December 2010 – Special Educator e-Journal

Table of Contents

• Update from the U.S. Department Education

• Calls to Participate

• Update From The National Dissemination Center for Children with Disabilities

• Latest Employment Opportunities Posted on NASET

• Special Education Resources

• Upcoming Conferences, Workshops, and Events

•  Get Wired! Websites and Listservs

• Funding Forecast and Award Opportunities

• Acknowledgements

• Download a PDF Version of This Issue

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Update from the U.S. Department Education

Secretary Duncan on Supporting Teachers

“As a country we have to dramatically improve respect and admiration for teachers,” Secretary Duncan said in response to a question about teachers being undervalued in the U.S. He goes on in this November 22 video to describe efforts to support teachers, strengthen the teaching profession, and improve parent involvement. To watch the video, click on http://www.ed.gov/blog/2010/11/secretary-duncan-on-supporting-teachers/

Statement by U.S. Secretary of Education Arne Duncan on NAEP Grade 12 Reading and Mathematics National and Pilot State Results

U.S. Secretary of Education Arne Duncan issued the following statement on the National Assessment of Educational Progress (NAEP) Grade 12 Reading and Mathematics National and Pilot State Results, which the National Center for Education Statistics released today:

“Today’s report suggests that high school seniors’ achievement in reading and math isn’t rising fast enough to prepare them to succeed in college and careers. Reading results have improved since 2005, but are still below the level of 1992. Math scores also show only incremental gains over four years ago.

“President Obama has set a goal that the United States once again will have the highest proportion of college graduates in the world by the end of the decade. In a survey that accompanied the NAEP test, 86 percent of seniors said they expect to graduate college.

“They’ll only succeed if we challenge and support them to raise their academic performance and offer them the financial support they need to pay for college. The Obama administration is providing $40 billion over the next decade in Pell Grants for disadvantaged students. We are supporting states as they work together to raise standards to match college and career expectations. We have invested in states’ efforts to create data systems to ensure teachers and parents have the information they need to know how their students and schools are doing.

“With these supports and a commitment to challenging the status quo, we’re confident we’ll meet the President’s goal and provide our students with the education that meets their aspiration to complete college.”

The New Normal: Doing More with Less — Secretary Arne Duncan’s Remarks at the American Enterprise Institute

I am here to talk today about what has been called the New Normal. For the next several years, preschool, K-12, and postsecondary educators are likely to face the challenge of doing more with less.

To read more, click on http://www.ed.gov/news/speeches/new-normal-doing-more-less-secretary-arne-duncans-remarks-american-enterprise-institut

Teaching Fellows Ask, “What Makes a Good Teacher Education Program?”

In October Pam attended the National Future Farmers of America Convention. During the event she spoke with pre-service agriculture education teachers about improving teacher education programs.  The most frequently voiced comment was a request for additional “in the classroom” time before student teaching.

Last week the National Council for Accreditation of Teacher Education’s (NCATE) Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning released a report to identify best practices, policies, and learning strategies found in effective teacher education programs.  In short, the panel reports that teacher education programs are due for a major overhaul.  Naturally this report has stirred much debate in the education community, leading the Teacher Ambassador Fellows to ponder your collective thoughts on the following questions:

What are the components of a quality teacher education program that lead to the development of effective teachers?   Did you receive the preparation necessary to become an effective teacher from your teacher education program?

To read more, click on http://www.ed.gov/blog/2010/11/teaching-fellows-ask-%e2%80%9cwhat-makes-a-good-teacher-education-program%e2%80%9d/

Country is Cool: Rural Kansas School Celebrates Blue Ribbon Achievement

A new banner flies high over a small rural school nestled in a Kansas River valley.  Students and staff at St. George Elementary School in northeast Kansas cheered loudly on Nov. 19, as the new blue-and-white flag was unfurled and raised to celebrate St. George being named a 2010 National Blue Ribbon School by the U.S. Department of Education.

What makes St. George successful?  Individualized instruction. St. George is a multi-age, continuous-progress school that advances students through the curriculum as fast as they are able to master the material.  Textbooks are used as supplemental information only.  Instead, teachers write their own thematic units for students that allow them to make meaningful connections between content and the real world—while still teaching Kansas state standards.  It is not easy, but this focus on student achievement keeps the staff united.

“Teachers and staff go above and beyond, putting in many extra hours to ensure that students achieve,” said Debbie Edwards, who has been a principal for 21 years.

To read more, click on http://www.ed.gov/blog/2010/11/country-is-cool-rural-kansas-school-celebrates-blue-ribbon-achievement/ 

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Calls to Participate

University of Missouri-Kansas City Institute for Human Development Seeks Input on the Assistive Technology Needs of Individuals with Developmental Disabilities
http://www.surveymonkey.com/s/6QXRRS7
The University of Missouri-Kansas City (UMKC) Institute for Human Development is looking for people who wish to use and/or are currently using assistive technology to take a brief survey on their assistive technology needs.

Pacific Rim International Conference on Disabilities Open for Proposal Presentations
http://www.pacrim.hawaii.edu/
The Pacific Rim International Conference on Disabilities (Pac Rim), to be held in Honolulu April 18 & 19, 2011, is now open for proposal presentations at its 2011 conference. Relevant topics include the areas in which the Center on Disability Studies traditionally has engaged (projects or activities under interdisciplinary training, research, advocacy or service), as well as salient issues important to our diverse communities not presently addressed through research or advocacy initiatives; and creative ideas for positive social changes and sustainable solutions which can be adopted in a society or community. Submissions will be considered for poster presentations, interactive roundtables, 30-minute topical presentations, 60-minute breakout presentations, 90-minute seminar/colloquium, and 120-minute interactive workshops. Deadline for submissions: December 22, 2010.

Part B and Part C SPP/APR 2010 Dispute Resolution Indicator Analyses
http://www.directionservice.org/cadre/SPPAPR2010DRindicatoranalyses.cfm
CADRE (National Center on Dispute Resolution in Special Education) has composed the Dispute Resolution Chapters from OSEP/TA&D projects’ Annual Performance Reports Analyses, summarizing the dispute resolution portions of the State Part B and Part C Annual Performance Reports submitted February 1, 2010. Each summary covers current and past Indicator performance, five year trends in the use of dispute resolution options, and suggestions for improving state dispute resolution systems. CADRE would appreciate feedback on the chapters. They are posted on the CADRE web site, along with a link to a short SurveyMonkey evaluation.

The Administration on Developmental Disabilities Projects of National Significance
http://www.acf.hhs.gov/programs/add/survey/survey_landed.html
The Administration on Developmental Disabilities (ADD) seeks input from individuals with developmental disabilities and their families across the country in considering future plans and how ADD can best meet the diverse needs of these groups. ADD seeks to use its resources to focus on the most pressing and relevant concerns of the developmental disabilities community, and is looking for their thoughts regarding the focus of future Projects of National Significance (PNS). The purpose of PNS is to: create opportunities for people with developmental disabilities to contribute to, and participate in, all facets of community life; and support the development of national and state policies to reinforce and promote the self-determination, independence, productivity, inclusion, and integration of individuals with developmental disabilities into all facets of community life.

The Arc FINDS Survey
http://www.surveymonkey.com/s/TheArcFinds2010
The Arc FINDS (Family and Individual Needs for Disability Supports) survey is now online and available to families, individuals, and self-advocates. They invite individuals with intellectual or developmental disabilities, families, and caregivers across the nation to share their opinions on a variety of issues relating to disability. There is no cost to taking the survey. (Additional information on Arc is on their general website, http://www.thearc.org.)

New Videos Encourages Special Ed Students to Participate in State Outcome Survey
http://www.psocenter.org/data_collection.html
To help educators improve services for students with disabilities who are still in school, every state is conducting a survey to find out what students who received special education services are doing one year after leaving high school. To help increase response rates, the National Post-School Outcomes Center has announced the launch of “Be a Superstar – Take the Survey.” These YouTube videos were designed to encourage students and families to complete post-school outcomes surveys. Prepared in collaboration with PACER Center, versions are available for youth and parents in both English and Spanish. (The survey can also be accessed from http://www.youtube.com/pacercenter.)

PACER Survey Parent Survey
http://www.fastfamilysupport.org
Parents or primary caregivers of young people with disabilities 12-22 years old are invited to take part in a national research study by completing the National Family Support Survey, conducted by the FAST Project. Answers to the questions on the National Family Support Survey are confidential and will help the Administration on Developmental Disabilities, parent centers, and researchers understand the information and supports families need to prepare for moving into adulthood. This information may help to inform program development for youth with disabilities in the future. The survey is available in Spanish also.

America’s Promise Alliance/AT&T: My Idea Grant Program
http://tinyurl.com/2vwcjlj
America’s Promise Alliance and AT&T are looking for energy, enthusiasm, creativity, and commitment to help make this country a Grad Nation through the My Idea Grants program. My Idea will empower young people to examine the high school dropout crisis and help their peers graduate on time, as well as improve outcomes for themselves and their community. National grants of $10,000-$20,000 will be awarded to 20-25 youth for the best ideas submitted to help increase a community’s graduation rate anywhere in the United States. Additional opportunities are available for young people living in Chicago, Houston, Indianapolis, Jackson, Louisville, Nashville, New York, New Orleans, Oakland, and Washington, D.C.

Peer Reviewers Needed at the U.S. Department of Education, Office of Postsecondary Education
http://opeweb.ed.gov/frs
The U.S. Department of Education, Office of Postsecondary Education (OPE), is seeking peer reviewers (field readers) for its discretionary grant program application reviews. The application review process involves a reader orientation, reading and evaluation of applications, and discussions with other panelists. Apply on-line to become a reader for the OPE grant program.

The Gateway Project
http://www.thegatewayproject.org
The Gateway Project, a collaboration between the University of Wisconsin-Madison and the Academic Autistic Spectrum Partnership in Research and Education (AASPIRE), which is itself a collaboration between Oregon Health & Science University, Portland State University, and the Autistic Self-Advocacy Network, aims to serve as a gateway to research committed to the values of inclusion, respect, accessibility and relevance. The Gateway Project is recruiting participants on the autistic spectrum, and participants with and without disabilities for a series of continuing Internet-based research studies on topics such as health care, well-being, and problem solving.

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Update From The National Dissemination Center for Children with Disabilities

Effecive Practices in Early Intervention
This resource page will connect you with the impressive knowledge base of experience the field has built regarding the delivery of early intervention services.
http://www.nichcy.org/babies/Effectivepractices/Pages/Default.aspx

Resources Especially For…Military Families
It’s Military Family Appreciation Month. And to show our appreciation…
http://www.nichcy.org/FamiliesAndCommunity/Pages/militaryfamilies.aspx

Resources Especially For…Foster or Adoptive Families
It’s estimated that at least one-third of the children and youth in foster care today likely have disabilities. This page is written for the families who’ve adopted children with disabilities and those who offer them safe haven through fostering.  It’s also written for those who work in state agencies or in private organizations who find foster homes and adoptive families for children.
http://www.nichcy.org/FamiliesAndCommunity/Pages/foster-adoptive.aspx

Moving to a New Location
When you have a child with a disability, moving to a new place will involve more than just packing up the house. Map out your strategy before you move. This is especially important regarding school and your child’s special education needs.
http://www.nichcy.org/FamiliesAndCommunity/Pages/moving.aspx

IT ALL STARTS IN FAMILIES ANDCOMMUNITIES

Disability benefits for those with mental impairment? Speak up now!
The Social Security Administration (SSA) has proposed changes to the way decisions are made for awarding disability benefits based on a mental impairment. These changes would drastically reduce the number of children and adults with serious mental disorders who qualify for disability benefits. If this concerns you, submit your comments to SSA by November 17th. Read all about it, and find out where and how to submit input at the Bazelon Center for Mental Health Law.
http://www.bazelon.org/What-You-Can-Do/Take-Action/Alerts/Alerts-Archive/11-1-10SSAListings.aspx
 
Military Family Appreciation Month.
Out of approximately 2 million military students, approximately 13% are special needs students. In this issue of Wrightslaw’s Special Ed Advocate, read about the unique challenges of military families who have children with exceptional needs. You’ll find information and resources to help military families locate programs, services, and supports to meet their needs.
http://www.wrightslaw.com/nltr/10/nl.1103.htm
 
New and improved IEP meetings.
Looking for tips? Here are some very wise ones!
http://www.disabilityisnatural.com/images/PDF/iepnewimp.pdf

Subsidized adoption: A source of help for children with special needs and their families.
http://library.adoption.com/articles/subsidized-adoption-a-source-of-help-for-children-with-special-needs-and-their-families.html
 
Rosa’s Law and “intellectual disability.”
President Barack Obama has signed into law Rosa’s Law, which will change references in federal law (including IDEA) from “with mental retardation” to “with intellectual disabilities.”
http://tinyurl.com/27lgjwk
 
Speaking of intellectual disability…what about Medicaid?
The Medicaid Reference Desk is a resource for people with intellectual disabilities and their families to learn about Medicaid and other public benefits, services, and supports.
http://www.thedesk.info/
 
Webinar on Customized Employment.
December 14, 2010 | 2:00-3:00 PM ET
The Job Accommodation Network (JAN) will sponsor a discussion of customized
employment and the success it can bring to individuals with significant
disabilities. Strategies and suggestions will be provided, including
identifying natural workplace supports, using assistive technology, and
negotiating employment tasks.
http://askjan.org/webcast/index.htm

Voices4Hope.
This website was created by a group of young adults with mental health challenges. It connects young adults with mental health challenges across the country so they can talk to each other about things that are important to living happy and independent lives. www.voices4hope.wikispaces.com

CuidadodeSalud.gov.
HHS has announced a new website, CuidadodeSalud.gov, the first website of its kind in Spanish, to help consumers take control of their health care by connecting them to new information and resources that will help them access quality, affordable health care coverage. Information specifically for people with disabilities is in the “Incapacitados” section of the site.
http://www.cuidadodesalud.gov/enes/

Teaching your child to become independent with daily routines.
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has published a new Family Tool to help parents and caregivers understand what self-help skills can be expected from young children and to provide tips for helping children learn how to become more independent with daily routines.
http://csefel.vanderbilt.edu/documents/teaching_routines.pdf

THE LITTLE ONES: EARLY INTERVENTION/EARLY CHILDHOOD

Baby Brain Map.
The Baby Brain Map reveals the secrets of how early care enriches development.
http://www.zerotothree.org/child-development/brain-development/baby-brain-map.html
 
An introduction to social and emotional learning.
Emotional intelligence must be developed in children before any other learning can effectively take place.
http://www.edutopia.org/social-emotional-learning-introduction-video
 
The Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning.
Neuroscientist Richard Davidson presents his research on how social and emotional learning can affect the brain.
http://www.edutopia.org/richard-davidson-sel-brain-video
 
Effective early childhood education programs: A systematic review.
A new report published on the Best Evidence Encyclopedia website provides an extensive review of the research on the outcomes of 27 early childhood programs for children aged three to five in a group setting.
http://www.bestevidence.org/early/early_child_ed/early_child_ed.htm
 
When children have challenging behaviors.
ZERO TO THREE has developed a set of resources designed to help you better understand and cope with some of the typical challenges parents face in the early years: aggression, defiance, inconsolable crying, children who are slow-to-warm-up, and sleep.
http://www.zerotothree.org/child-development/challenging-behavior/
 
Music therapy.
Imagine, the first annual online magazine dedicated to early childhood music therapy, is now online and free to all.
www.imagine.musictherapy.biz
 
Planning for terrific transitions.
This guide/training package focuses on the need to facilitate children’s transition to kindergarten. It’s designed to help transition-to-school teams improve their transition processes through more effective planning, implementation, and evaluation.The training package includes the trainer’s guide, a participant’s guide, a CD with all the transparencies needed, and a copy of all the handouts necessary for the training.
http://www.serve.org/FileLibraryDetails.aspx?id=152

SCHOOLS, K-12

How to make inclusion happen.
The LRE Part B Community of Practices held this webinar recently, and it’s now available online at the link below. When you click on the link, a form will open and ask for your first and last name plus your email address. Once this form is submitted, you will have access to the recording of the webinar.
https://tadnet.ilinc.com/join/ysbkkjz
 
Improving family-to-school communication.
Whether you’re a teacher, parent, or district administrator, this new guide provides you with relevant and valuable tools and resources for how best to strengthen the bonds between schools, families, and communities.
http://www.edutopia.org/home-to-school-connections-guide
 
Are there too many students of color in special education at your school?
Does the pattern continue in spite of your efforts to make change? Here’s a resource that can help you identify the root causes of placement patterns. “Distinguishing Difference from Disability: The Common Causes of Racial/Ethnic Disproportionality in Special Education” is the Equity Alliance’s newest publication in its Equity in Action series.
http://ea.niusileadscape.org/lc/Record/1305?search_query=Disproportionality
 
Examining access to education and community activities for young children with disabilities.
A new Institute of Education Sciences report finds that most kindergarteners with disabilities are educated in a regular education classroom. Many other findings, too! http://ies.ed.gov/ncser/pubs/20113000/

Edutopia’s special education discussion.
Here’s a place for teachers and other providers of special education services to support each other, share information, and discuss topics, including assessment.
http://www.edutopia.org/groups/special-ed

Classroom-management video tips for teachers.
Educators share how to keep it all together in class.
http://www.edutopia.org/classroom-management-video

Other cool videos for teachers.
Edutopia is a real treasure trove. Here are just a few of the other videos you can watch to learn specific things…

• Assistive technology tools for teaching students with visual impairments. A teacher at Boston Latin School demonstrates the latest devices for helping students who have visual impairment.
  http://www.edutopia.org/technology-visually-impaired-video
• Assistive technology: Enabling dreams.
  From voice-activated software to customized laptops, tech is changing the way students with disabilities communicate, learn, and play.
  http://www.edutopia.org/assistive-technology-enabling-dreams-video
• Building a better school with brain-based learning.
  Technology use, strategies based on brain research, and unique classroom environments for different learning styles give students an edge at Key Largo School in Florida.
  http://www.edutopia.org/brain-based-learning-key-largo-school-video
• An introduction to teacher development.
  New models for preparing educators in training focus on practical tips and feedback.
  http://www.edutopia.org/teacher-development-introduction-video

Review of selected physical therapy interventions.
This document discusses physical therapy procedural interventions and provides recommendations for application to physical therapy school-based practice as well as future research.
http://www.coe.ufl.edu/copsse/docs/PT_CP_090707_5/1/PT_CP_090707_5.pdf

Responding to a student’s depression.
An article in the October issue of Educational Leadership.
http://www.ascd.org/premium-publications/educational-leadership/oct10/vol68/num02/Responding-to-a-Student%27s-Depression.aspx

Virtual Toolbox for Mental Health in Schools.
http://smhp.psych.ucla.edu/summit2002/toolbox.htm

New NAMI website for those with AD/HD.
NAMI has launched a new, interactive, online resource center to support children and adults living with attention-deficit/hyperactivity disorder
http://tinyurl.com/2dcpcab

Preparing teachers to provide effective learning strategy instruction.
Teacher Preparation and Professional Development in Effective Learning Strategy Instruction describes learning strategies and how learning strategy instruction can effectively transform ineffective learners into effective learners. The author also explains the kinds of knowledge and skills teachers must acquire to be competent learning strategy instructors and makes recommendations related to teacher training programs that specifically address learning strategy instruction.
http://www.tqsource.org/premium-publications/EffLearnStrtInstructionIssuePaper.pdf

Enforcing federal laws on bullying.
The Department of Education has issued guidance for educators about complying with their responsibilities to prevent harassment, as laid out in federal laws. The guidance is the product of a year-long review of the federal statutes and case law covering sexual, racial and other forms of harassment. 
http://www.ed.gov/news/press-releases/guidance-targeting-harassment-outlines-local-and-federal-responsibility

STATE & SYSTEM TOOLS

Navigating HQT requirements for special education teachers under NCLB.
This technical assistance brief describes how seven states address the requirements for identification, documentation, and notification of highly qualified status for special education teachers as established through the No Child Left Behind Act and the Individuals with Disabilities Education Act (IDEA).
http://www.tqsource.org/topics/NavigatingHQTforSpecialEducationTeachers.pdf

Financing class size reduction.
This publication examines resource issues related to successful class size reduction program implementation. The finance guide provides definitions of class size reduction terminology with implications for understanding class size research, guidelines for financing class size reduction implementation, case studies of successful class size reduction implementations at little or no extra expenditure, and a summary of class size reduction cost-benefit considerations. It also includes a comprehensive bibliography.
http://www.serve.org/FileLibraryDetails.aspx?id=79

Teacher preparation to deliver inclusive services to students with disabilities.
This Issue Paper briefly reviews the legal and policy foundations and best professional practices for inclusive services. It also discusses the key components of inclusive services that should be incorporated in teacher preparation at the preservice and inservice levels and offers an Inclusive Services Innovation Configuration, which can be used to evaluate general and special education teacher preparation and professional development programs.
http://www.tqsource.org/premium-publications/TeacherPreparationtoDeliverInclusiveServices.pdf

Identifying professional development needs in math: A planning tool for grades 3-7.
This newly updated resource from the Center on Instruction identifies professional development needs specific to mathematics. It includes a series of guiding questions that help SEAs evaluate their existing programs and identify professional development activities that meet their needs.
http://tinyurl.com/288dcnj
 
Characteristics of the 100 largest public school districts.
Three states — California, Florida, and Texas — accounted for almost half of the 100 largest public school districts, according to a new report from the National Center for Education Statistics. 
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011301

SPECIAL FOCUS: Holidays on the Horizon!

The holiday season is bearing down on us again. It may be the season to be jolly, but it can be crazy, too, and challenging when it comes to gifting ideas, holiday activities, and what will “work” for a child with a disability. So here are a gift-wrapped package of resources that we hope will help make this holiday season enjoyable for all who participate.

Coping with the Stress and Hubbub

Holiday stress: 10 tips for staying sane during the holidays.
http://www.disaboom.com/disability-health-and-wellness-general/holiday-stress-ten-tips-for-staying-sane-during-the-holidays

Preparing your home for visitors with disabilities: Accessibility issues.
http://www.disaboom.com/adaptive-retrofitting/preparing-your-home-for-visitors-with-disabilities-accessibility-issues

Five holiday survival tips for parents of children with learning disabilities.
http://www.friendsofquinn.com/share/c/39623/1303/parents-disabilities
 
Making family gatherings good, not ghastly.
http://specialchildren.about.com/od/inthecommunity/a/holiday.htm

Holiday survival kit.
http://specialchildren.about.com/od/holidays/a/holidayhelp.htm

How to attack holiday stress head-on.
http://www.mentalhelp.net/poc/view_doc.php?type=news&id=124374&cn=117
 
Holiday travel tips for kids with special needs.
http://www.suite101.com/content/holiday-travel-tips-for-kids-with-special-needs-a166416

Holiday tips (and a few great excuses) for families.
http://www.experiencefestival.com/wp/article/holiday-tips-and-a-few-great-excuses-for-families

10 ways to make a disabled family member comfortable during the holidays.
http://www.disaboomlive.com/Blogs/timpoindexter/archive/2007/12/20/10-ways-to-make-a-disabled-family-member-comfortable-during-the-holidays.aspx
 
Survival tips for standing in line this holiday season.
http://www.disabled-world.com/health/orthopedics/standing.php

Effective ways to reduce stress and depressed mood during the holidays.
http://www.disabled-world.com/health/neurology/depression/reduce-stress-during-holidays.php

Gift and Activity Ideas

Ultimate holiday guide for friends and family of people with vision loss.
http://www.afb.org/seniorsite.asp?SectionID=64&TopicID=296&DocumentID=4503
 
Holiday season can be difficult for hearing impaired.
http://www.disabled-world.com/disability/types/hearing/holidays-hearing-impaired.php
 
Lekotek.org.
Visit the country’s central source on toys and play for children with special needs.
http://www.lekotek.org/
 
The 2010 Toys “R” Us guide for differently-abled kids.
http://www.lekotek.org/resources/toysrus.html
 
Ableplay!
AblePlay provides parents of children with special needs and the professionals who work with them a unique search tool to match AblePlay-Rated toys to disability categories. AblePlay evaluates the toys and their appropriateness within four disability categories — physical, communicative, sensory and cognitive, taking the guesswork out of toy shopping for children with special needs.
http://www.ableplay.org/

Children’s books and authors.
Reading Rockets has gathered many resources for sharing the joy of reading with children. By highlighting great books and authors, Reading Rockets says, “we hope you’ll find the books that unlock the love of reading in the children you care about.”
http://www.readingrockets.org/books

Toys & resources for children with special needs.
http://www.fatbraintoys.com/special_needs/index.cfm
 
Toys and playtime tips from Fisher-Price.
http://www.fisher-price.com/us/special_needs/

Toys for special needs children.
http://www.answers4families.org/family/special-needs/tools/toys-special-needs-children
 
Special needs gift giving.
http://specialchildren.about.com/od/gettingadiagnosis/qt/gifts.htm

Fun & family-friendly kids’ christmas movies for the holidays.
http://www.suite101.com/content/fun–family-friendly-kids-christmas-movies-for-the-hoildays-a296869

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Latest Employment Opportunities Posted on NASET

Special Ed. Teacher – Strong curriculum background
Hillside, Illinois

Description
Hillside Academy East Campus, a member of The Menta Group [www.thementagroup.org] is an alternative safe school for high school students who are at-risk of suspension or expulsion with special education service needs. The school’s curriculum and credit earning system is aligned with its partnering district/Chicago Public Schools thus allowing for seamless transitions from and to the students’ home schools. Hillside Academy East Campus, [HAEC], was established to positively impact the academic and social-emotional competencies of students referred to the program, and offer a variety of school-to-work options for special education students. The school’s modern facilities, talented administration/staff encourage young people to learn in an ideal academic setting for adolescents who are preparing to become both literate and self-sufficient. High School Teacher needed for 7-12 grade program having no more than ten students per classroom with teacher assistant.

Requirements
Type LBS1/Special Education State of Illinois certified at the middle/high school level.
Comprehensive training, experience, and mentoring in curriculum area.
Ability to teach a self-contained classroom within all basic instructional areas.
Ability to work a regular school day and the ability to work with youth with emotional / behavioral / academic difficulties.
Employment is contingent upon a background check, employment physical and drug screen.
Bi-lingual applicants are encouraged to apply.

This position offers access to medical, dental, vision plans, 403(b), sick pay, holiday pay, and personal/vacation days. The salary range is comparable for the position and area, depending upon certification and qualifications.

Apply online at: www.thementagroup.org/careers/apply
Email to:lynne.nicolas@menta.com
Fax: 773-638-6235
Mail to: 3049 W Harrison Street
Chicago, IL 60612
Phone: 773-533-9605
Website: www.thementagroup.org/

EOE

Contact
Email Address:  lynne.nicolas@menta.com
Phone: 773-533-9605  Fax:  773-638-6235

Apply Here:http://www.thementagroup.org/careers/apply

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Special Education Teacher
Tolleson, Arizona

Description
Southwest Academy (SWA), located in Tolleson, Arizona, a member of the Menta Group, is a Special Education Services school with a kindergarten through 12th grade therapeutic educational services program for At-Risk and Behavior-Emotional-Developmentally disabled children living in and around Tolleson, Arizona. Small class size, intensive clinical services, and a competently trained staff of educators combine to make this a positive and dynamic place to learn. All children have a right to quality education services, to attend a program that maintains a no refusal, no suspension, no expulsion policy, and social-emotional learning under a continuum of learning and behavioral supports. Classroom teaching positions are open in elementary, middle, and high school classrooms.

Requirements
Arizona State Teaching Certificate in Special Education.
Ability to teach in a self-contained classroom for a full teaching day with youth having behavior problems.
Employment contingent upon a background check, approved driving record, and an employment physical.
Must have a valid driver’s license.
Must be at least 23 years of age.
Bi-lingual applicants are encouraged to apply
This position offers access to medical, dental, vision plans, 403(b), sick pay, holiday pay, and personal/vacation days. The salary range is comparable for the position and area, depending upon certification and qualifications.

Apply on-line at:
www.thementagroup.org/careers/apply

E-mail: dawn.massani@menta.com
Fax: 602-248-2937; Attention: Dawn Massani www.thementagroup.org EOE

Contact
Dawn Massani
Email Address:  dawn.massani@menta.com
Fax:  602-248-2937
Apply Here:http://www.thementagroup.org/careers/apply

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Special Education Teacher
Hillside, Illinois

Description
Hillside Academy West Campus (HAWC) , an affiliate of The Menta Group® (www.thementagroup.org), is a Special Education school with a kindergarten through 12th grade therapeutic educational services program for Behavior, Emotional, and Developmentally disabled children living in the Chicago, Illinois Metro Area. The school’s curriculum and credit earning system is aligned with its partnering districts allowing for seamless transitions from and to the students’ home schools.

Hillside Academy West Campus was established to positively impact the academic and social-emotional competencies of students referred to the program. Believing that all children have a right to quality educational services, SES programs maintain a no refusal, no suspension, no expulsion policy, an integrated focus on academic and social-emotional learning, and a continuum of learning and behavioral supports. Small class size, intensive clinical services, and a competently trained staff of educators combine to make this program a positive and dynamic place to learn. The emphasis is placed on teamwork and creativity to provide this positive environment for our students to excel.

Requirements
Type LBS1 Special Education certified at the high school level
Ability to teach a self-contained classroom within all basic instructional areas
Ability to work a regular school day and the ability to work with youth with emotional/behavioral/academic difficulties
Employment is contingent upon a background check, employment physical and drug screen
Bi-lingual applicants are encouraged to apply

Benefits: This position offers access to medical, dental, vision plans, 403(b), sick pay, holiday pay, and personal/vacation days. The salary range is comparable for the position and area, depending upon certification and qualifications.

Apply online at:www.thementagroup.org/careers/apply

E-mail resume to:janet.cook@menta.com
Fax: 708-449-0474
Mail to:
Janet Cook, Principal
HILLSIDE ACADEMY
(An affiliate of Special Education Services) 4100 Warren Avenue Hillside, Illinois 60126
Phone: 708-449-1310  EOE

Contact
Janet Cook
Email Address:  janet.cook@menta.com
Phone:  708-449-1310  Fax:  708-449-0474

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Special Education Teacher
Casa Grande, Arizona

Description
The Casa Grande campus of Southwest Education Center (SWEC) is a special education school for kindergarten through 12th grade students in the Casa Grande area who are challenged by social-emotional, learning, and behavioral difficulties. The curriculum is taught with an engaged learning methodology that nurtures academic, behavioral, and social-emotional growth. Our educational model encourages the development of academic and social-emotional skills in a positive and well-structured learning environment, with a focus on preparation for post-secondary education, employment, and citizenship.

Life Skills programming at SWEC-Casa Grande is designed for students with significant cognitive and/or developmental disabilities. The curriculum is individualized to meet each student’s special needs with an emphasis on four major community living domains: self-management/home living, vocational, recreation/leisure, and general community functioning. The curriculum is taught both in school and out in the community. It includes functional academics and embedded training in social-emotional skills, communication, and motor skills.

Requirements
Arizona State Teaching Certificate in Special Education
Ability to teach in a self-contained classroom for a full teaching day with youth having behavior problems
Employment contingent upon a background check, approved driving record, and an employment physical
Must have a valid driver’s license
Must be at least 23 years of age
Bi-lingual applicants are encouraged to apply.

Apply at:www.thementagroup.org/careers/apply

E-mail:jason.szoltysik@menta.com

SWEC-CASA GRANDE
520 Camino Mercado
Suite #6
Casa Grande, AZ 85222
Phone: (520) 421-2389  Fax: (520) 421-2996
EOE

Contact
Jason Szoltysik
Phone:  (520) 421-2389 Fax:  (520) 421-2996
Email Address:  jason.szoltysik@menta.com

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Consultant/Senior Consultant
Tallahassee, FL

Description
A national consulting firm is searching for a PK-12 educational professional who has administrative experience at the school, central office, and/or state level in the area of special education.

Requirements
Bachelor’s Degree and at least 5 years experience working in a school district and/or state department of education.
Skilled in PK-12 education research, evaluation and/or administration of statewide education programs.
Prefer experience in school district NCLB, special education and state and federal programs or other related operations’ areas.
A proven record of success in their field(s) of expertise.
Ability to work in a team environment.
Willingness to travel (must be able to be onsite for projects 5-7 days consecutively).
Excellent communication skills.  This includes writing of technical reports and proposals, presenting results to diverse audiences, and supervising project staff.

Benefits
The following benefit programs are available to eligible employees:

• 401(k) Savings Plan
• Bereavement Leave
• Cafeteria Plan
• Child Care Benefits
• Credit Cards
• Credit Union Membership/Financial Institution Affiliation
• Educational Leave
• Employee Discounts
• Employee Health Program
• Family Leave Health Insurance
• Holidays
• Jury Duty Leave
• Life Insurance
• Long-Term Disability Insurance
• Medical Leave
• Membership Dues
• Military Leave
• Parking
• Personal Leave
• Sick Leave Benefits
• Vacation Benefits.

Contact
Send cover letter (with salary requirements), resume, and references to mgtjobs@mgtamer.com.  AA/EOE.

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Elementary Special Education Teacher
Chicago, Illinois

Description
Teach elementary English, mathematics, science and social studies.  Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. Prepare materials and classrooms for class activities. Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students’ educational, physical, and social development. Maintain accurate and complete student records, and prepare reports on children and activities, as required by law and school policies.

Requirements
Candidates must be certified by the Illinois State Board of Education to teach special education in grades K-8.

Benefits
Qualified candidates will be offered a competitive salary, pension benefits and are eligible to participate in the employer’s health, dental, life and disability benefit plans.

Contact
For immediate consideration, please forward a cover letter and resumes to jobs@bsics.org

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Special Education Resources

Computer-based Testing: Practices and Considerations (NCEO Synthesis Report 78)  
Report
http://www.cehd.umn.edu/NCEO/OnlinePubs/Synthesis78/default.htm
Computer-based testing (CBT) has emerged as one of the recent “innovative” approaches to assessments most pursued by states. CBT is lauded as providing cheaper and speedier test delivery for state and district-wide assessments and as an avenue toward greater accessibility for students with disabilities. This free report, from the Institute on Community Integration’s National Center on Educational Outcomes, explores the context of CBT, current state computer-based tests, and considerations for students with disabilities, in part as follow-up to a similar exploration in the early 2000s when just a few states were beginning to develop and implement CBT for their state assessments. Nine considerations for states and districts are presented.

Assessing Self-Regulation in Children and Youth: A Guide for Out-of-School Time Program Practitioners  
Research-to-Results Brief)
http://www.childtrends.org/Files//Child_Trends-2010_10_05_RB_AssesSelfReg.pdf
Being able to suppress impulsive behavior and to adjust behavior as appropriate has been linked to positive outcomes for children and adolescents. This brief defines self-regulation and why it is important, provides three measures of self-regulation skills of children and teens, and includes tips for enhancing self-regulation skills in out-of-school time programs. Available in pdf (170 KB, 8 pp).

Assessing Stress in Children and Youth: A Guide for Out-of-School Time Program Practitioners  
Research-to-Results Brief
http://www.childtrends.org/Files//Child_Trends-2010_10_05_RB_AssessingStress.pdf
It is important for families, schools, and program providers to be able to recognize and help youth cope with stress to minimize the risk for negative health and behavioral development. This brief identifies characteristics of youth who may be particularly vulnerable to stress, provides two scales to measure stress among adolescents, and includes tips and resources for helping youth deal with stress. Available in pdf (142 KB, 6 pp).

Behavior A Problem? – FACTS 
Checklist
http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=246
FACTS, the Functional Assessment Checklist for Teachers and Staff, from the OSEP TA&D Network’s Technical Assistance Center Positive Behavioral Interventions & Supports, is a two-page interview completed by people (teachers, family, clinicians) who know the child best. It is used to either build behavior support plans or guide more complete functional assessment efforts.

College Success for All: The Hidalgo Independent School District’s College Readiness Program 
Report
http://www.jff.org/premium-publications/education/college-success-all-how-hidalgo-independ/1144
“College Success for All,” from Jobs for the Future, tells how the Hidalgo Independent School District — in one of the most economically depressed metropolitan areas in Texas and with low numbers of college-educated adults — is preparing all of its students to earn college credits while in high school. Hidalgo ISD is 99.5% Hispanic, 90% economically disadvantaged, and 53% limited-English-proficient. In 2005, the district promised that all of its students, not just a select group, would earn college credits before graduating from high school. Since then, it has transformed its elementary schools, middle schools, and high school by driving college expectations, implementing rigorous course sequencing, integrating student support systems into all of its schools, stepping up parental engagement, and building strong relationships with partnering institutions. In June 2010, more than 95% of the class graduated with college credits, and two-thirds of the graduating seniors had earned at least a full semester of credit for a college degree.

Edutopia’s Home to School Connections Guide
Resource Guide
http://www.edutopia.org/home-to-school-connections-guide
Improved communication between home and school and new technologies making classrooms accessible have created more opportunities for parents, teachers, and students to connect. Edutopia has published a free resource guide, “Home to School Connections Guide: tips, Tech Tools, and Strategies for Improving Family-to-School Communication. It provides resources and ideas for building and strengthening the bonds between schools, families, and communities. For both educators and parents, the guide provides tools and tips for nurturing collaboration and partnerships.

Health and the IEP 
CD-ROM
http://www.waisman.wisc.edu/wrc/pub.html
The Wisconsin Community on Transition Health Practice Group has developed health-related training materials that can be used with schools, health providers, families, and directly with youth to help youth with disabilities learn to more effectively manage their health care concerns.

Health and Transition in the IEP 
Video
http://dpimedia.wi.gov/main/Viewer/?peid=f44dfa70439241dd85e99cce0cb70e26
“Embedding Health Outcomes in the Individualized Education Program” is a video recording of a 40 minute teleconference that provides information and specific examples of health-related goals for an IEP. This free recording is available from the Wisconsin Department of Public Instruction Web site.

IDEA’s National Instructional Materials Accessibility Standard Requirement 
Training Module
http://www.nichcy.org/Laws/IDEA/Pages/module8.aspx
The National Instructional Materials Accessibility Standard (NIMAS) is a new element in IDEA to get accessible materials to students with print disabilities in time for them to actually learn with their classmates. The National Dissemination Center for Children with Disabilities (NICHCY) has produced a training module on NIMAS, its benefits, and its implementation.

Inducting, Supporting, and Retaining Special Educators: NCIPP Insights 
Briefs
http://education.ufl.edu/grants/ncipp/resourcesfordistbldgadmins.php
The National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP) has made available a collection of 12 Induction Insights briefs designed to help district and building administrators use research-based practices to induct, mentor, and keep special educators, especially those just starting out.

Mass Insight’s School Turnaround Group Releases Evaluation Toolkit
Toolkit
http://www.massinsight.org/stg/research/additionalresearch/evaluation-toolkit/
Schools, districts, and states across the country are trying ways to improve their lowest-performing schools. Because turnaround efforts are fast-paced and challenging, evaluations cannot be limited to a summative process, but must be ongoing, to allow mid-course corrections. This toolkit from Mass Insights provides a framework and process for conducting evaluations. It includes a framework that outlines a process for setting school goals, collecting aligned data, and using data to inform decision-making; a list of critical variables or metrics to track within the categories of demographic data, school environment, student achievement, community perceptions, instructional data, and school facilities and resources; a compilation of data from successful turnaround schools on what is achievable year by year under a turnaround model, to suggest benchmarks in other states, districts, and schools; and an evaluation primer with information about the general practice of evaluation as related to school improvement.

Mind the Gaps: How College Readiness Narrows Achievement Gaps in College Success, ACT  
Report
http://www.act.org/research/policymakers/pdf/MindTheGaps.pdf
This ACT report describes the current state of high school students’ college readiness and examines pre-college indicators to improving college success, specifically among underrepresented racial/ethnic minority students and students from lower income families. Although nonacademic factors also influence college success, the report examines several academic factors, including level of academic achievement, coursework preparation, and educational and career planning in high school, that contribute to students’ success during their first year in college and their likelihood of returning to college for a second year. Available in pdf (592 KB, 68 pp).

NCES Report on Characteristics of the Largest 100 Public Schools Districts: 2008-2009 
Report
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011301
The National Center for Education Statistics (NCES) has released its annual report on “Characteristics of the Largest 100 Public Schools Districts: 2008-2009.” The data include such characteristics as the number of students and teachers, number of high school completers, the averaged freshman graduation rate, and revenues and expenditures.

New Mentoring Evaluation Toolkit 
Toolkit
http://oregonmentors.org/library/
Oregon Mentors has posted a new online toolkit that can help mentoring programs measure a variety of indicators to better capture the outcomes of mentoring for young people throughout the state. Developed with the National Mentoring Center in Portland OR, the toolkit provides advice on program evaluation and choosing the right instrument for an organization’s evaluation or assessment needs. More than 60 individual instruments can be downloaded for free under various keywords ranging from “Career and Vocational” to “Violence and Bullying.” Surveys, scales, and questionnaires also are available.

Practitioner and Professional Development Virtual Toolbox for Mental Health in Schools 
Toolbox
http://smhp.psych.ucla.edu/summit2002/toolbox.htm
The National Center for Mental Health in Schools at UCLA has compiled an online toolbox of resources developed by the Center. While it is intended as an adjunct to the book “Mental Health in Schools: Engaging Learners, Preventing Problems, and Improving Schools” (Corwin Press, 2010), the toolbox contents should be useful to any school practitioner and people involved in pre-and in-service professional development programs. The toolbox reflects a broad view of mental health in schools and of the role mental health plays in the well-being of students, their families, and their teachers. It stresses the value of embedding mental health into a comprehensive classroom and school-wide system for addressing barriers to learning and teaching and for re-engaging disconnected students as an essential facet of ensuring all students have an equal opportunity to succeed at school.

State-Level Efforts to Recruit and Retain Qualified Special Education Personnel Including Related Service Providers  (October 2010)
Brief Policy Analysis
http://tinyurl.com/2flys8z
This brief policy analysis was designed by the Personnel Improvement Center and Project Forum to describe some of the strategies states are using to recruit and retain qualified special educators and related service providers. Forty state education agencies (SEAs) responded to the survey and reported engaging in one or more state-level activities on the topic. Some of the most common strategies include Internet-based recruitment, job fairs, professional development opportunities, mentoring or coaching, and collaboration with teacher preparation programs. The state-level infrastructures that support this work are discussed. Barriers and concluding remarks are provided. Available in pdf (409 KB, 11 pp).

The Monadnock Center for Successful Transitions’ Guide on Building Partnerships for Career Exploration Using Job Shadowing Opportunities for Youth with Disabilities 
Guide
http://tinyurl.com/37rjbec
The Monadnock Center for Successful Transitions has released “How to: Build Partnerships for Career Exploration – Using Job Shadows to Explore the World of Work.” This guide is written for high schools that want to collaborate with a postsecondary institution or other organization to plan and carry out a job shadow day. The guide describes the preparation tasks that take place at the high school and those that take place at partner sites, provides details for the job shadow day itself and follow-up activities, and includes a suggested task timeline that may be helpful as a planning tool.

What is RTI and What are the Essential Components that Must Be Present?  
Video
http://www.rti4success.org/index.php?option=com_content&task=view&id=1590
The National Center on Response to Intervention (RTI), supported by the OSEP TA&D Network’s Technical Assistance Center Positive Behavioral Interventions & Supports, has produced this five-minute video defining what RTI is and what the essential components are that must be present for it to be implemented with fidelity.

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Get Wired! Websites and Listservs

Web Sites

A Tale of Two Teachers
http://www.joycefdn.org/teacherquality/
“A Tale of Two Teachers” is a new guidebook and website from the Joyce Foundation on teacher quality aimed at parents, community leaders, school administrators, and policymakers. It tells two stories of the same teacher: one who receives the right support to help her students succeed, and one who does not. The guidebook suggests teacher effectiveness policies and provides tactical information on how to hire good teachers, raise standards of performance, and help teachers thrive in their careers. It also encourages parents to stand up for their children’s right to a quality education, and includes a list of key questions for parents to ask their schools, administrators, and state legislators as they advocate for change. It also includes a complementary guidebook that outlines steps advocates can take to improve the way we recruit, support, evaluate, and reward teachers.

IDRA’s Courageous Connections Webpage
www.idra.org/Courageous_Connections
The Intercultural Development Research Association (IDRA) has developed a “Courageous Connections” webpage, that highlights events, resources, initiatives and projects on how communities and schools can spark and sustain changes, using IDRA’s Quality Schools Action Framework.

Think College on High School/College Differences
http://www.thinkcollege.net/for-students/understanding-college/high-schoolcollege-differences
Access to postsecondary education programs for people with intellectual and other developmental disabilities is increasing nationally. The Think College Web site provides a variety of resources and tools to help students and families explore these options. The Web site has added a new page, on how disability services offered in colleges are different from the special education services students and their families are used to from high schools.

Voices4Hope’s Youth-Led, Youth-Focused Website Supporting Teens and Young Adult with Mental Health Challenges
http://voices4hope.wikispaces.com
Voices4Hope is a website created by a group of young adults with mental health challenges who work in the Transitions Research & Training Center (Transitions RTC). The goal of this site is to connect young adults with mental health challenges across the country so they can talk to each other about things that are important to living happy and independent lives. (More general information on Transitions RTC’s research and dissemination activities is available at http://www.umassmed.edu/cmhsr/TransitionsRTC.aspx).

CADRE Web site: New and Improved
http://www.directionservice.org/cadre/
CADRE (National Center on Dispute Resolution in Special Education) has revised its Web site. Some of the changes are aesthetic while others are related to new or revised content in resources for dispute resolution in special education and early intervention.

CONNECT Module 3: Communication for Collaboration
http://community.fpg.unc.edu/connect-modules/learners/module-3
This Module from The Center to Mobilize Early Childhood Knowledge, FPG Child Development Institute at the University of North Carolina has information about effective communication practices that can be used to promote collaboration with professionals and families in early care and education, and intervention settings. (The Module can also be accessed through the CADRE website.)

ED Data Express
http://www.eddataexpress.ed.gov
The U.S. Department of Education has launched a new Web site to bring together in one place data from a number of Department resources. Formerly, users had to visit multiple sites to obtain various data, and formats were sometimes not conducive to sorting and comparing. ED Data Express centralizes data from various program offices, the National Center for Education Statistics, and the College Board. It also includes interactive features that encourage users to explore the data, create customized reports, and view state profiles.

NCWD/Youth Posts New Innovative Strategies Profile: North Central Mental Health Services – Transitional Community Treatment Team
http://www.ncwd-youth.info/ncmh-tctt
The National Collaborative on Workforce and Disability-Youth (NCWD/Youth), as part of its work of identifying and sharing successful program strategies that benefit all youth, including youth with disabilities, has posted a new organizational profile to the Innovative Strategies section of its Web site. This profile highlights practices and strategies from the Columbus, Ohio-based North Central Mental Health Services – Transitional Community Treatment Team.

Listservs

Kids As Self Advocates Listserv
http://fvkasa.org/index.php
Kids As Self Advocates (KASA) is a national grassroots project created by youth with disabilities, speaking out for youth. KASA knows youth can make choices and advocate for themselves if they have the information and support they need. The KASA listserv provides information for youth with disabilities about their rights, giving peer support and training, and changing the systems that affect their lives, as well as helping health care professionals, policymakers, and other adults in their communities understand what it is like to live their lives.

CADRE: Helping Parents and Educators Create Solutions That Improve Results for Students with Disabilities
http://www.directionservice.org/cadre/
The CADRE Caucus e-newsletter provides information on improving results for students with disabilities. It is not a discussion group, and does not trade or sell subscribers’ email addresses. It is offered by CADRE (National Center on Dispute Resolution in Special Education), a project of Direction Service, pursuant to a Cooperative Agreement with the Office of Special Education Programs, United States Department of Education. The opinions expressed in it do not necessarily reflect the position or policy of the United States Department of Education, and any mentions of trade names, commercial products, or organizations do not imply endorsement by the United States Government. A link to subscriptions is on the CADRE website.

Employer TA Center on Disability EarnWorks September Newsletter Now Online
http://tinyurl.com/2aalsmk
EarnWorks, the national disability-focused technical assistance, policy, and research center, is now available online. EarnWorks is funded by the Office of Disability Employment Policy (ODEP). This issue includes articles on a supplier diversity webinar, disability employment resource webpage, ODEP’s listening sessions’ summary, workplace managers’ control over absences, U.S. Department of Justice’s updated Americans with Disabilities Act regulations, accommodations and workforce participation, and more.

PACER Center’s Reference Points
http://www.pacer.org/tatra/list/index.asp
“Reference Points: Transition Updates from the Technical Assistance on Transition and the Rehabilitation Act (TATRA)” features resources and updates to help parent organizations, advocates and professionals better serve adolescents and young adults with disabilities and their families. Subscribers receive several short e-mail messages each week featuring resources on issues affecting young adults with disabilities and their families.

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Funding Forecast and Award Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2010
http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2010 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2010
http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2010 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.

FY 2010-2011 Discretionary Grant Application Packages
http://www.ed.gov/fund/grant/apply/grantapps/index.html
This site, from the Department of Education, provides information on grant competitions that are currently open.

FY 2010-2011 Discretionary Grant Application Packages
http://www.ed.gov/fund/grant/apply/grantapps/index.html
This site, from the Department of Education, provides information on grant competitions that are currently open.

Astronauts Memorial Foundation: Alan Shepard Technology in Education Award
http://www.amfcse.org/Alan%20Shepard%20Award/alan_shepard_award.htm
The Astronauts Memorial Foundation’s Alan Shepard Technology in Education Award rewards excellence in the development and delivery of technology programs in the classroom with students, or in the professional development of teachers in the school or district. Maximum award: $1,000, recognition at the awards ceremony at the 27th National Space Symposium in Colorado Springs, Colorado. Eligibility: K-12 educators and district-level personnel in the field of Educational Technology. Deadline: January 15, 2011.

Captain Planet Foundation: Grants for the Environment
http://www.captainplanetfoundation.org/default.aspx?pid=3&tab=apply
The Captain Planet Foundation funds hands-on environmental projects to encourage youth around the world to work individually and collectively to solve environmental problems in their neighborhoods and communities. Maximum award: $2,500. Eligibility: 501(c)3 nonprofit organizations, including schools. Deadline: December 31, 2010.

Earthwatch: Education Fellowships
http://www.earthwatch.org/aboutus/education/edopp/edfelfund/
The Earthwatch Institute offers educators fully funded fellowships for hands-on learning with leading scientists doing field research and conservation on one of 130 projects. Earthwatch’s Education Fellowships are national in scope, and supported by a wide range of businesses, foundations, and individuals. Maximum award: full cost of expedition, including all research costs, meals, housing, on-site travel, etc. Eligibility: K-12 classroom educators of any subject(s) from public or private schools nationwide. Deadline: Applications accepted on a rolling basis.

Honeywell: Educators at Space Academy Program
http://www.spacecamp.com/educators/honeywell/
The Honeywell Educators at Space Academy Program funds five-day scholarships for middle school math and science teachers at the U.S. Space & Rocket Center in Huntsville, Alabama. Recipients have 40 hours of intensive classroom, laboratory and training time, focusing on space science and space exploration, including participation in astronaut-style training and simulations and activities designed to promote life-long learning in a classroom setting. Maximum award: travel, accommodations, materials, and five-day tuition. Eligibility: middle school (grades 6-8) science and math teachers. Deadline: December 31, 2010.

Intel Schools of Distinction Awards
http://www.intel.com/about/corporateresponsibility/education/soda/index.htm#
Every year, Intel honors K-12 schools in the U.S. demonstrating excellence in math and science education through innovative teaching and learning environments, developing an environment and curricula that meet or exceed benchmarks put forth by national mathematics and science content standards. Up to three schools at each level (elementary, middle, and high school) will be named as finalists in the math and science categories. Each school will receive a cash grant of $5,000 from the Intel Foundation and a trip to Washington DC for a four-member team from their school and district. Six winners will be selected from the 18 finalists and receive a $10,000 cash grant, and products and services from program sponsors. One of the six will be selected as the “Star Innovator” and will receive a $25,000 grant. The program is open to K-12 public, private, charter, and parochial schools in the United States, Department of Defense Dependents schools, and Bureau of Indian Affairs schools. Eligibility is limited to accredited schools that are publicly funded and/or not-for-profit. Deadline for applications: February 17, 2011.

Laura Bush Foundation for America’s Libraries Invites Applications for Book Grants from School Libraries
http://www.laurabushfoundation.org/web2/index.html
Schools where a minimum of 50% of the student body qualifies for free or reduced-price lunches are eligible to apply for Laura Bush Foundation (LBF) regular grants to their school libraries. Research demonstrates a clear relationship between family income and a student’s access to books, and so the LBF gives selection preference to schools in which 90% percent or more of the students receive free or reduced-price lunches and are likely to have the fewest books at home. Schools in all fifty states, the District of Columbia, US territories, and Department of Defense schools in other countries are eligible. The LBF makes grants of up to $6,000 to update, extend, and diversify the book collections of the libraries that receive them. Applications must be submitted through the foundation’s website. Application deadline: December 31, 2010.

U.S. Department of Labor’s YouthBuild Grants
http://www.youthbuild.org/site/c.htIRI3PIKoG/b.1223921/k.BD3C/Home.htm
The U.S. Department of Labor’s (USDOL) Employment and Training Administration announced the availability of funds and solicitation of grant applications for YouthBuild grants for up to about $130 million in total. (The final amount will depend upon the amount of funds Congress appropriates to the program for Fiscal Year 2011.) USDOL will award the grants based on a competitive process. Grant funds will be used to provide disadvantaged youth with education and employment skills necessary to achieve economic self-sufficiency in high-demand occupations and postsecondary education and training opportunities; opportunities for meaningful work and service to their communities; and opportunities to develop employment and leadership skills and a commitment to community development among youth in low-income communities. Application deadline: December 3, 2010.

Kennedy Center Launches Stephen Sondheim Inspirational Teacher Awards Program
http://www.kennedy-center.org/programs/awards/sondheim/
The Kennedy Center gives Stephen Sondheim Inspirational Teacher Awards of $10,000 to K-12 teachers and college instructors in the United States who have made a significant impact on the lives of students; nominations must be made by students. On March 22 (composer Stephen Sondheim’s birthday) a select number of these teachers each receive these awards in appreciation for their contributions to the field of teaching. Awardees will also be showcased, along with the people they inspired, on the Kennedy Center/Stephen Sondheim Inspirational Teacher Awards web site. The awards were initiated and funded through the support of Freddie and Myrna Gershon. Nominators must be at least 18 years of age, and must have been the nominee’s student. Nominees must be legal residents of the United States and must teach or have taught in a K-12 school, college, or university in the United States. Deadline for nominations: December 15, 2010.

Lexus/Scholastic: Eco Challenge
http://www.scholastic.com/lexus/
The Lexus Eco Challenge program is designed to inspire and empower middle and high school students to learn about the environment and take action to improve it. Maximum award: $30,000 in scholarships and grants. Eligibility: middle and high school teams comprised of five to 10 students and one teacher advisor. Deadline: Challenge One (Land/Water): November 3, 2010; Challenge Two (Air/Climate): January 19, 2011.

Best Buy: Teach@15 Award
http://www.bestbuy-communityrelations.com/teach_awards.htm
Best Buy’s Teach@15 Award program improves classroom learning by helping schools (grades 7-12) meet technology needs. A teen member (age 13-18) who is a registered member on www.at15.com can nominate his/her school to win a Teach@15 Award. Eligible are accredited, nonprofit junior or senior public, private, parochial, magnet, and charter high schools in the U.S. serving any grades 7-12.

Campbell’s: Labels for Education
http://www.labelsforeducation.com/about-the-program.aspx
The Campbell’s, Inc., Labels for Education Program gives schools free educational equipment in exchange for labels from Campbell products. For more than 30 years, Labels for Education has been awarding free educational equipment to schools in exchange for proofs of purchase from the Campbell family of brands.

Federal Student Aid – Grant Program (English)
http://tinyurl.com/yfbe5tb
From Disability.gov, the English-language version of this fact sheet provides an overview of the major federal student aid grant programs. The federal government provides grant funds for students attending colleges, including career colleges and universities. Grants, unlike loans, do not have to be repaid. Available in pdf (42.4 KB, 1 p).

Federal Student Aid – Grant Program (Spanish)
http://tinyurl.com/282krpk
From Disability.gov, the Spanish-language version of this fact sheet provides an overview of the major federal student aid grant programs. The federal government provides grant funds for students attending colleges, including career colleges and universities. Grants, unlike loans, do not have to be repaid. Available in pdf (145 KB, 1 p).

Funding Education Beyond High School – Federal Student Aid at a Glance
http://tinyurl.com/2bzq9sa
A quick reference guide and Federal Student Aid Summary Chart that describes various federal student aid programs, who may be eligible, and how to apply.

On Line Compilations of Scholarships for Students with Disabilities from Michigan State University
http://staff.lib.msu.edu/harris23/grants/3disable.htm
A comprehensive list of scholarships offered to students with disabilities located on the Michigan State University Libraries website.

Do Something Invites Applications for Six Flags Friends Scholarships
http://www.dosomething.org/grants/sixflags/scholarships
Do Something has teamed up with Six Flags Friends to award college scholarships to young leaders who are taking action to make their community (locally or globally) a better place. Scholarships will be awarded based on past, current, and planned action in the community as well as the applicant’s passion, commitment, and proven leadership skills. Six scholarships of $1,500 each will be awarded.

NEA Learning and Leadership Grant
http://tinyurl.com/yacbb5b
NEA’s Learning & Leadership grants support public school teachers, public education support professionals, or faculty and staff in public institutions of higher education for two purposes: grants to individuals to fund participation in high-quality professional development experiences, such as summer institutes or action research; and grants to groups to fund college study, including study groups, action research, lesson study, or mentoring experiences for faculty or staff new to an assignment.

Powered by Service Offers Funding to Seed Youth-Led Service Projects
http://tinyurl.com/y8l7j44
Grants will be awarded to young people around the world who are conducting service projects that encourage youth to become involved in addressing problems facing their communities. Grants presently are being accepting only from Atlanta GA, Detroit MI, Los Angeles CA, Milwaukee WI, New Orleans LA and New York NY, but other communities will be added at intervals. Deadline: Open.

Travelocity’s Travel for Good Volunteer Travel Opportunities
http://tinyurl.com/2v7sh2
Travelocity’s Travel for Good offers funding quarterly for its Change Ambassadors Grant to help support Americans who wish to travel to participate in volunteer opportunities (volunteer vacations). Two grants of $5,000 each will be awarded to individuals or groups going on volunteer vacations; applicants must demonstrate a previous commitment to volunteering and financial need. Deadline: not applicable.

Financial Aid On Disabilityinfo.Gov
http://www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=84
This Web site includes links to scholarship applications for students with various disabilities for graduate and undergraduate as well as vocational studies.

Got Grants?
http://www.teachersourcebook.org/tsb/articles/2009/03/16/02grants.h02.html
Successful education grant writers offer advice on how to access teacher-learning funds.

Michigan State Library of Financial Aid
http://www.lib.msu.edu/harris23/grants/3disable.htm
Michigan State’s comprehensive list of financial aid resources for students with disabilities can be found at their Web site.

Scholarships4students.Com
http://www.scholarships4students.com/special_scholarships.htm
Scholarships4students’s Web site includes a list of scholarships for students with disabilities, by disability category.

National Scholarship Providers Association
http://www.scholarshipproviders.org
The National Scholarship Providers Association (NSPA) web site offers information on NSPA scholarships for Latino students and for students formerly in foster care. A new NPSA product, the Scholarship Data Standard, allows students to complete an online scholarship application and then re-use the information with other scholarship providers without retyping their data.

Charles Lafitte Foundation: Grants for Education & Child Advocacy
http://www.charleslafitte.org/education.html
The Charles Lafitte Foundation Grants Program helps groups and individuals foster lasting improvement on the human condition by providing support to education, children’s advocacy, medical research, and the arts. Maximum award: varies. Eligibility: 501(c)3 organizations. Deadline: rolling.

Plum Grants
http://www.dosomething.org/programs/plum-grant-guidelines
Individuals who have recently created a sustainable community action project, program or organization and need $500 to further the growth and success of the program are eligible to apply for a Plum Youth Grant. Plum grants are given out weekly. Deadline: None.

Nonprofit Music Programs
http://www.guitarcentermusicfoundation.org/grants/index.cfm?sec=info
The Guitar Center Music Foundation’s mission is to aid nonprofit music programs across America that offer music instruction so that more people can experience the joys of making music. Maximum Award: $5000. Eligibility: 501(c)(3) organizations. Qualifying applicants are established, ongoing and sustainable music programs across the United States that provide music instruction for people of any age who would not otherwise have the opportunity to make music. Deadline: N/A.

Live Monarch Educator Outreach Program
http://www.lmf-educator-award.com/index.html
The Live Monarch Foundation Educator Outreach Program provides funding for U.S. teachers to enroll in the National Campaign to bring monarch butterflies into the classroom. This program provides education and materials to strengthen the monarch’s 3,000-mile migratory route within North America by creating self-sustaining butterfly gardens and refuges. Materials will be provided for each participant to raise a virtual butterfly and start a real butterfly garden with professional instruction on each level of its maintenance and care. Maximum Award: n/a. Eligibility: teachers and classrooms in areas on the monarch migratory route. Deadline: rolling.

Disaboom Scholarship Directory
http://www.disaboom.com/scholarships
Disaboom recently launched a scholarship directory for students with disabilities, listing over 125 scholarships.

Federal Student Aid Grant Program Fact Sheet
http://tinyurl.com/yfbe5tb
Disability.Gov has created a fact sheet that provides an overview of the major federal student aid grant programs. The federal government provides grant funds for students attending colleges, including career colleges and universities.

Grants, unlike loans, do not have to be repaid. (A Spanish version is at: http://tinyurl.com/yz2zheg.) Available in pdf (1 page, 164 KB).

Funding Education Beyond High School
http://tinyurl.com/yk7uot7
The US Department of Education’s Guide to Federal Student Aid (2009-2010) provides information for students and families on applying for federal student aid to pay for post-secondary education. This guide explains the application process, the various federal loans, grants, and work-study programs available, and how to apply for them. Education creates opportunities and is an important step toward success. Available in pdf (64 pages, 2.95 MB).

NASFAA and Casey Family programs: Guide to Financial Aid Assistance to Students from Foster Care and Unaccompanied Homeless Youth
www.casey.org/Resources/Publications/ProvidingEffectiveFinancialAid.htm
This guide provides information for those who help youth from foster care and unaccompanied homeless youth to secure financial aid for postsecondary education or training programs. It describes how to respond to new FAFSA questions 55-60 that will determine federal financial aid status for these students. A section on sensitive communications is also included. This guide will be useful for financial aid professionals, independent living coordinators, guidance counselors, financial aid counselors, social workers and advocates who are helping youth to secure the maximum allowable financial aid.

Scholarships and Internships for Latino Students with Disabilities
http://www.proyectovision.net/english/opportunities/scholarships.html
The World Institute on Disability (WID) has a five-year grant to establish the National Technical Assistance Center for Latinos with Disabilities living in the United States, through Proyecto Vision. Proyecto Vision’s website has a list of scholarship opportunities for college students who are Latino and who are living with disability.

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Acknowledgements

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

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

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

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