, the part of the brain that interprets the signals as sound. When mammals are born deaf, the lack of electrical stimulation causes abnormal synapses to form at the endings of the auditory nerve. The presence of normal synapses is believed to enable the transmission of signals throughout the auditory system.

The investigators designed their experiments to compare the synapses of deaf cats whose auditory nerves are electrically stimulated by a cochlear implant to the synapses of deaf cats with no implants and cats with normal hearing. Previously, cochlear implants have been shown to improve hearing in the auditory cortex. The researchers found that following stimulation, the synapses of deaf cats with cochlear implants closely resembled the synapses of cats with normal hearing, as opposed to the abnormal synapses found in deaf cats with no cochlear implant.

The scientists speculate that deafness in humans is characterized by, among other things, synaptic abnormalities, similar to those found in other mammals. As with the cats, synaptic changes in young deaf children are believed to occur after cochlear implantation and may play a role in the success of these children in acquiring communication skills before abnormal changes become permanent.

This research appeared in the December 2 issue of Science and was conducted by scientists from the Department of Otolaryngology-Head and Neck Surgery and Department of Neuroscience at the Johns Hopkins University Center for Hearing and Balance.

Family Guide to Systems of Care for Children With Mental Health Needs

You will need Adobe Acrobat Reader to view this file.

Caring for Every Child’s Mental Health Campaign is a national public education initiative emphasizing attention to children’s and adolescents’ mental health. It supports the Comprehensive Community Mental Health Services for Children and Their Families Program, in place in communities across the Nation, which is demonstrating the effectiveness of systems of care in meeting the services needs and improving the lives of children with serious emotional disturbances (SEDs) and their families. This campaign is managed by the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services. The guide is intended to help parents and caregivers seek help for children with mental health needs. Information is provided on what parents and caregivers need to know, ask, expect, and do to get the most out of their experience with systems of care.
https://nmhic-dev.shs.net/premium-publications/allpubs/sma%2D4054/

For information about child and adolescent mental health, contact:
SAMHSA’s National Mental Health Information Center
P.O. Box 42490
Washington , DC 20015
Toll-free: 1.800.789.2647 (English/Spanish)
TDD: 1.866.889.2647
www.mentalhealth.samhsa.gov

FDA Approves Tamiflu for Prevention of Influenza in Children Under Age 12
On December 21, 2005, the U.S. Food & Drug Administration (FDA) approved the use of Tamiflu (oseltamivir phosphate) for prevention (prophylaxis) of seasonal influenza (“flu”) in children 1 to 12 years of age who had close contact with an infected individual. This is the first drug approved for prevention of both influenza A and B in pediatric patients.

Tamiflu is an oral anti-viral drug previously approved by FDA for both the prevention and treatment of influenza in adolescents 13 years and older, and in adults. Tamiflu also is approved for treatment of influenza in pediatric patients older than 1 year of age.

A study of the spread of flu in households involving over 1100 people included 222 children 1 to 12 years of age. When someone in the household was diagnosed with seasonal flu, other family members received either Tamiflu once a day for 10 days or no Tamiflu at all unless they became ill. The rate of children developing fever and other symptoms confirmed to be flu was reduced from 17% in the group receiving no preventative treatment to 3% in the group that received Tamiflu as a preventative measure. The benefit in children mirrored the benefit seen in older individuals in this and earlier studies. The effective use of Tamiflu to prevent influenza in immunocompromised patients has not been established.

In the studies, side effects from Tamiflu, when taken for prevention, were similar to those from patients who took the drug for treatment. The most common side effects were nausea, vomiting, headache and fatigue. Vomiting was reported more frequently in people receiving the twice daily treatment dose compared to once daily prophylaxis. In the current study, children reported higher rates of vomiting than adults but this was observed to be dose-related. Although no new side effects occurred in these studies, FDA has requested additional postmarket study data from the drug maker to support the long term safety of the drug.

A comprehensive review of post-marketing safety reports for Tamiflu indicated rare reports of severe rash and allergic-type skin reactions that may be drug-related. As was discussed at the FDA Pediatric Advisory Committee, on November 18, 2005, FDA required that new safety language regarding serious skin/hypersensitivity reactions be added to the Tamiflu product label. Patients should be cautioned to stop taking Tamiflu and contact their health care providers if they develop a severe rash or allergic symptoms.
Tamiflu is not a substitute for the flu vaccine. Patients should continue receiving an annual flu vaccination according to guidelines on immunization practices.

Tamiflu is manufactured and distributed by Roche Pharmaceuticals, Inc. of Nutley, N.J.

---

Institute of Education Sciences

Established by the Education Sciences Reform Act of 2002, the Institute of Education Sciences (IES) https://www.ed.gov/about/offices/list/ies/index.html
is the research, evaluation and statistics arm of the U.S. Department of Education. Its mission is to expand knowledge and provide information on the condition of education, practices that improve academic achievement, and the effectiveness of Federal and other education programs. There are four centers within the Institute of Education Sciences:

• The National Center for Education Research (NCER)
• The National Center for Education Evaluation and Regional Assistance (NCEE)
• The National Center for Education Statistics (NCES)
• The National Center for Special Education Research (NCSER)

The Institute has a listserv that focuses on such topics as funding, recent publications, and facts and figures from the National Center for Education Statistics (NCES) as well as a quarterly newsletter, IES Research e-News, that includes information on the latest research news, abstracts of funded research projects, announcements about funding and training opportunities, education facts and figures, and conferences and meetings.
For more information, visit the IES web site at: www.ed.gov/ies

Federal Grant Opportunities
 
Forecast of Funding Opportunities under Department of Education Discretionary Grant Programs for Fiscal Year 2005 and Fiscal Year 2006
https://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2005 and fiscal year 2006 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced.

 
FY 2004-06 Discretionary Grant Application Packages
https://www.ed.gov/fund/grant/apply/grantapps/
This site, from the Department of Education, provides information on grant competitions that are currently open.

 
U.S. Department of Labor Selected Demonstration Project for High-Risk Youth and Adults
https://www.doleta.gov/sga/sga/00-101sga.cfm#content
This project provides for high quality learning, developing leadership skills among youth, and preparing both youth and adults for entry into employment, re-employment, further education or training, and long-term follow-up services to promote employment retention and career advancement. Maximum Award: $1,000,000. State or local public agencies and public and private non-profit organizations demonstrating an ability to work with “high-risk” youth and adults are invited to apply. Application deadline: February 4, 2006.

---

State Disability-Related Resource Sheets 
NICHCY, the National Dissemination Center for Children with Disabilities, has compiled state resource sheets to provide information about organizations and agencies within each state that address disability-related issues. These include state agencies serving children and youth with disabilities, state chapters of disability organizations and parent groups, parent training and information projects, and more. The sheets also list the official State Web site, contact information for Governors and U.S. Senators, and other useful associations and organizations.  Visit:  https://www.nichcy.org/states.htm

Craving Education Statistics?
If you are looking for the latest statistics in the field of education, from pre-kindergarten through graduate school, check out the Digest of Education Statistics,  https://nces.ed.gov/programs/digest/d04/

produced by the National Center for Education Statistics (NCES). It provides a compilation of statistical information on topics including: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons.

The National Center for Education Statistics (NCES) is located within the U.S. Department of Education and the Institute of Education Sciences, is the primary federal entity for collecting and analyzing data related to education.  Visit  https://nces.ed.gov/index.asp

From the World of Research
As reported by the Health Behavior News Service of the Center for the Advancement of Health–Study Finds No Link between MMR Vaccine and Autism

https://www.hbns.org/getdocument.cfm?documentid=1154

The Cochrane Collaboration

There has been concern and debate in the disability community about whether a mercury-based preservative, used in some vaccines, contributes to cases of childhood autism. A review of research on this subject appears in the latest issue of the Cochrane Library, a publication of The Cochrane Collaboration. In depth analysis of dozens of statistically sound studies found “no credible evidence” that the combined measles, mumps, and rubella vaccine causes long-term disabilities such as autism or bowel disease. Access the abstract and plain language summary  https://www.cochrane.org/reviews/en/ab004407.html

The Cochrane Collaboration is an international non-profit independent organization, dedicated to making up-to-date, accurate information about the effects of healthcare readily available worldwide. The Cochrane Library consists of a regularly updated collection of evidence-based medicine databases, including The Cochrane Database of Systematic Reviews.  Visit  https://www.cochrane.org/index0.htm

---

Secretary Spellings Announces Growth Model Pilot Proposal Under NCLB

On November 18, 2005, U.S. Secretary of Education Margaret Spellings announced a pilot program where interested and qualified states can submit proposals for developing high-quality growth models that follow the bright-line principles of No Child Left Behind. These states will be allowed to meet NCLB accountability requirements by measuring student growth over time, rather than the current practice of comparing this year’s students against last year’s students. To read more, visit:

https://www.ed.gov/news/pressreleases/2005/11/11182005.html

IDEA Partnership
The IDEA Partnership website reflects the collaborative work of more than 55 national organizations, as well as other federally-funded regional and technical centers. Major focus areas include:

• Dialogue Guides
• Communities of Practice
• Collaboration with States, National Centers, and National Organizations

Visit them at: https://www.ideapartnership.org/
 

Report to the President: Coordinating Council on Access and Mobility
In November 2005, the federal Interagency Transportation Coordinating Council on Access and Mobility submitted a report to the President on Human Service Transportation Coordination. The report, Executive Order 13330, outlines recommendations to help existing transportation services to be more cost-effective and accountable and to help providers become more responsive to people with disabilities. To read more, visit:https://www.unitedweride.gov/1_866_ENG_HTML.htm
 

No Child Left Behind: A Road Map to State Implementation 
This U.S. Department of Education document in the administrators’ section of their Web site describes how the Department—together with parents, educators and policymakers—is making the No Child Left Behind Act work for states, schools and students.  To read more, visit:https://www.ed.gov/admins/lead/account/roadmap

Parents’ Action for Children
Parents’ Action for Children is a national non-profit dedicated to advancing the interests of families and children. They develop parent education materials, connect parents with one another, and fight for issues such as early education, health care, and high quality and affordable child care.To help parents understand the changes in the special education law and how they affect children with special needs, Parents’ Action is running a three-part series on IDEA 2004. The first installment explains the process of finding out if your child has a disability and is eligible for special education. To read more, visit:

https://www.parentsaction.org/learn/specialneeds/understanding-changes/

IDEA 2004 Close Up: Highly Qualified Teachers
According to Scwablearning.org, if students with LD are going to succeed in school, they must have access to teachers who know the general curriculum, as well as support from teachers trained in instructional strategies and techniques that address their specific learning needs. Unfortunately, studies have shown that students with LD are often the victims of watered down curriculum and teaching approaches that are neither individualized nor proven to be effective. This article addresses the essential requirements for Highly Qualified Teachers and their implications for students with learning disabilities. To read more, visit:  

 https://www.schwablearning.org/articles.asp?r=972&g=2

---

Zero Tolerance: Does It Work?

An increasing number of youth are being denied educational opportunity under the principle of “zero tolerance,” which is intended to send a strong message that certain behaviors will not be tolerated. But is zero tolerance actually effective in promoting school order and safety?
 
The issue has been studied and written about by researchers, policy analysts, advocates, and public commentators. A growing body of research indicates that schools with a comprehensive approach to school safety that encompasses all points on the prevention-intervention continuum can effectively prevent and address school violence and disorder, without excluding students from school.

We want to hear your thoughts and opinions.  Write us at: specialeducator@naset.org

---

Portions of this month’s e-journal were excerpted from:

• Committee on Education and the Workforce
• 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
• The National Organization on Disability
• U.S. Department of Education
• U.S. Department of Education-The Achiever
• U.S. Department of Education-The Education Innovator
• U.S. Department of Labor
• U.S. Office of Special Education
• U.S. Department of Health and Human Services
• Wrightslaw.com

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

Enhancing Academic Achievement and Transition Outcomes Using Technology

How can educators align transition goals with standards-based education? Addressing the individual needs of students with disabilities and successfully meeting academic standards for all students is challenging. Therefore, it is critical that innovative curricula emerge that combine standards-based academics with transition planning to facilitate access to general education, including multiple-outcome measures and learning supports

In response to this challenge, the Nisonger Center at Ohio State University (OSU) developed a standards-driven, computer-based curriculum for students with disabilities in grades 8 through 10. Its curriculum emphasizes three essential skills:

• reading competencies needed to pass state-mandated assessments
• information literacy skills needed to conduct research using the Internet
• career planning needed to gain successful postschool transition outcomes.

This computer-based instruction (CBI) uses career development—a personally meaningful context—to teach academic standards and to enhance student engagement, while providing the fundamental transition planning needed for success. This brief will:

• demonstrate the process that educators can use to align standards-based education with transition, using OSU’s CBI as an example
• provide research-based evidence for student advancement when standards-based learning is delivered in a personally relevant context. For more information visit:

https://www.ncset.org/premium-publications/viewdesc.asp?id=2472

---