December 2012 – Special Educator e-Journal

Table of Contents

• Calls to Participate

• Special Education Resources

• Update From The National Dissemination Center for Children with Disabilities

• Latest Employment Opportunities Posted on NASET

• Upcoming Conferences and Events

• Funding Forecast and Award Opportunities

• Book Review:  Gardening for Children with Autism Spectrum Disorders and Special Educational Needs: Engaging with Nature to Combat Anxiety, Promote Sensory Integration and Build Social Skills. By Trisha Spener. Florida International University

• Acknowledgements

• Download a PDF or XPS Version of This Issue

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To learn more click on the image above or – Click here

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Calls to Participate

AAIDD Journal Inclusion Call for Papers
http://www.aaidd.org/content_9815.cfm
The American Association on Intellectual and Developmental Disabilities (AAIDD) seeks original articles that describe promising practices in services and supports, training, and professional development; case studies; and public policy considerations for “Inclusion.” “Inclusion” is a quarterly online, peer-reviewed journal that provides a multidisciplinary forum for the discussion of interventions and strategies that promote the full inclusion of people with intellectual and developmental disabilities in society, for administrators, clinicians, policymakers, and other professionals interested in intellectual disability and related developmental disabilities. The expected launch-date is 2013, available as AAIDD member benefit or by subscription.

Fulbright-Hays Seminars Abroad
http://www2.ed.gov/programs/iegpssap/
The Fulbright-Hays Seminars Abroad Program provides K-16 educators opportunities for overseas experience in approximately 7-10 seminars. The program is open to teachers and administrators with responsibilities for curriculum development in fields related to humanities, languages, and area studies. Topics and host countries vary annually, although all seminars are in non-western European countries. One seminar being offered next summer is in China, with 14-16 positions, subject to the availability of funds. Application deadline: December 10, 2012.

Papers on Youth Gangs and Adolescent Development
http://www.s-r-a.org/CallforSpecialIssuePapers
The Journal of Research on Adolescence (JRA) seeks submissions for a special section dedicated to youth gangs and adolescent development. The section will incorporate five to six papers. Submission deadline: January 31, 2013.

Transition Assessment & Goal Generator (TAGG)
http://tinyurl.com/a7raymx
The University of Oklahoma’s Zarrow Center for Learning Enrichment received a grant from the U.S. Department of Education’s Institute of Education Sciences to develop a new transition assessment, the Transition Assessment and Goal Generator, to prepare students with disabilities for life after high school. They are now in the third phase (TAAG) of development for this assessment and need help to develop this new assessment tool from junior and senior students with mild to moderate disabilities across the nation, their special educators, and parents, who will be asked to complete the TAGG, either the AIR Self-Determination Assessment or the EITA, and provide basic demographic information. The Center will provide a meaningful honorarium for participants’ time.

VSA International Young Soloists Competition 2013 Seeks Entries
http://www.kennedy-center.org/education/vsa/programs/young_soloists.cfm
The VSA & Accessibility Department at the Kennedy Center seeks entries in the 2013 VSA International Young Soloists Competition, The Kennedy Center invites entries from musicians ages 14-25, with a disability, for the Competition. It is open to international and domestic applicants; individuals and ensembles of two to five members; and musicians of all genres. Application deadline: January 15, 2013.

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Special Education Resources

The Focused Approach Planning Guide: Tools to Improve Student Access (September 2012)
Report
http://tinyurl.com/an6h2zy
“The Focused Approach Planning Guide: Tools To Improve Student Access” describes the Wisconsin Department of Public Instruction’s activity to refine and pilot a set of planning tools to improve access of all students, including low-performing students with disabilities, to grade-level content. Wisconsin conducted this work as part of the Multi-state GSEG Consortium Toward a Defensible AA-MAS. This publication provides information about such tools so other educators and planning teams can use them to develop plans leading to better access to academic content for all learners. Published by the Institute on Community Integration’s National Center on Educational Outcomes (NCEO).

Addressing the General Education Curriculum (August 2012)
Resources Page
http://nichcy.org/schoolage/effective-practices/gened
The National Dissemination Center for Children with Disabilities (NICHCY) has updated its page of resources on addressing the general education curriculum, with resources to help teach students with disabilities reading, math, science, history, the arts, etc.

Building Citywide Systems for Quality: A Guide & Case Studies (October 2012)
Guide
http://tinyurl.com/c29wxbb
Many afterschool providers are making quality a priority. “Building Citywide Systems for Quality: A Guide & Case Studies,” from The Forum for Youth Investment, and The Wallace Foundation, examines what is needed for developing quality improvement systems (QIS) in a systemic way: it takes research, planning, building consensus, developing resources, managing new processes, and sometimes redefining old relationships. This how-to guide can help those working to create better, more coordinated afterschool programming in building a QIS or further developing existing efforts. Available in pdf (2.76 MB, 115 pp).

Career and Technical Education: Five Ways That Pay Along the Way to the B.A. (September 2012)
Report
http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/CTE.FiveWays.FullReport.pdf
“Career and Technical Education: Five Ways That Pay Along the Way to the B.A.,” from Civic Enterprises and the Georgetown University Center on Education and the Workforce, examines how career and technical education (CTE) at the high school and postsecondary levels can prepare individuals for the approximately 29 million “middle jobs” in the United States today. These jobs pay between $35,000 and $95,000 a year and are open to individuals who have education and training beyond high school but do not hold a bachelor’s degree. Middle jobs account for one in every five jobs in the American labor market and nearly half of all jobs that pay at least a middle-class wage. Available in pdf (48 pages, 2.62 MB).

Child Trends’ Fall Child Indicator Newsletter (2012)
Newsletter
http://tinyurl.com/avd6711
Child Trends’ Fall “Child Indicator” newsletter compiles new developments and resources in the child and youth indicator field, focusing on the transition to adulthood developmental benchmarks for success on the path to the middle class, indicators of flourishing youth, and updates for the child indicators community. The Transition section highlights challenges facing 18-24 year olds. The latest America’s Children and KIDS COUNT reports, global progress on HIV/AIDS among children, and a new Census Bureau online tool are also noted in this issue. Child Trends produces and distributes “Child Indicator” with support from the Annie E. Casey Foundation. Available in pdf (668 KB, 10 pp).

Children with Disabilities: State-Level Data from the American Community Survey (October)
Research Brief
http://www.childtrends.org/Files//Child_Trends-2012_10_01_RB_ChildDisabilities.pdf
Child Trends’ research brief, “Children with Disabilities: State-Level Data from the American Community Survey,” presents data on the number and percentage of children identified as having a disability, nationally and by state; on the percentage living in poverty; and on health insurance status. Available in pdf (377 KB, 3 pp).

College and Career Readiness and Transition (September 2012)              
Documents
http://nsttac.org/content/students-w-disabilities-and-collegecareer-readiness-101-documents
The National Secondary Transition Technical Assistance Center (NSTTAC) has updated its “101” resources on four issues in secondary education and their relationship to students with disabilities. High School Redesign, Tiered Interventions, Universal Design for Learning, and College and Career Ready (CCR) Standards and their relationship to secondary transition planning for students with disabilities are each overviewed, resources outlined, and implications for policy and practice suggested in the resources included.

Exploring Innovative Schools and Policy Supports that Prepare College and Career Ready Students – New York, NY (October)
Study Tour Report
http://www.aypf.org/resources/deeper-learning-field-trip-new-york-october-2012/
The American Youth Policy Forum (AYPF) has published “Exploring Innovative Schools and Policy Supports that Prepare College and Career Ready Students – New York, NY,” reporting on a study tour of October 16-18, 2012, of two schools in New York City that incorporate rigorous academics, higher order skills, and innovative practices to create personalized learning and prepare students for college and career success.

Family Engagement in Title I Schools (2012)
Briefs Trio
http://www.wested.org/cs/we/view/rs/1261
Family engagement in Academic Parent-Teacher Teams (APTT) helps students, parents, and teachers. This group of three briefs from WestEd, “APTT Model,” “APTT Implementation,” and “Family-Supported Student Learning,” detail how schools can implement an academic family-teacher team model, create a family engagement plan, and have more effective parent-teacher conferences.

Journey Toward Special Education Improvement (January 2011)
Archived Webinar
http://www.schoolsmovingup.net/cs/smu/view/e/4860?SMUpdate1107
“Journey Toward Special Education Improvement,” an archived webinar, from SchoolsMovingUp WestEd, discusses instructional and cultural changes that resulted in improved student achievement of special education students.

NCWD/Transition’s Missing Link: Health Care Transition (September 2012)
Policy Brief
http://tinyurl.com/ageudn3
In the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) “Guideposts for Success” framework, for what all youth, including youth with chronic conditions and disabilities, need to make a successful transition to further education, careers and adulthood, one of the key elements of the Guideposts under Connecting Activities is health care. NCWD/Youth’s new Policy Brief, ” Transition’s Missing Link: Health Care Transition,” draws on a number of recent health care-related reports to identify policy strategies for improving health care transition for youth with chronic conditions and disabilities.

Overview of the Common Core State Standards (CCSS) (2012)
Resource Page
http://nichcy.org/schools-administrators/commoncore#overview
NICHCY has developed a resource page providing information about the Common Core State Standards (CCSS). Their overview of the CCSS gives the who, what, when, where, and why of this initiative, with links to sources for more information.

 

Rocking the Cradle: Ensuring the Rights of Parents with Disabilities and Their Children (September 2012)
Policy Study
http://www.ncd.gov/premium-publications/2012/Sep272012/
The National Council on Disability (NCD), an independent federal agency, has released “Rocking the Cradle: Ensuring the Rights of Parents with Disabilities and Their Children,” a policy study based on real-life stories of parents with disabilities, to provide a comprehensive overview of factors that support and obstruct Americans with all kinds of disabilities in exercising their fundamental right to begin and maintain families.

The National Indian Education Study: 2011 (June 2012)
Report
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012466
The National Center for Education Statistics (NCES) of the U.S. Department of Education’s Institute of Education Sciences has released its “The National Indian Education Study: 2011,” designed to describe the condition of education for American Indian and Alaska Native students in the United States, for all interested in the education experience of American Indian/Alaskan Native students.

Youth Organizing for Educational Change (November 2012)
Report
http://tinyurl.com/b7a45dr
In “Youth Organizing for Educational Change” the Forum for Youth Investment reports on youth-led efforts to create change in schools. Young people should be considered as actors in school change, not simply the recipients of change. This report examines seven examples of youth-led change from districts in Austin, Chicago, Oakland, Philadelphia, Nashville, San Francisco, and Jackson, Mississippi.

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Update from the National Dissemination Center for Children with Disabilities

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Latest Employment Opportunities Posted on NASET

New York, NY

Job Category: Master Middle School Teacher

Description:

$125,000 Salary for Master Middle School Teachers!
Earn a $125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, recently featured on the front page of the New York Times: http://www.tepcharter.org/nytimes.php. TEP is a 480-student 5th through 8th grade middle school in the Washington Heights neighborhood of New York City.

About TEP Charter School:

TEP aims to put into practice the central conclusion of a large body of research related to student achievement: teacher quality is the most important school-based factor in the academic success of students, particularly those from low-income families. In singling out teacher quality as the essential lever in educational reform, TEP is uniquely focused on attracting and retaining master teachers. To do so, TEP uses a three-pronged strategy that it terms the 3 R’s: Rigorous Qualifications, Redefined Expectations, & Revolutionary Compensation.

For more information, visit us online at http://www.tepcharter.org

Learn more and apply today:http://www.tepcharter.org/apply.php
Open positions:http://www.tepcharter.org/open-teaching-positions.php

Info Session @ TEP

Thinking about applying for a teaching position at TEP? Attend an in-person information session with TEP’s Principal, Zeke Vanderhoek. Take a tour of the school, and learn more about the teacher application process and teaching at TEP.

When: Tuesday, December 4, 2012 at 6PM (For online options, click here)
Where: TEP Charter School

Learn how to RSVP for the event by clicking the following link: http://www.tepcharter.org/session-for-teachers.php

We also have a Live Online Info Session too!

Click here for more information: www.tepcharter.org/info-session-for-teachers.php

Requirements:

http://www.tepcharter.org/overview-the-3Rs.php

Benefits:

http://www.tepcharter.org/overview-the-3Rs.php

Contact:

jobs@tepcharter.org

 

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Philadelphia, PA

Job Category: Special Education Teacher

Description

The Special Education Teacher will be responsible for creating a flexible grade program and a class environment favorable to learning and personal growth; to establish effective rapport with students; to motivate students to develop skills, attitudes and knowledge needed to provide a good foundation for education in accordance with each student’s ability; to establish good relationships with parents and other staff members.

Requirements

Must have PA Teacher’s Certification in Special education N-12. Must have experience working with students in need of special education.

ASPIRA, Inc. of Pennsylvania is an EEO Employer.

Benefits

Eligible for PSERS retirement, Paid health, dental, vision, Short-Term Disability, Long-Term Disability and Life Insurance.

Contact

Please send resume and cover letter to the Director of Human Resources @ mmorales@aspirapa.org

 

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Chicago, Illinois

Job Category: Full Time

Description:

Assistant Professor, Department of Education Columbia College Chicago.

Columbia College Chicago is an urban institution of over 10,000 undergraduate and graduate students emphasizing arts, media, and communications in a liberal arts setting.

The Education Department emphasizes the integration of the arts in its programs, thus taking advantage of the rich expertise of its faculty and students across the College. The Department has an undergraduate Early Childhood Education program that is influenced by the Reggio Emilia approach and two Master of Arts in Teaching (MAT) initial licensure programs in Visual Arts Education (K-12) and Elementary Education (K-9). Elementary Education candidates also have the option of subject-area endorsements at the middle school level.

Job Summary:

The Education Department at Columbia College Chicago invites applications for a full-time, tenure-track assistant professor to begin August 16, 2013.

The successful candidate will have the expertise to teach undergraduate primary-level early childhood education courses and graduate courses in elementary and middle school education. Possible areas of expertise include middle school education, primary/elementary and content area reading methods, language arts methods, and educational psychology.

Candidates with additional expertise in special education or English as a new language will also be considered. Knowledge of the role of the arts in student learning and ways in which to incorporate the arts into academic learning is preferred.

The teaching load is nine credits per semester (fall, spring) or the equivalent as determined by the Chair.

Additional responsibilities include supervising pre-internship field experiences and student teaching internship experiences; providing service to the department, school, and college; developing (or continuing), maintaining, and disseminating an active research program that will contribute to successful tenure award; and other assignments as designated by the Chair.

Preferred Qualifications:

Preferred candidates will have an earned doctorate from an accredited university in a relevant academic area, a minimum of three years successful teaching experiences in public schools, experiences with diverse populations of children and youth, and successful teaching at the college level.

How to Apply:

To view the complete application and apply, please visit: https://employment.colum.edu (Job ID 100482).

IMPORTANT: At the start of the online application, please upload ONE document that combines a letter of application, names and contact information for 3 references, and your curriculum vita; do not upload each document separately. The title of your document should be less than 60 characters and saved as a .doc, .docx, or a PDF. Complete the online application including adding the names and contact information for three professional references. You will receive an email confirmation once you have successfully submitted your application.

Visit:

www.colum.edu/EmploymentServices for application guidelines.

If you experience technical difficulties, please email careers@colum.edu.

No phone calls or hard copy materials.

Columbia College Chicago encourages qualified female, LGBTQ, disabled, and minority individuals to apply for all positions.

For more information, please visit us at: www.COLUM.edu

 

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Benson, Arizona

Job Category: Special Education Teacher

Description

Benson Unified School District seeks a Public School Special Education Teacher to serve in Benson, Arizona.

Qualification

Valid Arizona Department of Education Cross Categorical Certificate required.

Contact

Fax resume to Director of Curriculum, Instruction and Achievement:  520-720-6701

 

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Baltimore, MD

Job Category: Full-time (35-40 hours a week)

Effectiveness Coach, Special Education – Baltimore City Teaching Residency Baltimore, MD

TNTP seeks an Effectiveness Coach, Special Education for our Baltimore City Teaching Residency (BCTR) program. The Effectiveness Coach will be based in our BCTR program office. The time commitment for this role is approximately 35-40 hours per week on average. TNTP will provide a relocation stipend to defray the cost of moving, if applicable. The Effectiveness Coach, Special Education prepares, develops and evaluates Special Education Residents to be the most effective first year teachers in Baltimore City Public Schools. The successful candidate will work exclusively with first year Special Education Residents from pre-service training through their first year teaching. This position offers the opportunity to have a profound impact on the preparation and development of Special Education Teachers to teach in high-need schools in Baltimore.

Requirements:

• Support of alternative routes to teacher certification and an interest in working with new teachers
• Strong education background and instructional skill set with at least three years K-12 Special Education teaching experience (strongly preferred), preferably in high-need schools or with high-need populations, and a track record of raising student achievement
• Extensive knowledge of federal, state and district level Special Education law and regulations
• Previous experience developing and leading teacher professional development (strongly preferred)
• Understanding of effective teaching and how to observe teachers in action and diagnose key levers for improvement
• Ability to implement targeted interventions to immediately improve new teachers’ performance
• Ability to track and analyze data on teacher and student performance to uncover trends and act on the data strategically and effectively
• Strong staff management experience or instincts
• Familiarity with Maryland curriculum standards and teaching standards (preferred)

Benefits:

TNTP offers a motivated team of dynamic colleagues, a collegial atmosphere that values professional development and valuable feedback, a comprehensive benefits plan effective on the first day of employment – including low cost medical, dental, vision, disability, life insurance, flexible spending account options, generous vacation time, a 403(b) plan with matching, potential opportunities for performance based bonuses – as well as the chance to impact the direction of a growing, mission-driven company that is committed to the success of our nation’s children. For more information on TNTP’s competitive benefits package, please visit tntp.org/join/our-benefits/

To Apply

Please submit your resume and tailored cover letter online at:

http://ch.tbe.taleo.net/CH05/ats/careers/requisition.jsp?org=THENEWTEACHERPROJECT&cws=1&rid=1327

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Milford, MA

Job Category: Executive

Criterion Child Enrichment is conducting a nationwide search for a Senior Vice President of Early Childhood Services. Founded in 1985 as a not-for-profit organization, Criterion has served families for over 25 years and is a leading provider of early childhood education and early intervention services. Each year the agency serves over 5000 families with a program network that extends throughout the Commonwealth of Massachusetts. The Senior Vice President will be responsible for implementation of Criterion’s Mission and Strategic Plans and will supervise a Divisional Director who is responsible for the day to day operation of programs and services. Criterion’s corporate office is located within a 40 minute drive of downtown Boston.

This recruitment is specifically focused on identifying an individual with the capacity to enhance and expand the agency’s participation in professional education and applied research in the fields of early childhood education, early intervention and family-centered service delivery. Applicants must possess a doctoral degree in a discipline relevant to the agency mission and substantial clinical experience. Experience in fiscal and personnel management is preferred but not required as substantial training and support in these areas will be provided for the successful applicant. Applicants will receive a detailed prospectus describing agency programs and operations upon submission of a letter of interest and vitae.

Criterion Child Enrichment is an Equal Opportunity Employer. Applicants and employees are considered for positions without regard to mental or physical disability, handicap, race, color, religion, gender, gender identity and expression, ancestry, national origin, age, genetic information, military or veteran status, sexual orientation, marital status or other categories protected by law.

Confidential applications may be submitted to:

Robert F. Littleton Jr. Ed.D., President
Criterion Child Enrichment
321 Fortune Boulevard
Milford, Massachusetts 01757

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Springfield, Massachusetts

Job Category: Full Time

Special Education/Education

Springfield College is currently accepting applications for a tenure track, nine-month faculty appointment in the Education Department. Teaching responsibilities will include courses at both the undergraduate and graduate levels, covering topics such as behavior management, educational assessment and the IEP process, curricular accommodations and modifications, legal and ethical issues in special education and RTI. In addition, the successful candidate will supervise student teachers in local school settings.

Qualifications include

Doctorate in Education from a regionally accredited institution or related field required (ABD considered). A minimum of two years of PreK-12 school teaching experience in special education and current licensure/certification in special education. College/University level supervision of student teachers and instructional experience preferred.

Founded in 1885, Springfield College is internationally renowned in the allied health sciences, human and social services, sports and movement studies, and the arts and sciences. Campus Life is guided by the distinctive Humanics philosophy: education of the whole person – spirit, mind and body – for leadership in service to others. More than 5,000 traditional, nontraditional and international students study at its main campus and satellite campuses of its School of Human Services in eight cities.

Please send letter of application, current resume or curriculum vitae, all educational transcripts, evidence of teaching, certification/special education licensure, and the names and contact information for 3-5 professional references to Dr. Anne Herzog, Dean of Arts, Sciences, and Professional Studies, Springfield College, 263 Alden St., Springfield, MA 01109. E-materials welcome at asps@springfieldcollege.edu. Initial review of applications will begin on November 5, 2012.

Springfield College is committed to enhancing diversity and equality in education and employment.

Contact Us – asps@springfieldcollege.edu

 

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Bradenton, FL

Job Category: Private Teacher

Description

My son has several diagnoses… SPD, ASD and Aspergers. Who knows which is most acurate. Not sure it matters. I need someone that understands he is moving so he can pay attention not because he is being disobedient. He also makes vocal sounds on a regular basis. You will have to be tolerant. His need for moving is like the need for oxygen. We have a playground and trampoline, plenty of area to fun and climb or swim. It doesn’t matter in which fashion he learns (while swimming, running, etc) as long as he is having fun.

As you can imagine he has had difficulty in typical private schools, so that is why we have chosen to home school. Learning can be fun… hands-on… I just need to find that person capable of doing that.

He is an 8 year old boy that is ALL boy. He is our angel.. and we love him beyond belief.
I would like someone to push him beyond grade level in Math. That’s the good thing about home school, you can be on different grade levels in different subjects.

He is in several therapies which could take place after school, or before.

I am thinking that perhaps 4 hours may be all that is needed to teach curriculum.
He has advanced remarkably in FastForward. I have tons of equipment and supplies for the new teacher.

Times are flexible but I do prefer early mornings to early afternoons. (perhaps 8-11 or 12) Please email questions and salary requirement.

Requirements

The person we seek will be a Christian, have a huge amount of patience, and someone that will make learning a fun adventure.

Benefits

Flexible hours. Nice home to work in.

Contact

Email is best:
Lee@Santilli.us

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Funding Forecast and Award Opportunities

 

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2012-2013
http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2012-2013 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 2012-2013
http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2013 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 2012 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 2012 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.

Captain Planet Foundation: Grants for the Environment
http://captainplanetfoundation.org/
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: U.S. schools and organizations with an annual operating budget of less than $3 million. Deadline: February 28, 2013.

Christopher Columbus Awards 2012-2013
http://www.christophercolumbusawards.com
The Christopher Columbus Awards is a national, community-based STEM competition for middle school students and teachers looking to make a difference in their community. Working in teams, students identify a problem in the community and apply the scientific method to create an innovative solution. Maximum award: $25,000 grant. Eligibility: schools (grades 6-8) and community groups. Deadline: February 4, 2013.

Earthwatch Institute: Fellowships
http://www.earthwatch.org/aboutus/education/edopp/
The Earthwatch Institute offers educators fellowships for hands-on learning with leading scientists doing field research and conservation on one of over 100 projects around the world. Maximum award: fully-funded fellowship. Eligibility: elementary, middle, and high school educators and administrators of any discipline. Deadline: two weeks after educator-interest application is submitted; ultimate deadline May 1, 2013.

Edna McConnell Clark Foundation Offers SIF Grants for Organizations Serving At-Risk Youth
http://www.emcf.org/our-grantees/applying-to-emcf/2012-13-grants-competition/
The Edna McConnell Clark Foundation is inviting youth-serving organizations in the United States to apply for the second round of EMCF Social Innovation Fund grants. The program’s goal is to expand the pool of organizations with programs proven to help increase the numbers of low-income young people who make the transition to productive adulthood. The foundation seeks applications from youth-serving organizations in the United States that have compelling evidence of their programs’ impact on economically disadvantaged youth, ages 9 to 24; a track record of reaching the hardest-to-serve youth in communities of need; and strong leadership and a potential for growth. The foundation is particularly interested in programs that can benefit philanthropically underserved communities, including rural areas. Applicants must be an organization described in section 501(c)(3) of the Internal Revenue Code and exempt from taxation under section 501(a), or any entity or organization described in sections 170(c)(1) or (2) of the Internal Revenue Code. Organizations must have been in operation for at least three years directly serving young people in a community or communities of need in the U.S. The foundation plans to award up to five grants each totaling up to $5 million over two to three years. Recipients will be responsible for meeting a 1:1 match of these grants. Deadline for Notice of Intent to Apply: November 9, 2012; applications are due by November 20, 2012.

Fund for Teachers Grants
http://www.fundforteachers.org/about-us.php
The Fund for Teachers provides funds for direct grants to teachers to support summer learning opportunities of their own design. Maximum award: $5,000. Eligibility: teachers who work with students in grades pre-kindergarten through 12, with a minimum of three years teaching experience, full-time, spending at least 50% of the time in the classroom at the time grants are approved and made. Deadline: January 31, 2013.

National Federation of Independent Business: Young Entrepreneur Awards
http://www.nfib.com/yef/yef-programs/young-entrepreneur-awards
The National Federation of Independent Business (NFIB) Young Entrepreneur Awards program raises awareness among the nation’s youth of the critical role that private enterprise and entrepreneurship play in the building of America. Maximum award: $10,000 in tuition assistance. Eligibility: high school seniors. Deadline: December 17, 2012.

PBS LearningMedia/The Henry Ford PBS Teacher Innovator Awards
http://www.pbslearningmedia.org/innovators
PBS Teacher Innovator Awards recognize innovative PreK-12 educators who use digital media to enhance student learning. Entrants submit a short video or PDF with text and images that showcases their work. Entries can be a demonstration of a unique teaching technique or the outcome of influence on a student work. Maximum award: all-paid, week-long “Innovation Immersion Experience” at The Henry Ford in Dearborn, Michigan in August 2013; free professional development from PBS TeacherLine. Eligibility: preK-12 classroom educators (public, private, or charter school), library media specialists, technology specialists/coordinators, homeschool educators, and Head Start or licensed daycare teachers. Deadline: December 12, 2012.

Youth Leadership Grants
http://tinyurl.com/lxqnqk
The Starbucks Foundation grants support organizations that equip young people (ages 15-24) in the areas of “business savvy,” “social conscience” and “collaborative communication.” Deadline for submitting letters of intent: December 15, 2012.

Lockheed Martin: Grants for Education
http://tinyurl.com/78jcxth
Lockheed Martin provides grants for K-16 Science, Technology, Engineering and Math (STEM) Education. This includes Lockheed Martin’s K-12 STEM Education Initiative, Engineers in the Classroom, as well as STEM-focused curricular and extracurricular programs that provide employee engagement opportunities in a community in which Lockheed Martin has employees or business interests. Maximum award: varies. Eligibility: 501(c)(3) organizations that deliver standards-based science, technology, engineering and math (STEM) education to students in K-16. Deadline: rolling.

MetLife/NASSP: National Principal of the Year
http://www.nassp.org/Awards-and-Recognition/Principal-of-the-Year
The MetLife/National Association of Secondary School Principals (NASSP) National Principal of the Year honors secondary school principals who have provided high-quality learning opportunities for students and demonstrated exemplary contributions to the profession. Maximum award: $5,000. Eligibility: any principal, headmaster, or leader of a public or private middle-level or high school from the 50 states, the District of Columbia, the Department of Defense Education Activity, or the U.S. Department of State Office of Overseas Schools. Middle-level and high schools are defined as those containing some portion of grades 6 through 12; candidates must have been principals for three years or longer. Each candidate must be a principal (or headmaster) and member of NASSP and his or her state affiliate association at the time of selection as state principal of the year. For national finalists, these conditions must also be met at the time of national principal of the year interviews in August and at the national winner announcements in September. Deadline: varies by state; see website.

NASSP/Virco: Assistant Principle of the Year
http://www.nassp.org/Awards-and-Recognition/Assistant-Principal-of-the-Year
The National Association of Secondary School Principals (NASSP)/Virco, Inc., National Assistant Principal of the Year program recognizes outstanding middle-level and high school assistant principals who have demonstrated success in leadership, curriculum, and personalization. Maximum award: $5,000. Eligibility: any assistant principal or equivalent (e.g., vice principal, associate principal, or dean) of a public or private middle school or high school who has been an assistant principal at one or more middle-level or high schools for a minimum of two years and is a member of NASSP and their state affiliate association. Deadline: varies by state; see website.

AIAA Foundation: Grants for Excellence in Math, Science, Technology, and Engineering
https://www.aiaa.org/Secondary.aspx?id=4184
American Institute of Aeronautics and Astronautics Foundation Classroom Grants encourage excellence in educating students about math, science, technology, and engineering. Eligibility: current AIAA Educator Associate or AIAA Professional members actively engaged as K-12 classroom educators. Maximum award: $200. Deadline: rolling.

Target Launches $5 Million Giving Competition with “Ellen DeGeneres Show”
http://ellen.warnerbros.com/schoolgiving/
Target will distribute $5 million in grants of $100,000 each to elementary and secondary schools recommended by viewers of the “Ellen DeGeneres Show,” as part of its pledge to distribute $1 billion in support of education by the end of 2015. To participate, viewers must submit through the show’s Web site the name of a school that needs help and a compelling story that explains why the school should receive a grant. From those submissions, Target will select fifty schools to receive a grant, which can be used for new books, upgraded technology, and other efforts designed to improve the school’s learning environment. In addition, two schools will be featured on the “Ellen DeGeneres Show.” No deadline for application listed.

Fund for Teachers: Grants
http://www.fundforteachers.org/about-us.php
The Fund for Teachers provides funds for direct grants to teachers to support summer learning opportunities of their own design. Maximum award: $5,000. Eligibility: teachers who work with students in grades pre-kindergarten through 12, with a minimum of three years teaching experience, full-time, spending at least 50 percent of the time in the classroom at the time grants are approved and made. Deadline: varies by state.

Open Society Foundations’ Youth Initiative Seeks Proposals to Curate Web Pages at Youthpolicy.org
http://www.youthpolicy.org/blog/2011/09/call-for-curation-proposals/
The Open Society Foundations’ Youth Initiative seeks proposals from NGOs for up to $10,000 to develop and curate thematic pages on Youthpolicy.org, an online youth portal and community. The Web site aims to consolidate knowledge and information on youth policies across the world. Potential themes for Web site pages:, Participation and Citizenship, Activism and Volunteering, Children and Youth Rights, Global Drug Policy, Community Work, Research and Knowledge, Informal Learning, Environment and Sustainability, Multiculturalism and Minorities, Justice, etc. Proposals must outline how the theme will be addressed, how content will be produced on a regular basis, how and how many contributing authors and bloggers will be involved, and how users interested in the theme will be driven to and engaged at the site. Organizations seeking funding must be registered NGOs. Grants will not be made to individuals or for-profit entities. Proposals must be submitted in English and will be reviewed on a rolling basis.

Best Buy: Teach @15 Award
http://www.bestbuy-communityrelations.com/teach_awards.htm
The Teach@15 Award program improves classroom learning by helping schools (grades 7-12) meet their 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. Maximum award: $1,500 in the form of Best Buy Gift Cards. Eligibility: accredited, nonprofit junior or senior public, private, parochial, magnet, and charter high schools in the U.S. serving any grades 7-12. Deadline: ongoing.

NEA Foundation and Consortium for School Networking Invite Ideas for Mobile Phone Education Innovations
http://tinyurl.com/28vmvu5
The NEA Foundation’s newest C2i challenge, conducted in partnership with the Consortium for School Networking, is inviting ideas for mobile phone technology that can transform teaching and learning. The foundation will award grants of $1,000 to as many as five individuals who post the best ideas on the C2i page at the U.S. Department of Education’s Open Innovation Portal. The solutions selected will be shared by the NEA Foundation and CoSN via multiple outlets. The C2i challenge is open to public school educators, students, and others with an interest in improving public education. Proposed solutions must effectively incorporate smart phones or cell phones. Portal registrants can also review, comment, and vote on the posted solutions.

AIAA Foundation: Grants for Excellence in Math, Science, Technology and Engineering
http://www.aiaa.org/content.cfm?pageid=244
American Institute of Aeronautics and Astronautics Foundation Classroom Grants encourage excellence in educating students about math, science, technology, and engineering. Eligibility: current AIAA Educator Associate or AIAA Professional members actively engaged as K-12 classroom educators. Maximum award: $200. Deadline: rolling.

USGA/Alliance: Grants for the Good of the Game
http://www.accessgolf.org/grants/alliance_grants.cfm
The National Alliance for Accessible Golf (Alliance) and the United States Golf Association (USGA), believing golf should be open to everyone, support a wide variety of programs that create opportunities for individuals with disabilities to participate in the sport. They especially encourage inclusive programming – opportunities that allow participants with disabilities and participants without disabilities to learn and play the game side by side. Maximum award: $20,000. Eligibility: tax-exempt, nonprofit organizations as defined under Section 501(c)3 of the U.S. Internal Revenue Code or government entities such as public schools or municipalities. Deadline: rolling.

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Book Review: Gardening for Children with Autism Spectrum Disorders and Special Educational Needs: Engaging with Nature to Combat Anxiety, Promote Sensory Integration and Build Social Skills

Trisha Spencer

Florida International University

Abstract

A review of Gardening for Children with Autism Spectrum Disorders and Special Educational Needs: Engaging with Nature to Combat Anxiety, Promote Sensory Integration, and Build Social Skills by Natasha Etherington is presented.  The book offers several activities to include special needs children in the joys of gardening.  This book is a great resource for any special educator looking to stimulate their children in a new way that can also help them grow and learn.

As many special educators know and see in their classrooms, children with autism spectrum disorders (ASD) are becoming more and more prevalent.  According to the most recent study done by the Center for Disease Control and Prevention (CDC) (2012), 1 in 88 children have been diagnosed with ASD.  There are many methods that have been presented as effective therapies to treat children with ASD.  Etherington is not unlike those offering methods to treat children with ASD; however, she chooses a method that is refreshingly different than the typical applied behavior analysis (ABA) therapy or picture exchange communication system (PECS) so commonly discussed.  Not only does Etherington choose a method that can be used for children with ASD but also all children with special needs.  Etherington being a horticultural therapist herself explains how to use horticultural therapy to work with children with special needs.  Horticultural therapy is the engagement of a person in gardening-related activities, facilitated by a trained therapist, to achieve specific treatment goals.

Richard Louv (2005) wrote about the nature deficit disorder in the Last Child in the Woods.  He described the need for children to develop a relationship with nature.  Louv (2005) explains how nature can calm, teach, excite, and offer many benefits for children.  His book began the Leave No Child Inside movement four years ago and Etherington’s horticultural therapy offers a way to make sure there is truly no child left inside.

Ehterington’s book offers several great activities and ways that working with children with ASD and other special needs would be beneficial.  Her book makes for a fast and easy read.  The detailed table of contents makes it easily accessible if you want to jump ahead to a specific activity.

Etherington starts her book by explaining the mindfulness approach.  The mindfulness approach in a non-spiritual approach adapted from Buddhism and is the awareness of mind and body through regular meditation.  Although the book is not about meditation she uses the basis of the mindfulness approach to explain the people-plant relationship.  She wants people to be aware that interconnectiveness is a fundamental principle of nature and a source of comfort to many people.  She feels with regular participation in the garden, people are able to do things that entail effort thus leading to greater self-awareness. While reading the chapter on the mindfulness approach, the reader is able to feel and hear the passion Etherington possesses as a horticultural therapist, encouraging the reader to continue reading and get excited about gardening.

What is so important about digging?  Etherington explains that digging helps with gross motor skills and helps release negative feelings, agitation, and anxiety.  It also provides an opportunity for social interaction and communication.  Children with ASD and other special needs could benefit from digging a great deal.  Digging alone could prove to offer a wonderful activity to add to your curriculum.

Etherington offers great insight in how to use gardening as an outdoor sensory classroom to teach life skills to children with ASD.  Many children with ASD have sensory processing deficiencies.  Therefore, a garden is a great replacement for the typical sensory room that can become quite expensive.  Etherington expresses her understanding for the unique needs of children with ASD by including every aspect an educator needs to consider when setting up the garden from plants that smells may be too stimulating to involving parents by sending home a note to ask questions about what their child found in the garden.

Throughout Etherington’s book, she offers several activities for all types of children.  She suggests activities for children suffering from anxiety, anger, and depression, children with attention deficit hyperactivity disorder (ADHD), children with developmental disabilities, and children in wheelchairs. The activities differ in severity and can be modified to use with almost any child.  Some of the activities include (but are not limited to) cooking with items from the garden, identifying parts of a plant, lavender bags, planting seeds, designing a garden for pollinators, a nature busy box, sowing seeds, and so much more.  My favorite activity she offers is a ‘snoozle lawn.’  Just the name sounds fun but the purpose of a snoozle lawn is simple, it is an area where children can gather on a patch of grass with branches overhead, edible plants and aromatic plants lining the area and just lie down relax, or maybe have a story read.  A snoozle lawn is something that I feel is needed when working with children with disabilities or maybe we all need a snoozle lawn so we can just relax and enjoy nature as it is.

Etherington provides the reader with information a common person planting a garden may not take into consideration such as poisonous plants, plants to use and avoid for allergy and asthma sufferers, accessibility for wheelchair users, and of course making a garden specifically for children with disabilities.  She also offers appendices that allow the reader to develop learning goals and complete a risk assessment as well as include breathing exercises, sensory plants, and themed gardens and containers.  Etherington even provides the reader recommended resources and suggested further reading.  This wealth of information is extremely useful when considering making a garden for children with disabilities.

Etherington does not address the issue of lack of space or funds in her book, which may be an issue in several low socioeconomic schools. However, if an educator is creative enough, there are sure to be ways to include gardening in the classroom using little money and space.

Gardening proves to have several beneficial aspects for children with ASD and special needs.  This book shows ways to be inclusive to all children including those in wheelchairs. Most children with special needs specifically those with ASD need some sort of structure in their daily activities making gardening a perfect activity for them to relax, learn, and grow. Using horticultural therapy in your classroom may be a great asset for your children.  If space or funds are an issue for creating your gardening environment then try a small garden with pots in the classroom, be creative. If you are a special educator looking for a new and exciting method to use in your classroom, Etherington’s book is a great place to start.

References

Center for Disease and Control Prevention. (2012). Autism spectrum disorders [Data & Statistics]. Retrieved from www.cdc.gov/ncbddd/autism/data.html/

Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC : Algonquin Books of Chapel Hill.

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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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