We want to start this edition by discussing your feedback from our member survey. The feedback from our members was very positive, and we appreciated the time that many of you put into writing comments. As I stated, almost all of the feedback we received stressed how wonderful NASET is with providing updated information in special education. Furthermore, members also commented consistently on the high quality of materials presented. Finally, almost everyone who replied to the survey felt that he/she would renew in the future.

In the survey, we asked of you to tell us what we can do to enhance your membership in NASET. Although most respondents were very pleased with what NASET offers, there was one type of comment that appeared to come up more often than any others. This had to do with “providing practical information for the classroom and for working with parents.” Based on your feedback on this concept, the officers of NASET met to discuss what could be done to be sure that teachers would get the practical resources that they needed. After speaking to various special education teachers, we believe that we have come up with a very effective idea.

Beginning next week, and coming to you every two weeks thereafter, NASET will be sending out its newest publication, THE PRACTICAL TEACHER. The PRACTICAL TEACHER will cover areas that special educators are commonly facing in their every day teaching. Upcoming Practical Teacher Topics will include:

Bullying: What It Is & What Schools Can Do About It
Using Behavioral Contracts Effectively
How to Determine Measurable Annual Goals in an IEP
Parent-Teacher Conferences: 10 Effective Strategies to Ease Parent
Anxiety When Reporting Test Results

We hope that by providing this new component to you, that it meets the practical needs that you requested. We welcome suggestions for future editions of the Practical Teacher and invite members to send suggestions to us at: news@naset.org.

Moving forward, this month, look for our new Professional Development courses to be offered with our partnership with Lorman Education Services. You won’t believe how many different courses will be available, as well as the multitude of types of courses from which to choose.

On a sadder note, NASET wishes to extend its sincere condolences to the family and friends of Dana Reeve, who passed away on March 6 at the age of 44. Dana Reeve was the Chair of the Christopher Reeve Foundation (CRF) and founder of the Christopher and Dana Reeve Paralysis Resource Center. She was also one of the world’s best-known advocates for individuals with disabilities. All of us at NASET extend our deepest condolences and sympathy to Dana’s family and members of the Christopher Reeve Foundation.

As for this April 2006 edition of the Special Educator e-Journal, there’s numerous topics covered. Besides a great article on hazing from NASET member, Susan Lipkins, Ph.D, we have many content areas covered. As always, we hope that this edition meets your needs and keeps you current with everything happening in the field of special education. If you have any questions, comments or feedback that we can address, always be sure to write us at: specialeducator@naset.org.

Finally, we hope that the start of the spring has been a pleasurable one for you, and we wish those of you celebrating any upcoming religious holidays this month a very happy and healthy one.

Sincerely,

Dr. Roger Pierangelo & Dr. George Giuliani

Executive Directors

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Focus Topic of the Month

The 10 Questions You Should Ask About Hazing

By Susan Lipkins, Ph.D.
NASET Member

As a parent, I wonder why kids haze. I am sure that my children would not want to be hazed nor haze others, but who knows what happens in locker rooms, dorms or frat houses. Is hazing hazardous? Is it only in athletics or fraternities? What’s it all about?

This is a parent’s guide to understanding hazing. Though it is not “R” rated, it will include information that may be startling. All the information is important to know and share with your kids. The most important thing to understand about hazing is that like adolescents, it is unpredictable.

Defining Hazing:

There is no single definition of hazing. It generally refers to activities that are used as part of a tradition or initiation that cause individuals to be humiliated, demeaned, degraded, physically and psychologically stressed, or in any other way, harmed. Usually it is part of a process to be accepted by a group, but sometimes it is used to mark a special event, such as a birthday.

The first thing a parent can do is:

#1 Ask the school, college, and group (i.e. fraternity, athletic team, band, etc) about their hazing policy. Find out the definition, as well as the consequences should your child haze or be hazed. Inquire about your state’s hazing law.

A Note: What is the difference between Bullying and Hazing?
Bullies often operate alone or in small groups and choose victims who are vulnerable due to size, social status or age. Bullies want something; homework, lunch, or money from their victims, and bullying can start in preschool. Hazing is a group event that involves a tradition, and a hierarchy. The hazers have usually been hazed themselves, and see their actions as part of their right and duty, to pass on a tradition. The hazing is to prove one’s worthiness to be part of a group. Anyone can be a victim in a hazing. From my perspective they are not the same and the intervention strategies are not the same.

History of Hazing

You may be surprised to learn that hazing has been around for thousands of years. In the very earliest of initiation rites, there were hazing like events. At various times, such as in ancient Greece and Rome, hazing was integrated into society and hazings that were aggressive as well as sexual were part of various ceremonies. Hazing can be traced from ancient times, through the middle ages, and throughout the university system. Hazing is an equal opportunity phenomenon. Hazing exists in all kinds of groups, regardless of socioeconomic status, educational level, religious, racial or geographic boundaries.

#2 Ask about the history of hazing in your community or new setting. What incidents have been reported? What happened? What rumors about hazing have you heard? Some part of the rumor may be true!

A Note: If you were hazed or hazed others do not glorify this part of your own history.

Hazing is more intense than it was many years ago. Research shows that kids who have contact with adults who support hazing are more likely to be hazed. Hazing has become more aggressive and more sexualized in the past 15 years. Don’t assume that if you did it, your kids could/should do it.

What are the signs and symptoms of hazing?

There are traditional signs of hazing and many of us have seen them on television. For example, at the beginning of football, basketball and baseball, professional athletes dress up as women or in other ridiculous costumes. In high school and college sports, athletes shave their head and sometimes other body parts. Pictures of these kinds of activities have been discovered on the internet. Other typical hazing activities include:

Swirlies – putting one’s head in a toilet bowl while it is flushed
Ingesting food concoctions, such as live goldfish funneled with beer
Eating very spicy foods causing burns of the mouth, esophagus and stomach; and subsequent diarrhea and dehydration
Servitude-being a servant 24/7; meeting the immediate desires of a fraternity brother or sister; or senior member of a team.
Head game – being intimidated, threatened, degraded, demeaned and humiliated in order to break the person’s confidence and individuality; to make them be blindly obedient and identify with the group.

Symptoms are often hidden by the victim; and a cover story is the first part of hazing. Everyone is told ‘what to say” in case the hazing is discovered.
However, some symptoms include:

Instant friends and instant adjustment – being in a new environment means that most students need a period to adjust. However if your child has developed instant friends, and seems too comfortable, too soon, ask about groups that may have extended themselves and included him. Sometimes such groups begin as welcoming and end in hazing.
Exhaustion – sleep deprivation in the extreme
Lack of contact – communication with friends and family is discouraged
Change in weight and appearance – due to stress and activities some students will lose or gain weight; and their appearance may be altered.
Monetary issues – due to the costs of greek life, as well as the hazing rituals, students may be spending more money than usual
Decrease in academic performance – due to huge demands on the students’ time, they are not able to concentrate and maintain their grades.
Follow your gut- if your child seems different, then it is time to be nosy and ask a lot of questions. Though kids at this age want independence, they may also want help, guidance and support.

#3 Ask your kids about the basics: sleep, food and money. Ask if they need more of any, and try to help them if they do. “Being There” in a supportive way is vital!

Note: Keep in contact with your kids..

Reiterate your interest in maintaining contact with them, even though you recognize that they are growing up and need independence. If any of the above symptoms occur in the extreme, try to alleviate the stress. For example, if your child seems sleep deprived, insist they come home for a weekend and indulge them in food and sleep. If that is not possible, visit them and insist they stay in your hotel, and let them sleep and rest. This kind of time-out is accepted by fraternities and sororities and will help your child in immeasurable ways. You want to reinforce the concept that you are “there” for your child.

Who, What, Where, When and Why? Who hazes?

Anybody and everybody has the potential to be hazed, to watch others be hazed or to haze. Presidents of the United States, honor students, star athletes, church group leaders and others have been involved in hazing. Generally people who haze (perpetrators) are people who have high status and power within a group. They learned how to haze by being hazed themselves, when they were new to the group.

What does hazing include?

Hazings are usually based on a tradition and include a variety of activities that may range from mild to severe. Mild hazing includes asking new members to address the more senior members as “sir or ma’am.” It may include dressing in a costume, trading clothes with a homeless person, or wearing something that is humiliating. It often includes eating disgusting or very spicy foods. It may require drinking large quantities of water, milk, or alcohol. Hazing frequently involves strenuous calisthenics, memorizing trivial information, and acting as a servant. Paddling, branding, kidnapping and sleep deprivation, are part of some hazing rituals.
Where does hazing occur?

Hazing happens in high schools, colleges, the military and the workplace. The actual hazing activities often occur in the same place each year. For example, 30 year alumni can recall being hazed in the same dank basement as current pledges. Athletes are often hazed in locker rooms and on the team bus. The hazing ritual may dictate where it occurs.

When does hazing occur?

Each group has a different tradition, and therefore the time that hazing begins and ends differs from group to group. The height of hazing season for fraternities and sororities is the beginning of each semester. Hazing culminates in “hell week” which may be four to twelve weeks after the pledging process begins. Athletes usually haze at the beginning of the season.

Why does hazing occur?

There are many reasons that hazing occurs, here are a few possibilities:

To prove that a person is worthy of being in the group
To make the new person respect the older members of the group
To have the new person be blindly obedient to the leaders
To maintain the hierarchy (pecking order) and the status quo
To increase the bonding and comraderie of the group
To pass on a tradition
Please visit my website to read about the Perfect Story Theory of Hazardous Hazing, which explains how hazing skids out of control. www.insidehazing.com

#4 Ask the leaders of the group what the initiation process includes. Watch carefully for non-verbal cues to determine if they are being honest. What does your gut say? Ask about specifics, including the length of the initiation, the kinds of activities that are included, and who is held responsible for creating the initiation activities, and for controlling the events.

What is the Blueprint of Hazing?

The blueprint of hazing explains how hazing is learned. Essentially the new members, or victims, are hazed. The next season or semester, these same people, are bystanders, watching as others are hazed. When they achieve senior status, they are transformed into perpetrators who will do unto the new members what was done to them. The perpetrators feel that they have the right and duty to haze.

High school students stuff this blueprint into their backpacks and take it with them to college, the military and the workplace. The traditions are repeated, although often each group tweaks it a bit; adding a little more alcohol, a few more exercises and gradually it skids into the hazardous zone.

#5 Ask your kids what they know about hazing. Ask if they have been hazed or know anyone who has participated. If your child admits to some awareness of hazing, try to have them elaborate. It is not important to find out who did what to whom. It is more important to find out how your child has integrated the information or experience. How he feels about the whole issue is important. Keep the door open for future conversations about hazing.

What is the Code of Silence?

The code of silence is a natural event that seems to occur spontaneously in a group. Even preschool children seem to stop talking when the teacher asks “who did this?” Sometimes parents and teachers inadvertently support the code of silence when they say “don’t be a tattle-tale,” “it’s none of your business,” “don’t get involved.” The code of silence is the unwritten law that states that no one will tell an authority figure about an activity which might be unethical, illegal, immoral, or inappropriate The spoken and unspoken promise not to reveal information, not to indicate who has done something, is part of the code of silence. The “what goes on the locker room, stays in the locker room” mentality supports the code of silence.

#6 Ask your kids what they would do if they were hazed. Engage the entire family in a discussion about telling vs. not telling. Begin a conversation about all aspects of the code of silence. Check the news for a recent hazing and use that as an example.

For instance:
March 2006: “Teens Hospitalized In Hazing Paddling: (CBS) MONTEREY PARK, Calif. -Four teenagers were hospitalized Friday, two in intensive are, after receiving more than 400 swats with a plastic paddle in an apparent hazing incident, police said. It’s not known which schools or fraternities might have been involved and the alleged victims, who are 18 or 19 years old, are not cooperating with investigators. The students were sworn to whatever promise they made and are not telling police anything, he said. The teens suffered kidney failure and anemia after receiving 400 plastic paddle blows. A medical professional described the students as “black and blue from the waist down.”

How do you report a hazing?

There are many ways to report a hazing. For example, any individual who suspects that hazing is occurring can give the details to the appropriate authorities, anonymously or by revealing their identity. The more details provided the more likely that an investigation will occur and will lead to the end of hazing. Hazing can be reported to any hotline that accepts tips about violence. It can often be reported anonymously online (many schools and colleges have a site to report) and it can always be called into the campus security or local police.

#7 Ask the administration (college, teams, band, fraternity/sorority) about the systems to report hazing. What happens once a report is made. Is there a 24/7 emergency team to troubleshoot? Is there a medical amnesty program for those who help victims who need immediate medical assistance? What kind of training do students receive so they know when to call for help?

What is the second hazing?

The second hazing is the reaction that the community has to the victim and his supporters once the code of silence has been broken. Often the majority identify with the perpetrators and support them, maintaining the status quo. Even if the victim did not report his hazing, once the report has been made and the hazing discovered and stopped by authorities, the victim and the reporter may face ostracism. The community splits and tension exists. Many feel that the hazing is a proof of one’s strength and stamina; that is used to bond the group and that reporting it is a sign of weakness.

#8 Ask if there is are coordinated services to protect victims? What kind of programs provide psychological services to the victims, bystanders, perpetrators and the community at large. Ask if there are any programs to prevent the second hazing.

What is the role of the bystander?

The individual bystander as well as the group of bystanders can play a huge role before, during and after a hazing. Bystanders are like audiences in a play; without them hazings don’t often occur. The bystanders, as a group, can act as the designated driver. They can maintain some semblance of stability and judgment; reminding the perpetrators that their actions can have dire legal, moral and actual consequences. For example, the bystanders can remind the perpetrators that they might lose their fraternity chapter or athletic season, that they may end up in jail or court, and that victims might end up in the hospital. The bystander, needs to recognize his responsibility and his power.

#9 Ask each member of the family to recall being a bystander, and what
it felt like. Discuss the role of the bystander. Do you believe that people
should get involved or mind their own business? If so, when, where and how?

NOTE: Share the story of United Flight 93, that was hijacked by terrorists on 9/11.
The plane was supposed to crash into the Capitol of the United States, in Washington D.C. The passengers who were essentially bystanders, heard about the plans and organized themselves. They had no weapons and no training; but they fought back, overcame the terrorists and changed the course of history forever. They died as heroes. They empowered themselves. Consider how this story can help us all to be active bystanders, stepping up to the plate to change the traditions that include hazing.

What is an agent of change?

An agent of change is anyone who decides to help create a change in the system. A person who becomes committed to eradicating hazing from fraternities, sororities, athletic teams, student groups, the military and the workplace, is an agent of change. How does change occur? By word of mouth, by talking about hazing. By modeling behavior in which bystanders become active, reporting crisis and using their power to change the course of events. Agents of change ask questions, demand anti-hazing programs and policies, and become politically active.

#10 Margaret Mead, the founder of cultural anthropology once said: “Never doubt that a small group of thoughtful committed citizens can change the world…indeed it’s the only think that ever has.” Discuss this quote with your friends and family. Become a hazing activist and try to enlighten students, parents, teachers, coaches, administrators and lawmakers about hazing prevention.

About the Author

Susan Lipkins, Ph.D., a psychologist for over twenty years, maintains a private practice, where she specializes in children and adolescents. Lipkins began her career in anthropology, completing an independent study with Dr. Margaret Mead. On her way to a doctorate and post-doctorate work in psychology, Lipkins received a Master’s Degree in Special Education and Early Childhood Education. She has also been a college professor and school psychologist.

Dr. Lipkins has researched and interviewed those who haze and have been hazed. She has conducted surveys and workshops, and has analyzed the many facets of hazing. Dr. Lipkins answers the important questions about the psychology of hazing. She illustrates why hazing survives, how it is transmitted, and what you can do to stop it.

Dr. Lipkins has appeared on NBC’s Today Show and the YES Network, as well as on radio stations throughout the United States. In addition, she has been quoted and/or published in The Wall Street Journal, The New York Times, the New York Post, the New York Daily News, and numerous newspapers and internet sites throughout the world.

She invites readers to learn more about hazing at her web site: www.insidehazing.com.

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COMING SOON to NASET

New Professional Development Courses, Seminars, and Teleconferences

Coming Soon to NASET

The National Association of Special Education Teachers (NASET) announces a new venture with Lorman Education Services to promote the professional development of special education professionals throughout the world. This collaborative effort will now provide the highest quality, cutting-edge educational seminars, products and information through various forms of media. Many of these Professional Development Seminars can provide you with CEU credits.

This partnership will benefit all professionals in the field of special education. In addition to the benefits of professional development, membership in NASET provides discounted pricing for all purchases made through Lorman.
Lorman Education Services organized its first successful continuing education seminar for professionals in 1987. Since then, thousands of seminars have served professionals in the United States and internationally, keeping them current on the most pressing topics in a rapidly changing marketplace of ideas.

As a professional, the need for concise, accurate information is what you need. That understanding underlies each seminar, presenting the latest information on the laws and regulations critical to your profession.

The faculty for our professional development courses and training is among the leading professionals you respect in your area. We have taken the time to recruit professionals who work daily with the critical issues in your field. Moreover, each seminar receives our painstaking attention to be certain both the faculty and participants receive the individual attention necessary to achieve maximum benefit from the materials.

Coming Soon…So be looking for the launch announcement from NASET

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Special Education Across the Country

What’s Been Happening?

Brain Scans May Help Reveal Math Learning Disability
It appears our brains have a separate area used for counting, a finding that may help explain why some people struggle with arithmetic. Researchers in Britain and the United States say an area of the brain thought be involved in processing numbers actually has two separate functions: one for counting “how many” and the other for knowing “how much.” People with dyscalculia may have trouble mentally calculating how much change they should receive. People with dyscalculia often have trouble with mental math, such as making change or calculating sales tax, and abstract concepts such as keeping track of time. However, their language skills may be normal or above average.
http://www.cbc.ca/story/science/national/2006/03/06/dyscalculia-brain060306.html

Courts, Congress and Public Schools Less Trusted by People with Disabilities
U.S. adults with disabilities are less confident in the leaders of the courts, Congress, and public schools than those without disabilities according to a February 2006 survey by Harris Interactive made available to the National Organization on Disability (N.O.D.). People with disabilities and their non-disabled peers are equally confident in the leaders of other national institutions such as the White House, major corporations, and centers of higher education….. Confidence in America’s public school system also seems to be somewhat lower among adults with disabilities than those without. Adults with disabilities express “hardly any confidence” at a rate of 31%, versus only 23% of adults without disabilities. For more information
visit www.nod.org or contact N.O.D. at 202-293-5960

Response to Intervention
The IRIS Center, in collaboration with the Tennessee SIG, would like to announce the posting of the first in a series of new modules which provides information on the Response to Intervention approach (RTI). This approach, as outlined in IDEA 2004, is an alternative method of identifying students with learning disabilities (LD). The first module, “RTI (Part 1): An Overview,” compares the RTI approach and the currently used IQ-Achievement Discrepancy model for the identification of LD. It then explores in depth the RTI approach, specifically the Standard Treatment Protocol. We encourage you to join Mrs. Hernandez and her colleagues as they learn about the basic components of this approach by clicking on the following link: http://iris.peabody.vanderbilt.edu/rti/chalcycle.htm.

Accessibility and Microsoft PowerPoint (Factsheet)
This factsheet from the National Center on Disability and Access to Education describes two ways to increase the accessibility of a PowerPoint presentation: 1) improve the native accessibility of the original PowerPoint file; and 2) create an accessible HTML version in addition to or instead of the PowerPoint file. It also provides links to additional resources.
http://ncdae.org/tools/factsheets/powerpoint.cfm

ADA Accessibility Guidelines Side-by-Side Comparison with ADA Standards and the International Building Code (March 2006)
This document from the U.S. Access Board provides a comparison of the updated ADA Accessibility Guidelines, the original ADA Standards, and the International Building Code. The comparison is ordered according to the format and sequence of the ADA Accessibility Guidelines, which the Board published in the Federal Register on July 23, 2004.
http://www.access-board.gov/ada-aba/comparison/

College Planning for Students with Disabilities (Handbook)
This handbook from Project NETS at the University of Nebraska-Lincoln and the EducationQuest Foundation is for students with disabilities planning to attend postsecondary education institutions and their parents or guardians. Its sections include Know Your Disability, Academic and Career Planning, College Selection, College Funding, Requesting Services and Accommodations, and Legal Rights and Responsibilities. Available in PDF (19 pages, 1.7 MB).
http://www.answers4families.org/family/pdf/DisabilityHB.pdf

Customized Employment—Practical Solutions for Employment Success (Web Pages)
The Office of Disability Employment Policy (ODEP) of the U.S. Department of Labor established a Customized Employment initiative to build the capacity of workforce systems to serve all customers, including individuals with disabilities. This collection of Web pages from ODEP includes Customized Employment: A New Competitive Edge, Customized Employment: Principles and Indicators, Job Seeker Exploration, Creating a Blueprint for Job Development, and Negotiating with Employers.
http://www.dol.gov/odep/pubs/custom/

Summer Camps Issue of FCTD News & Notes (March 2006)–(Newsletter)
This issue of News & Notes, the Family Center on Technology & Disability’s newsletter, focuses on summer camps for students with disabilities. It features an interview with Ann Cathcart, founder of The Learning Camp, a camp for children with learning disabilities; resources, including articles, directories/guides, fact sheets, and Web sites; and information on specific camps.
http://www.fctd.info/resources/newsletters/

The Silent Epidemic: Perspectives of High School Dropouts (March 2006)-(Report)
This report sheds light on why students drop out of high school and points to programs and strategies that might keep them in school and bring dropouts back to school. By Civic Enterprises in association with Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation. Available in PDF (44 pages, 1.1 MB).
http://www.civicenterprises.net/pdfs/thesilentepidemic3-06.pdf

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Calls to Participate

New Professional Journal Seeks Articles in Special Education

The Journal of the American Academy of Special Education Professionals (JAASEP) is a new online journal committed to advancing the professional development of special education professionals throughout the United States. JAASEP seeks new contributions based on original work of practitioners and researchers with a specific focus on or implications for the field of special education. For more information: Click Here

Contribute Comments on the Proposed Research Priorities of the U.S. Children’s Bureau
The Children’s Bureau of the U.S. Department of Health and Human Services has published its research priorities for fiscal years 2006-2008 and is seeking public comment. The research priorities will help guide funding. As mandated by the Child Abuse Prevention and Treatment Act, the proposed research priorities cover topics including the causes, prevention, assessment, identification, treatment, cultural and socioeconomic distinctions, and consequences of child abuse and neglect. Deadline to submit comments: April 4, 2006. http://tinyurl.com/m4ryq

Nominate a Teacher for the U.S. Department of Education’s American Stars of Teaching Program
The American Stars of Teaching Program recognizes and honors teachers who have a track record of improving student achievement, using innovative instructional strategies, and making a difference in the lives of their students. These teachers will be highlighted as representatives of the thousands of teachers who are making a difference in the classroom. Teachers of all grades and disciplines can be nominated. Nomination deadline: April 15, 2006. https://www.t2tweb.us/AmStar/About.asp

Secondary Special Educators, Transition Specialists, Agency Personnel: Take the GWU Transition Services Certificate Program Online Survey
The Department of Teacher Preparation and Special Education at The George Washington University plans to implement a Transition Certificate Program beginning in fall 2006. They would like transition professionals to complete this online survey to help them justify the need for this program and shape its content.
https://www.gwu.edu/~survey/index.cfm?SURVEY_ID=5743

Teachers: Apply to the New Leaders’ Workshop of the National SEED (Seeking Educational Equity and Diversity) Project on Inclusive Curriculum
For the past 20 years, the National SEED Project on Inclusive Curriculum, a staff-development equity project for educators, has established teacher-led faculty development seminars in public and private schools throughout the U.S. and in English-speaking international schools. A week-long SEED New Leaders’ Workshop prepares school teachers to hold year-long reading groups with other teachers to discuss making school climates and curricula more gender-fair and multiculturally equitable. This year’s New Leaders’ Workshop will be held July 13-20, 2006 in San Anselmo, California. Application deadline: April 15, 2006. http://www.wcwonline.org/seed/training.html

Secondary Special Education Professionals:Apply to University of Kansas Ph.D. Program in Secondary Special Education and Transition Leadership
The Department of Special Education at the University of Kansas is recruiting students for a new doctoral program in Secondary Special Education and Transition. Up to five students will be supported with scholarships. Persons with disabilities and persons of color are encouraged to apply. Flier available in PDF (1 page, 357 KB). Application deadline for Fall 2006: May 15, 2006.
http://raven.cc.ku.edu/~tcacs/new/files/KU-SETflyer.pdf

Submit a Presentation Proposal for 2006 TASH Conference: Living the Vision Together: Today, Tomorrow, and Beyond
TASH, an organization which supports equity, opportunity, and inclusion for people with disabilities, is soliciting proposals for presentations for its 2006 annual conference, to be held November 8-11, 2006 in Baltimore. Proposals should address how policy, research, and practice converge to produce the full inclusion and active participation of individuals with disabilities in school, community, and employment settings. Proposal submission deadline: April 15, 2006.
http://www.tash.org/2006tash/

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Update from the National Dissemination Center for Children with Disabilities

Greetings from NICHCY, the National Dissemination Center for Children with Disabilities! We contact you today with special news.

We are very pleased to announce the launching of our new Research Center, designed to connect you with the research evidence on a wide range of educational practices. Come visit! The Research Center is located at: http://research.nichcy.org

While you’re there, try out the brand-new Research-to-Practice database, where studies are placed in context and practical examples of the research in action are given. And please do come back for more, more, more, because this collection of summaries and analyses will be growing all the time. So that you won’t miss a thing, you can even sign up to be notified when new research analyses are added!

Best regards,
All of us at NICHCY

NICHCY
P.O. Box 1492
Washington, DC 20013
1.800.695.0285 (V/TTY)
nichcy@aed.org
www.nichcy.org

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Report from the National Center on Secondary Education and Transition (NCSET)

Alternate Assessments Measured Against Grade-level Achievement Standards: The Massachusetts “Competency Portfolio”
This report from the National Center on Educational Outcomes describes the alternate assessments taken by some students with disabilities to demonstrate performance on the same achievement standards as the general state grade-level assessments. Massachusetts has developed an alternate assessment of grade-level achievement standards consisting of a structured portfolio of student work (known as a “Competency Portfolio”) collected over a period of time and reviewed by experts in the content area. The Portfolio is used for school accountability in grades 3-8 and to meet the graduation standard in grade 10.
http://education.umn.edu/nceo/OnlinePubs/Synthesis59.html

ELL Parent Perceptions on Instructional Strategies for their Children with Disabilities
This report from the National Center on Educational Outcomes describes a study that examined how parents whose first language was not English reviewed and commented on the reading instruction of teachers working with English Language Learners (ELLs) with disabilities. The study’s methodology explains the researchers’ procedures and shows how those procedures can help parents examine classroom activity and inform instructional practice.
http://www.education.umn.edu/nceo/OnlinePubs/ELLsDisReport12.html

Accessible Design of Distance Learning
This Web page from The National Center on Accessible Distance Learning (AccessDL) provides links to resources on making Web-based distance learning courses accessible to students and instructors with disabilities, including discussion lists, accessibility indicators, publications, streaming video presentations, trainings, resource centers, promising practices, course management software, Web editors, and research.
http://www.washington.edu/doit/Resources/accessdl.html

Disability E-Workshop (Online Workshop)
This e-workshop offered by the Iowa Division of Persons with Disabilities helps users become more comfortable around people with disabilities and incorporate them into their businesses, agencies, or organizations. It includes units on the ADA, the Air Carrier Access Act, disability etiquette, appropriate terminology, relating to people with disabilities, effective communication, and practical applications.
http://www.state.ia.us/government/dhr/pd/eworkshop/

Fast Facts for Faculty (Briefs)
The Fast Facts for Faculty information briefs from the ADA Coordinator’s Office at the Ohio State University are designed to help college and university instructors improve the climate and quality of education for students with disabilities. Brief topics include coordinating internships for students with disabilities; guided notes; guidelines for creating accessible Web content; Frequently Asked Questions; rights and responsibilities; sign language interpreting in the classroom; syllabus disability statements; teaching students with invisible disabilities, medical/mobility impairments, and sensory impairments; universal design for learning; and writing in the university.
http://ada.osu.edu/resources/fastfacts/

Helping Youth Succeed Through Out-of-School Time Programs
This report from the American Youth Policy Forum reviews current research on out-of-school time (OST) programs, especially with regard to their effectiveness; explores the range of OST programs and activities employed by the various youth-serving sectors; considers the untapped potential of OST programs to meet the academic enhancement, career and college preparation, leadership development, civic engagement, and other needs of youth; and provides policy guidance on how to support and sustain quality OST programs as part of a system of supports for older youth. Available in PDF (60 pages, 2.4 MB).
http://www.aypf.org/premium-publications/HelpingYouthOST2006.pdf

State Vocational-Technical Education (U.S. Department of Education)
This Web page from the U.S. Department of Education’s Education Resource Organizations Directory gives contact information for state offices of vocational-technical education.
http://bcol02.ed.gov/Programs/EROD/org_list.cfm?category_cd=VTE

Choices in Transition: A Model for Career Development
This Information Brief describes the Choices in Transition program for low-income ethnic minority youth with disabilities in Chicago. The program supports these youth in the process of transition in order to improve their educational and vocational success and increase their self-determination. Recommendations for improving the transition outcomes of youth with disabilities are included.
http://www.ncset.org/premium-publications/viewdesc.asp?id=2842

Preparing for Employment: On the Home Front
This Parent Brief describes ways in which youth and families can help youth effectively explore work-based learning outside of school settings.
http://www.ncset.org/premium-publications/viewdesc.asp?id=2844

Youth Leadership Forums—Providing Leadership Development Opportunities for Youth with Disabilities
This Information Brief outlines findings of youth development research, describes the components and benefits of Youth Leadership Forums (YLFs), and introduces the Iowa and Kansas YLFs.
http://www.ncset.org/premium-publications/viewdesc.asp?id=2845

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Funding Forecast, Grants, Awards, and Scholarships

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2006
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 2006 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.
http://www.ed.gov/fund/grant/find/edlite-forecast.html

FY 2006 Discretionary Grant Application Packages
This site, from the Department of Education, provides information on grant competitions that are currently open.
http://www.ed.gov/fund/grant/apply/grantapps/

College Scholarships for Individuals with Parents with Disabilities
Through the Looking Glass: The National Resource Center for Parents with Disabilities, a non-profit organization providing research, training, and services for families in which a child, parent, or grandparent has a disability, announces the 2006 College Scholarship Fund for graduating high school seniors who have parents with disabilities. Eligible applicants must have grown up with at least one parent with a disability, demonstrate academic and personal achievement, and be a high school graduate or graduating senior by Summer 2006. Up to ten $1,000 awards will be given. Application deadline: May 1, 2006. http://lookingglass.org/scholarships/index.php

Books for Children
The Libri Foundation’s Books for Children program donates new, quality, hardcover children’s books to small, rural, public libraries across the country. Libraries should have a limited operating budget and an active children’s department. A library can receive up to $1,050 worth of new, quality, hardcover children’s books through the program. The local librarian selects the books the library will receive from the Foundation’s 700-title booklist. Application deadline: April 15, 2006.
http://www.librifoundation.org/

Gloria Barron Prize for Young Heroes
The Gloria Barron Prize for Young Heroes seeks nominations for its 2006 awards to honor youth ages 8-18 who have shown leadership and courage in public service to people and our planet. Ten national winners will each receive $2,000 to support their service work or higher education. Nomination deadline: April 30, 2006.
http://www.barronprize.org/

ING Unsung Heroes Awards: Funds for Inspirational K-12 Teachers
ING Financial Services provides funds for K-12 teachers through its Unsung Heroes Awards. The awards are given to K-12 educators (teachers, principals, paraprofessionals, or classified staff members) at accredited public or private schools with creative and innovative projects they have initiated or would like to pursue. 100 finalists will receive $2,000 awards. Of these 100 finalists, 3 will be selected for additional awards: $25,000 for first place; $10,000 for second place; and $5,000 for third place. Application deadline: May 1, 2006.
http://tinyurl.com/m5o4p

Butler-Cooley Excellence in Teaching Awards
The Turnaround Management Association (TMA) is now accepting nominations for the 2006 Butler-Cooley Excellence in Teaching Awards. These Awards honor primary- and secondary-level education professionals who have changed students’ lives and the communities in which they live. Winners receive $5,000 cash and travel and lodging expenses to the TMA Annual Convention in Orlando, FL, October 11-14, 2006. Entry deadline: May 1, 2006.
http://www.turnaround.org/about/awards.asp

Inspired Education Award
PLATO Learning and the Association of Latino Administrators and Superintendents sponsor the Inspired Education Award, designed to increase student achievement and technology literacy at a high-need school (with at least 70% of students eligible for free and reduced lunch). The award program will grant one school west of the Mississippi River a complete educational technology program, including hardware, software, and support. Application deadline: March 31, 2006.
http://www.plato.com/community/inspired_ed_award.asp

All-USA Teacher Team
USA TODAY is accepting nominations for the 2006 All-USA Teacher Team, a recognition program for outstanding K-12 teachers and instructional teams. Anyone can nominate individuals and instructional teams; nominees must complete a form explaining how they achieve their success. Maximum Award: $2500—$500 for each teacher and the remainder for the school to use as designated by the teacher(s). Application deadline: April 29, 2006.
http://www.usatoday.com/news/education/2005-09-23-teacher-about_x.htm

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Update from the U.S. Department of Education

Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools
A useful online resource for school districts and parents about how the reauthorized Individuals with Disabilities Education Act (IDEA) provides for students with disabilities enrolled by their parents in private elementary schools and secondary schools is now available on the Department’s Web site. Titled Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools, this resource was developed in response to queries from state officials, elected representatives and parents since a change to IDEA became effective on July 1, 2005. This resource is posted to the IDEA 2004 Resources Web page at:
http://www.ed.gov/policy/speced/guid/idea/idea2004.html

The statutory revisions to the IDEA in 2004 significantly changed the obligation of states and local education agencies (LEAs) to children with disabilities enrolled by their parents in private elementary and secondary schools. While previously it was the sponsibility of the LEAs in which the parents resided to conduct child find and provide equitable services to these students, that responsibility has now shifted to the LEAs in which the private schools are located.

Nominations for Teaching Awards Being Accepted
The U.S. Department of Education s Teacher-to-Teacher Initiative is accepting nominations for the 2006 American Stars of Teaching program until April 15. Parents, students, colleagues, school administrators and others can nominate an exemplary teacher who they believe has the qualities to be an American Star of Teaching. We are seeking nominations of teachers across the United States who are improving student achievement, using innovative strategies in the classroom and making a difference in the lives of their students. Teachers across all grade levels and disciplines will be honored as 2006 American Stars of Teaching this fall. To nominate a teacher, go to: http://www.ed.gov/teachers/how/tools/initiative/index.html.

The U.S. Department of Education received more than 2,000 nominations for the 2005 school year. A list of past years’ honorees can be found at: http://www.ed.gov/teachers/how/tools/initiative/american-stars-teachers.html.

Teacher-to-Teacher Initiative to Announce Summer Workshops Soon; 32 Courses Now Online
Due to positive feedback and high demand, the Department of Education’s Teacher-to-Teacher Initiative will be offering more opportunities for teachers than ever before. The initiative will be announcing dates of summer workshops across the country soon. The best way to stay updated of all our plans is through these electronic updates. Encourage your colleagues to subscribe.

In the meantime, 32 video courses from our workshops are available online and free of charge through our e-Learning Web site. Additional sessions will be filmed and added throughout the year. These sessions will increase teachers’ content knowledge and teaching skills for improving student achievement in reading, mathematics, science and history, and may be counted toward professional development through your district or state. For more information, visit: http://www.paec.org/teacher2teacher/.

News Shows: At-Risk Youths, Great Leaders
The March edition of Education News Parents Can Use, the U.S. Department of Education’s monthly television program, focused on Helping America’s Youth, a national initiative led by First Lady Laura Bush that encourages youths to take action in three key areas: family, school and community. The show featured best practices in positive youth development and tips for parents on keeping children safe and on the right track.

In April, the broadcast will showcase exceptional teachers and principals and examine the ways in which innovative routes to teaching, school leadership and compensation systems impact student achievement. The show will also explore recent Department efforts to expand the number of highly qualified teachers—especially in critical foreign languages, math and science—along with tips to assist parents in identifying effective teachers and principals. Each month, Education News Parents Can Use showcases: schools from across the country; conversations with school officials, parents and education experts; and advice and free resources for parents. To learn about viewing options, including live and archived webcasts, visit www.ed.gov/news/av/video/edtv/index.html or call toll-free (800) USA-LEARN.

Miscellaneous
ExpectMore.gov is now online to provide easy-to-understand assessments of Federal programs. ExpectMore.gov is a comprehensive website including assessment summaries about nearly 800 Federal programs. Each summary provides a program overview, key findings, and follow-up steps agencies are taking to address those findings and improve program performance.

The nation’s first peer-reviewed journal focusing on public and private school choice, the Journal of School Choice, will soon be available in print and online. The Journal was developed as a vehicle for presenting research, policy, and resources related to school choice. Presently the Journal is seeking manuscripts for publication related to diversity, academic achievement, and the economics of school choice. Contact Dr. Judith Stein (stein@nova.edu) or Dr. Steve Rollin (rollin@mail.coe.fsu.edu) for information.

ED Review
ED Review is a bi-weekly update on U.S. Department of Education activities.
http://www.ed.gov/news/newsletters/edreview/index.html

Teacher Updates
Teacher Updates is the monthly e-newsletter from the U.S. Department of Education’s Teacher to Teacher Initiative. It provides information about workshops, institutes, programs, awards, legislation, and more.
http://www.ed.gov/teachers/how/tools/initiative/updates/index.html

Update from the National Collaborative on Workforce and Disability for Youth (NCWD/Youth)

New Publication on Professional Development Available
NCWD/Youth has posted a new information brief, The Workforce Development System & the Professional Development of Youth Service Practitioners: Why Professional Development? on its website at http://www.ncwd-youth.info/resources_&_Publications/information_Briefs/issue19.html.

This information brief identifies the benefits to the workforce development system, youth, and the community gained through the professional development of youth service practitioners. In addition, a five-step plan for policymakers interested in supporting the professional development of youth service practitioners in their local areas is provided which focuses on the following :

Step 1: Building Consensus.
Step 2: Setting Requirements
Step 3: Maximizing & Blending Funding Streams
Step 4: Requiring Professional Development Goals in Request for Proposals (RFPs) Across Systems
Step 5: Providing Opportunities and Funding for Training

The information brief is part of the NCWD/Youth’s Knowledge, Skills, and Abilities (KSA) Initiative, which is looking at what practitioners from across the youth development, education, and workforce development fields need to know to work effectively together on behalf of youth. The KSAs are the knowledge, skills, and abilities, practitioners need to work successfully with all youth in the workforce development arena. The KSAs are organized into ten competency areas which were derived from a review of over 70 initiatives from the fields of youth development, workforce development, education, and disabilities. More information on the KSAs can be found at http://www.ncwd-youth.info/resources_&_Publications/hot_Topics/KSA

NCLD-YOUTH Website Launched
The National Consortium on Leadership and Disability for Youth (NCLD-Youth) has launched its website at http://www.ncld-youth.info . NCLD-Youth is a youth-led resource, information, and training center for youth and emerging leaders with developmental disabilities, housed at the Institute for Educational Leadership and funded by the Administration on Developmental Disabilities. The project is led by the next generation of young leaders with disabilities for the next generation of young leaders with disabilities– taking a positive development approach to working with the next generation of disability community leaders, and developing materials to better prepare them for the transition to adulthood, and leadership. The website can be found at http://www.ncld-youth.info .

ODEP Redesigns Website
The Office of Disability Employment Policy (ODEP) in the U.S. Department of Labor has redesigned its website to better reflect the policy nature of its mission. The website can be found at http://www.dol.gov/odep . ODEP provides national leadership by developing and influencing disability-related employment policy and practice affecting the employment of people with disabilities.

MENTOR to Hold First National “Mentoring Spotlight” Award
The Child, Adolescent and Family Branch, Substance Abuse and Mental Health Services Administration (SAMSHA) in the U.S. Department of Health and Human Services has a new website at http://www.systemsofcare.samhsa.gov . The website provides information about the mental health of children, youth and families.

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Update from the National Collaborative on Workforce and Disability for Youth (NCWD/Youth)

New Publication on Professional Development Available
NCWD/Youth has posted a new information brief, The Workforce Development System & the Professional Development of Youth Service Practitioners: Why Professional Development? on its website at http://www.ncwd-youth.info/resources_&_Publications/information_Briefs/issue19.html.

Step 1: Building Consensus.
Step 2: Setting Requirements
Step 3: Maximizing & Blending Funding Streams
Step 4: Requiring Professional Development Goals in Request for Proposals (RFPs) Across Systems
Step 5: Providing Opportunities and Funding for Training

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Upcoming Conferences and Events

April, 2006

Health Care 2006
Date: April 1-2, 2006
Location: Loew’s Vanderbilt Hotel, Nashville, Tennessee
Abstract: Topics include: adult dysphagia, autism in children, pediatric orofacial anomalies, childhood apraxia, aphasia in adults, trachs and vents.
Website: http://www.asha.org/about/events/hcare-conf/

Constructing the Future, Challenging the Past: Excellence in Learning, Teaching, and Leadership
Conference
Date: April 1, 2006 – April 3, 2006
Location: Chicago, IL

Click Here for more information
Abstract: Participants in the Association for Supervision and Curriculum Development’s annual conference will have the opportunity to become actively engaged with the progress of education. The conference will be organized around three strands: learning and teaching, leadership and organizational development, and policy and advocacy. Educators, including superintendents, supervisors, principals, teachers, professors of education, and school board members are encouraged to attend.

2006 Effective Strategies Institute: Alternative Programs for Everyone: Pathways for Success
Institute
Date: April 2, 2006 – April 4, 2006
Location: Des Moines, IA
Website:http://www.dropoutprevention.org/NDPC-SD/calendar/
Abstract: This Institute will feature keynote speakers Dr. Crystal Kuykendall, Dr. Robert Barr, Dr. William Parrett, and Ms. Deadre Stanton. The event is sponsored by the National Dropout Prevention Center/Network, the Iowa Association of Alternative Education, the Iowa and Minnesota Departments of Education, and the Midwest Equity Assistance Center.

MN Summit: A Multi-Disciplinary Early Hearing Detection and Intervention (EHDI) Conference
Date: April 3-4, 2006
Location: Minneapolis Convention Center, Minneapolis, Minn.
Abstract: Hearing loss is the most common congenital disability in newborns. Newborn hearing screening and early hearing detection and intervention programs are important. The Minnesota Summit will examine hearing screening and intervention strategies including successes and opportunities to advance our existing programs and highlight services available to newborns identified with hearing loss. The goal of the Minnesota Summit is to create an organized and systematic approach to move early hearing detection and intervention forward – beyond screening and into intervening.
Contact: For more information about the Minnesota Summit, including opportunities for sponsorship, please contact Molly Crawford, MDH Health Educator and Conference Coordinator, at 651-215-1315 or by e-mail at: MNSummit@health.state.mn.us. Register at:Click Here

PEPNet 2006: Roots & Wings
Conference
Date: April 5, 2006 – April 8, 2006
Location: Louisville, KY
Website:http://www.pepnet.org/confer_biennial.asp
Abstract: The Postsecondary Education Programs Network (PEPNet)’s biennial conference is sponsored by the Regional Centers on Postsecondary Education for Individuals who are Deaf and Hard of Hearing, funded by the Office of Special Education & Rehabilitative Services, U.S. Department of Education. Administrators; counselors; interpreters; tutors; faculty members from disability services, student development, developmental studies and college-level courses; secondary educators; and adult service providers from rehabilitation agencies and centers for independent living should attend. Topics may include best practices in service provision, networking, shifting professional roles, technology, changing demographics, legislative changes and impacts, creative funding approaches, support services, and career planning and job placement.

CEC Annual Convention & Expo.
Date: April 5-9, 2006
Location: Salt Lake City, UT.
Contact: CEC
1110 N Glebe Rd, Suite 300, Arlington, VA 22201-5704
888/232-7733
conteduc@cec.sped.org.

63rd Annual Meeting of the American Cleft Palate-Craniofacial Association
Date: April 5-8, 2006
Location: Vancouver, BC, Canada
Abstract: Program Chair Kathleen A. Kapp-Simon, PhD and her Program Committee have developed the 2006 Scientific Program featuring general and concurrent specialty sessions, poster sessions, panel presentations, exhibits, and short courses.
For more Information: Registration materials for ACPA annual meetings are available in January of the meeting year.
Visit: http://www.acpa-cpf.org/educMeetings/

Education Research in the Public Interest: AERA 2006 Annual Meeting
Date: April 7-11, 2006
Location: San Francisco, CA
Hosted by: the American Educational Research Association (AERA).
Find out more at:www.aera.net/annualmeeting/?id=282

National School Board Association (NSBA) Technology and Learning Conference
Date: April 8-11, 2006
Location: Chicago, IL
Hosted by: the National School Board Association.
Find out more at:www.nsba.org/conference/

Employment First: The Road to Recovery
Conference
Date: April 10, 2006 – April 11, 2006
Location: East Elmhurst, NY
Website:http://www.apse.org/
Abstract: This conference brings leaders in psychiatric rehabilitation and practitioners in employment services together to positively impact the future of persons with mental illness. It features sessions on best practices in supported employment, outcomes and process monitoring, up-to-date research reports and evidence-based practices, and skills training sessions. Sponsored by APSE: The Network on Employment.

National ADA Symposium and Expo
Conference
Date: April 10, 2006 – April 12, 2006
Location: St. Louis, MO
Website: http://www.adasymposium.org/
Abstract: The National ADA Symposium a comprehensive conference on the Americans with Disabilities Act and related disability laws. The event offers a wide range of sessions and training by nationally recognized presenters from the agencies involved with the ADA, including the U.S. Department of Justice, the Equal Employment Opportunities Commission, the U.S. Access Board, the U.S. Department of Labor, and the U.S. Department of Education. Sponsored by the Network of ADA and IT Centers.

Providing Employment Supports for Individuals with Psychiatric Disabilities
Date: April 11, 2006, 2:00 PM – 2:45 PM (Eastern)
Location: Webcast
Abstract: The President’s New Freedom Commission on Mental Health endorses evidence-based supported employment as a way to assist people with serious mental illness lead productive work lives. This Webcast from Worksupport.com will focus on individualized job supports and ways to develop the employer relationship. Registration is required and a registration fee does apply.
Website:http://www.worksupport.com/training/webcastDetails.cfm/52

The Educating Every Child Institute
Date: April 11-13, 2006
Location: Town and Country Resort San Diego, CA
Abstract: Every year NNAFT PC sponsors the Educating Every Child Institute, which is designed to meet the needs of Native Children in Special Education. This is a three-day event for families who have a child with a disability, Community Friends, Parent Advocates, and all professionals who serve children with disabilities. This Institute provides full-day in-depth culturally responsive workshops. The learning strands are presented by national experts.
Contact: For more information call the NNAFT 1-877-205-7501,
Website:http://www.nativefamilynetwork.com/events.html

Multiple Perspectives on Access, Inclusion, and Disability Conference: Personal Perspectives & Social Impact: The Stories We Tell
Conference
Date: April 17, 2006 – April 18, 2006
Location: Columbus, OH
Website:http://ada.osu.edu/conferences/2006program.htm
Abstract: The goal of the sixth annual Multiple Perspectives on Access, Inclusion, and Disability conference is to encourage presenters and participants to reflect on how personal experiences create and transform social, cultural, and legal realities through a look into what the psychologist Theodore Sarbin referred to as “the storied nature of human conduct.” Presented by the ADA Coordinator’s Office of The Ohio State University.

Understanding Individuals with Asperger’s Syndrome or High Functioning Autism
Date: April 21, 2006
Location: The Huntington Hilton, Melville, NY
Abstract: Students diagnosed with Asperger’s Syndrome or high functioning autism have complex profiles and needs. School personnel, first responders and family members need to understand the assets and needs of these individuals in order to work with them effectively. This seminar is designed to provide ideas, strategies, models and interventions that will lay the groundwork for integrated, comprehensive, proactive services that will maximize the potential of individuals with Asperger’s Syndrome or high functioning autism.
Website:www.lorman.com, Phone: (866) 352-9539,
Email:customerservice@lorman.com

2nd Annual Children’s Liver Disease Conference
Date: Sunday, April 23, 2006, 11:00AM to 3:00PM
Location: Crowne Plaza Hotel, Foster, CA
Abstract: See website for Conference schedule and objectives
Contact: For more information, please contact Devi Vat-Ho at 415-248-1060 x14 or dvat-ho@liverfoundation.org Website: Click Here

2006 United Cerebral Palsy Annual Conference
Date: April 27-29
Location: Little Rock, Arkansas
Abstract: You are invited to attend our conference and be part of 3 days of high-level interactions with professionals from the disability community and from the UCP nationwide network of affiliates, including families and people with disabilities, volunteers, executive directors, board members, as well as program staff.

For more information, please contact: Terrie King tking@usp.org at 800-872-5827.
UCP National Site
1660 L Street NW
Suite 700
Washington, DC 20036
Phone: (800) 872-5827/(202) 776-0406 TTY: (202) 973-7197
Fax: (202) 776-0414

AOTA’s 86th Annual Conference & Expo
Date: April 27-30, 2006
Location: Charlotte, North Carolina
Abstract: The American Occupational Therapy Association (AOTA) is the nationally recognized professional association of approximately 35,000 occupational therapists, occupational therapy assistants, and students of occupational therapy. More details as they become available.
Information and details to be available in early 2006

4th Annual Crisis Centers Conference
Date: April 28th – May 1st, 2006
Location: Grand Hyatt, Seattle, WA
Abstract: This year, the Crisis Centers Conference will begin on Friday, April 28th, with a session with John Draper regarding updates on the national hotline funded by SAMHSA, followed by a workshop on lethality assessment by Drs. John Kalafat and Shawn Shea. The afternoon will feature a special sharing session designed to help participants meet each other, exchange ideas, and foster a sense of community. Saturday and Sunday mornings will begin with the AAS plenary session followed by concurrent workshops and presentations. Crisis Centers Conference registrants are also welcome to attend the Annual Conference breakout sessions on any given afternoon.
Email:info@suicidology.org, Phone: 202-237-2280

18th Annual Healing After Suicide Conference Co-sponsored by AAS and SPAN USA
Date: April 29, 2006
Location: Grand Hyatt, Seattle, WA
Abstract: The AAS/SPAN USA Healing After Suicide Conference: “In the Spirit of Hope” will begin Friday evening on April 28th with a reception, and continue all day on Saturday, April 29th. Saturday’s program includes a plenary panel and sharing sessions in the morning, a luncheon, and concurrent workshops and healing ceremony in the afternoon. Registrants are welcome to sign up for Saturday’s Annual Conference activities as well. Designed for survivors, survivor support group leaders, and caregivers, the purpose of the Healing Conference is to:

Provide survivors with educational tools and resources to help deal with their personal grief.
Assist mental health providers and other caregivers in understanding the unique grief and needs of survivors.
Provide assistance to leaders of existing support groups and to participants who want to establish

Email:info@suicidology.org, Phone: 202-237-2280

2006 Pediatric Academy Society Annual Meeting
Date: April 29–May 2, 2006
Location: Moscone West Convention Center & San Francisco Marriott
San Francisco, Calif.
Abstract: The Pediatric Academic Societies (PAS) invite you to exhibit at the 2006 PAS Annual Meeting to be held in San Francisco, CA, April 29-May 2. The PAS Annual Meeting is the largest, most prestigious meeting dedicated to pediatric research and education in the world and brings together physicians with expertise in all areas of pediatrics.
Contact: Marisa Goldberg: mgoldberg@aap.org, Katie Roski: kroski@aap.org, Telephone: 847-434-4321,
Website:www.pas-meeting.org

MACMH’s 2006 Child & Adolescent Mental Health Conference
Date: April 30- May 2, 2006
Location: Duluth Entertainment Convention Center, Duluth, Minnesota
Abstract: A statewide conference designed to give parents, caregivers, and professionals a forum to share new information, state-of-the-art techniques, and strategies that have been proven to be successful when working with children who have mental health needs and their families.
Contact: Minnesota Association for Children’s Mental Health
              165 Western Avenue North, Suite 2
              Saint Paul, MN 55102-4613
Website:            http://macmh.org/programs_services/education/conference/conference.php

Reading Research 2006 and 51st Annual IRA Convention
Date: April 29-May 4, 2006.
Location: Chicago, IL
Hosted by: the International Reading Association.
Find out more at:
www.reading.org/association/meetings/research.html (Reading Research)
www.reading.org/association/meetings/annual.html (Annual Convention)

May, 2006

YAI/NIPD 27th Annual International Conference on Developmental and Learning Disabilities
Date: May 1st – May 5th, 2006
Location: Crowne Plaza Manhattan Hotel, NYC
Abstract: Featured topics include: Advocacy/Self-Determination, Management/Supervisory, Aging, Media/Public Relations, Autism/Asperger’s Syndrome, Profound MR/DD, Clinical Issues & Practices, Psychopharmacology, Day Services, Quality of Life, Dual Diagnosis, Residential Services, Early Childhood, Sexuality, Employment Training, Special Education, Family Supports, Staff Training, Health Care/Medical, Technology, Inclusion, Transitions, Learning Disabilities, Traumatic Brain Injury (TBI), Legal, Ethical & Policy IssuesWomen’s Issues, Life Planning, Workforce,
Website:http://www.yai.org/pid.cfm?conf=8&content=1

The U.S. Equal Employment Opportunity Commission on Job Accommodation Issues
Teleconference Call
Date: May 2, 2006 – 2:00 PM – 3:00 PM (Eastern)
Website: http://www.jan.wvu.edu/teleconf/Events/2006/EEOC_on_Job_Accom.htm
Abstract: This teleconference will provide an update from the Job Accommodation Network (JAN) and the U.S. Equal Employment Opportunity Commission (EEOC) on the most common Americans with Disabilities Act questions being asked by employers. The speakers will also provide legal and practical answers to participants’ pre-submitted questions. Medical exams/inquiries, safety, direct threat, and other tough accommodation issues will be addressed. Presenters will include Sharon Rennert, Attorney Advisor, EEOC; and Linda Batiste, JAN Consultant. Registration is required and a registration fee does apply. Sponsored by JAN.

AAMR Annual Meeting
2006 Annual Meeting
Date: May 2-5, 2006
Location: Montreal, Quebec, Canada
Abstract: AAMR in conjunction with Region X and its Network partners (IASSID, WHO/PAHO, INCLUSION INTERNATIONAL…) are proud to announce the International Alliance for Social Inclusion Summit that is scheduled for May 2-5, 2006!
Visit:http://www.aamrqc.org/cgi-cs/cs.waframe.index?lang=2

International Alliance for Social Inclusion Summit
Dates: May 2-6, 2006
Location: Fairmount Queen Elizabeth Hotel Montreal, Quebec Canada
Sponsor: Quebec Chapter of the American Association of Mental Retardation (AAMR)
Contact: International Summit for an Alliance for Social Inclusion
8000 Notre-Dame St.
Lachine, (Quebec) Canada H8R 1H2
(514) 364-2285
(514) 363-5855 (Fax)
www.aamr.org/Reading_Room/pdf/Summit06.pdf
Abstract: This summit is for people intereseted in research projects or activities on self-determination, quality of life, school and social inclusion, barriers to community living, policies and service delivery, sports and leisure, health, technologies, sustainable urban development, spirituality, education and training, rights and ethics.

People on the Move: Using All Transportation Options
(ADA and Beyond…)
Date: May 8-9, 2006
Location: Alexandria, Va.
Abstract: People on the Move is a two-day “train the trainer” initiative to increase accessible transportation in local communities. Travel trainers, transportation providers, ADA transportation coordinators, eligibility determination professionals, teachers and teaching assistants, transition facilitators, rehabilitation counselors, and human service agency staff are encouraged to attend. The training is free, but participation is on a first come, first-served basis, and an application with a refundable deposit is required. Sponsored by Easter Seals Project Action.
Contact: Stan Tibbs, Email:stibbs@easterseals.com, Phone: 202-347-3066, toll free 1-800-659-6428

Center for Psychiatric Rehabilitation at Boston University
Workshops
Dates:May 8-11, 2006
Location: Boston University Corporate Education Center, Tyngsboro, MA.
Abstract: Transition Age Youth with Psychiatric Disabilities
Photovoice: A Tool for Program Evaluation
Job Retention for Consumers with Psychiatric Disabilities
For More Information:http://www.bu.edu/cpr/workshops/index.html

Funding the Transition to Meaningful Adult Roles
Webcast
Date: May 9, 2006 – 2:00 PM – 2:45 PM (Eastern)
Website:http://www.worksupport.com/training/webcastSeries.cfm#w4
Abstract: This Webcast will cover the financial planning—including budgeting and funding strategies for the budget—that allows a person with a severe disability to live a full, integrated life in the community. In so doing, the person can continue to be eligible for the benefit streams to which he/she is entitled, while working full time with benefits and living independently. Registration is required and a registration fee applies. Sponsored by T-TAP and Worksupport.com.

The Learning Disabilities Association of Nova Scotia presents: The Nova Scotia Conference on Learning Disabilities
Date: May 12 and 13, 2006
Location: World Trade and Convention Centre
Halifax, Nova Scotia, Canada
Abstract: The Learning Disabilities Association of Nova Scotia (LDANS) is a non-profit association offering advocacy, support, and referral services to children, parents, professionals and others dealing with learning disabilities.
Contact: Susan Clarke, 423-2850, sclarke.ldans@ns.sympatico.ca, website:http://ldans.nsnet.org/NovaScotiaLDConference2006_.pdf

16th Annual Voice Conference: Wave of the Future
Date: May 13, 2006
Location: VOICE for Hearing Impaired Children Wave of the Future University of Guelph, Guelph, Ontario, CANADA
Abstract: Exploring state of the art advancements in technology and research benefiting children with hearing loss.
Contact information: Tel.: 416-487-7719 Email: info@voicefordeafkids.co

World of Possibilities Disabilities Expo
Date: May 19-21, 2006
Location: Maryland State Fairgrounds, Timonium, MD
Abstract: WORLD OF POSSIBILITIES Disabilities Expos are dedicated to improving the lives of children and adults with disabilities, their families and caregivers, as well as health care and education professionals.
Each Expo will provide an opportunity for thousands of attendees to explore a vast array of products and services such as: assistive and adaptive technology, durable medical equipment, computer software, mobility products, living aids and more all conveniently displayed to see, touch, and compare in a “one-stop shopping” experience. This will give individuals who do not typically have easy access to comparison shopping a hands-on opportunity to try devices and speak directly to equipment representatives about the products, services and resources.
Contact: Caring Communities, Inc.
1015 Gleneagle Court
Eldersburg, Maryland 21784
Website:http://expo.caringcommunities.org/

From Science to Public Policy: 2006 APA Annual Meeting
Date: May 20-25, 2006
Location: Toronto, Canada
Hosted by: the American Psychiatric Association.
Find out more at: www.psych.org/edu/ann_mtgs/am/06/index.cfm

HYDROCEPHALUS CONFERENCE
“Unity and Diversity: Learning from one Another”
Date: May 26-29, 2006
Location: Hyatt Regency Baltimore, MD
Abstract: The goal of the three-day conference is to give individuals, families and professionals the tools they need to address the medical, educational and social challenges presented by hydrocephalus. A variety of lectures and workshops will cover all the different aspects of living with hydrocephalus, for all age groups.
Contact: Event Contact Phone: 415-732-7040,
Website: http://www.hydroassoc.org/events/events.htm

NHS 2006: Beyond newborn hearing screening: Infant and childhood hearing in science and clinical practice
Date: May 31st – June 3rd, 2006
Location: Villa Erba, Cernobbio, on the Como Lake
Abstract: In 2006, on May 31st – June 3rd, colleagues and friends from all over the world will meet once again in Italy (at Villa Erba, Cernobbio, on the Como Lake) to discuss and share ideas, models and results on the most recent research in hearing screening, audiologic and medical diagnosis, intervention for infants and children with hearing loss, as well as models for hearing surveillance and outcomes for infants and children identified early. Both basic scientific advances and clinical studies will be presented.

The conference will include keynote addresses by distinguished scientists and clinicians as well as round tables and platform and poster presentations by colleagues from throughout the world, in a truly international framework. Scientific sessions will be complemented by a comprehensive Exhibition. Ample time will be allowed for all attendees to visit the exhibits and speak with exhibit representatives. The program schedule is arranged to maximize contact among participants.
Contact: NHS2006 Secretariat
              Piazza Leonardo da Vinci 32
              20133 Milan – Italy
              Ph: +39.02.23993345
Fax: +39.02.23993367
Email:nhs@polimi.it
Website:http://nhs2006.isib.cnr.it/wording.php

June, 2006

Texas Center for Service-Learning Summer Institute
Sponsor: Texas Center for Service-Learning
Date: June 6th, 7th, 8th, 2006
Location: Marriott at the Capitol,
              701 E. 11th St.
              Austin, Tx. 78701
Contact: Texas Center for Service-Learning
             1106 Clayton Ln
             Suite 420E
             Austin, Tx. 78723
Telephone: (512) 420-0214
Website: www.txcsl.org
Abstract: Educators, students, and community members will gather in the heart of Texas to learn more about this teaching methodology which encourages student leadership, character development,career skills and self-esteem. As one student reflected: “I learned a great deal about myself [through service-learning] but one of the most significant things is that I can make a difference in others’ lives.”

Leadership Enrichment Adventure Program (LEAP)
Date: June 20 – 23, 2006
Location: AG Bell Leadership Enrichment Adventure Program (LEAP)
Rochester, NY
Abstract: Undergraduate and graduate students, mark your calendar for the AG Bell Leadership Enrichment Adventure Program (LEAP) hosted and sponsored by the Rochester Institute of Technology National Technical Institute for the Deaf (NTID). Designed specifically for college students with hearing loss who use spoken language to communicate, LEAP is a unique leadership workshop geared toward helping young adults develop skills in leadership, teamwork, conflict resolution and problem solving.
Contact: Greg Zick at support@agbell.org

International Conference on Technology & Disability: Research, Design, Practice (RESNA 2006)
Date: June 22-26, 2006
Location: Atlanta, GA
Hosted by: the Rehabilitation Engineering And Assistive Technology Society of North America (RESNA).
Find out more at: www.resna.org/

AG Bell 2006 Convention
Date: June 23 – June 27, 2006
Location: Pittsburgh, Penn.
Information and details to be available in early 2006
Abstract: Join the AG Bell and more than 2,200 attendees at the David L. Lawrence Convention Center – the world’s first “Green” or environmentally friendly convention center. Convention registration begins February 1, 2006. Look for the registration brochure in the 2006 January/February issue of Volta Voices or plan to register online. The 2006 Convention will be headquartered at the Westin Convention Center with additional rooms available at the historic Omni William Penn and at the Ramada Plaza Suites. You will be able to make reservations beginning February 1, 2006.

NAMI 2006 Convention Changing Minds. Changing Lives. Keeping the Promise!
Date: June 28- July 2, 2006
Location: Washington Hilton & Towers, Washington D.C.
Abstract: Three-hour sessions will be followed by hour-long discussion groups with members of the audience for a truly interactive and productive exploration and analysis of the issues. Topics are: eliminating disparities in mental health care; fighting stigma; young adult mental health issues; issues for children and adolescents; decriminalizing mental illness; Medicaid reform; housing; employment; and transforming the mental health workforce.
Register online at:http://www.nami.org/template.cfm?section=register

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Acknowledgements

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

Committee on Education and the Workforce
FirstGov.gov-The Official U.S. Government Web Portal
National Center on Secondary Education and Transition, an electronic newsletter of the National Center on Secondary Education and Transition (NCSET), available online at 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
Wrightslaw.com

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

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April 2006 Special Educator e-Journal

Table of Contents

Message from the Executive Directors of NASET

Focus Topic of the Month

COMING SOON to NASET

Special Education Across the Country

Calls to Participate

Update from the National Dissemination Center for Children with Disabilities

Report from the National Center on Secondary Education and Transition (NCSET)

Funding Forecast, Grants, Awards, and Scholarships

Update from the U.S. Department of Education

Update from the National Collaborative on Workforce and Disability for Youth (NCWD/Youth)

Upcoming Conferences and Events

Acknowledgements

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