Table of Contents
Message from the Executive Directors
Common Myths of the IEP Process: Some Tips For All Team Members
Update from the National Dissemination Center for Children and Youth with Disabilities (NICHCY)
Update from the U.S. Department of Education
Calls to Participate
Special Education Resources
Upcoming Conferences, Workshops, and Events
Funding Forecast and Award Opportunities
Latest Career Center Classifieds
Acknowledgements
Message from the Executive Directors
Dr. Roger Pierangelo & Dr. George Giuliani
Welcome to the December 2007 edition of the NASETSpecial Educator e-Journal. To those of you who are new members, this is NASET’s publication that keeps its members up to date with all of the latest news in special education that we feel is important for special education teachers, professors, and those seeking a career as a special education teacher.
We have many new and exciting plans for our NASET members for 2008. Currently, we are finishing up work on two more new series of monthly publications for you. These series were based on your feedback to us on what you felt were some of the most significant needs of teachers. Coming soon, we will providing all members with:
- The Behavior Management Series—In this publication, we will provide members with the most common symptoms seen in classrooms (e.g., bullying, temper tantrums, inattentive behavior, etc.). From there, we will discuss various reasons as to why these symptoms occur. And of course, we’ll wrap it all up with the most critical piece, what to do as a teacher when you come across these types of behaviors in your classroom.
- The Learning Disabilities Series—In this publication, we will provide our members with a very comprehensive series on the latest information on learning disabilities. We’ll address the latest research on the causes, characteristics, assessment, eligibility, and of course, numerous teaching strategies and best practices in reading, writing, and math for this population of students that currently make up 50% of the special education students in our nation. Of course, along with these two new upcoming series, we will continue to provide you with News Alerts, the Classroom Management Series, The Practical Teacher, The Special Educator e-Journal, Parent Teacher Conference Hoandouts, Professional Development courses, and all of the current benefits that you currently receive.
Remember that NASET is your organization, and anything we can do to enhance your professional development, we will take very seriously. We are working very hard to meet all of your needs, and will continue to furnish you with high quality professional and practical resources.
On a personal note, we want to extend the warmest of holiday wishes and hope that you a very happy and healthy holiday season.
Sincerely,
Dr. Roger Pierangelo and Dr. George Giuliani
Executive Directors
NASET Sponsor
Common Myths of the IEP Process
Some Tips For All Team Members
Frances Hampson Stearns, M.A.
On November 29, 1975 the IEP was born. The progeny of public law 94-142, the process of developing the Individual Education Program (IEP) has undergone significant refinement as the Individuals with Disabilities Education Act (IDEA 1997/2004) redefined it and case law continually reinterprets and modifies it. While most members of IEP teams are generally aware of mandates governing IEPs, few are really knowledgeable of the legal realities. As more and more educators and parents have experienced IEP meetings and the responsibilities of the team have expanded, so have the myths related to most aspects of the process. Certain of these myths surface repeatedly throughout a long career of IEP involvement.
Myth: The IEP team must develop an educational program that is best for the child. By nature those who choose to serve children want what is best for them, especially their parents. But, “best” is inherently a subjective term. One person’s idea of “best” does not necessarily, or even usually, match that of all the other people gathered around the IEP table. However, over and over again parents and teachers alike say, “What I think is best for Johnny is….” ‘Appropriate,’ is the legal guideline for determining the placement and services for the student. The team is charged with identifying the least restrictive educational environment in which the student’s goals can be successfully implemented. This means they must place the child in the setting closest to a typical, general education class and grade corresponding to the child’s age. One on one teaching by a certified behaviorist might produce the fastest, strongest results but if the child’s goals can be achieved in a regular education classroom with whatever reasonable services and supports are needed, then that would constitute the appropriate plan. Avoid “best” and think, “can we meet these goals in a regular classroom and if not, what would be the closest setting to general ed?”
Myth: Consensus means everyone is 100% in agreement with the recommendations of the team. Consensus is defined as a general agreement and usually requires a process of working toward a resolution that everyone can live with. It will not be what everyone thinks is “best.” It will not be what every IEP team member came into the room wanting. But, it should be what everyone can understand as “appropriate” and “least restrictive.” The IEP process has to be one of give and take and all members have to accept that they are on a team and must think and act like a team member with a goal to develop an appropriate program that provides a reasonable platform for the child to derive educational benefit from each of his/her goals. When individual team members come to the meeting with their own specific agenda, the process is bound to be longer and more complicated and probably more contentious than necessary. “That is not what I had originally wanted, but I can live with it,” is an acceptable conclusion and should be applicable to ALL participants, district members as well as parents. If agreeing to another 30 minute session of speech a week brings a complicated IEP to a reasonable consensus, then concur!
Myth: If Parent wants it, District must give it to the student. Of course parents have a greater emotional attachment to the student than anyone else at the table. Every other member needs to recognize that and respect it. But, no one else must function from that point of reference. Maintaining a professional perspective facilitates the compliant execution of the process. Parents have the right to have all of their concerns heard and addressed. They have the right to express their opinion as to what they think their child should be provided by the school district. In fact, all team members have these rights to an extent. But, again, the responsibility of the team, as a unit, is to develop the least restrictive educational program that meets the child’s needs. Often a parent will assert, “I am a member of the team and the parent, therefore what I say must be agreed to by all other members.” This is just simply not the case. All members are charged with participating in a non-adversarial effort. The team has a clear directive of how to function and the district has the responsibility of making one comprehensive offer of FAPE (Free Appropriate Public Education) at the conclusion of the meeting. That offer may or may not include everything that every team member, including the parent, had requested.
Myth: All advocates are enemies of the District. This myth has been a great disservice to many IEP teams. The proliferation of this myth has caused district team members to approach the process on the defensive from the very beginning, missing the entire possibility that the advocate might provide the very key to real team work and a solid, satisfying IEP plan. While it is true that some advocates cause trouble and use IEP team meetings as forums for treating school personnel like punching bags, good advocates find these individuals just as distasteful as the district professionals. Since there is no certification process, just about anybody can hang out a shingle as advocate. Consequently, there are few who have given many a bad name. This fact is a chronic irritant to the informed, professional advocate. Many parents come to the process scared to death. Attorneys and independent service providers who make their livings off of the misfortunes of these parents constantly pelt them with sales pitches. Participation in a well-advertised autism jog-a-thon will expose anyone to multiple kiosks of these people badmouthing public school systems and offering tips on how to get a one on one aide. They have heard horror stories about how bad the IEP process can be, how districts do not want to give their child what he/she needs, how they will have to fight vociferously for any bit of service and how school districts do not listen to parents. A good advocate helps parents to understand the process and to feel protected in a system where they feel vulnerable and unfamiliar. A good advocate can dispel myths and recognizes when the district team members are willing, competent professionals who believe in the process and their ability to serve children well. They know what ‘consensus’ means and the course of action to get there. A good advocate wants the system to work well for everyone involved and performs as a responsible arbiter of that success.
Myth: Only parents can request an IEP team meeting. While parents tend to be the usual source of IEP requests, any teacher or service provider for the student has the right to ask the team to convene. An IEP team meeting is only necessary when a change of program (goals and/or services) or placement is at issue. Many other concerns can be addressed or resolved at a simple parent conference.
Myth: The Emergency IEP. There is no such thing. An IEP must be scheduled within 15 days of the request and held within 30 days. It does not have to be held tomorrow or next week. It is always advisable to schedule as soon as possible when a parent refers to their request as an emergency. This will only serve to support a better relationship with the parent. But, there is no provision in the law other than the 15/30 day rule.
Myth: ‘Stay Put’ automatically occurs when a parent does not agree to the new IEP. ‘Stay Put’ refers to an order of the Office of Administrative Hearings issued in response to a due process request, which usually stipulates that the student’s program will remain exactly the same until the due process dispute is resolved. In rare cases, the hearing office will modify the placement and declare a ‘stay put’ that differs from the last agreed upon IEP. Most significantly, in order for a ‘stay put’ motion to go into force, a due process must be pending. Many parents have been informed that a ‘stay put’ is automatic if they do not agree to a change in the district’s offer. At a recent IEP, one such parent arose from the table, pointed a finger in the air and shouted, “I declare a stay put!” The district must provide parent with prior written notice, the IEP document, which stipulates the change and the justification for it. However, parent must object in writing and file for due process hearing in order for a ‘stay put’ to be declared.
Myth: A general education teacher need only be present at IEPs of students who are mainstreamed or fully included. A general education teacher is a mandated member of the IEP team. The only time that one does not have to be in attendance is when there is no possibility of the student being included in a regular education setting and even then, it is advisable to have a G.E. teacher present. It would be very difficult to defend against a parental accusation that the district had predetermined that the child’s program would not include any opportunity for typical peer exposure if the district failed to invite a G.E. teacher to the IEP meeting.
Myth: The administrator of the IEP has the authority to excuse a member of the team. Commonly, whenever a district team member desires to leave an IEP team meeting before its conclusion, he or she will look at the administrator and ask permission to exit. Staff members should be informed, prior to an IEP team meeting, that the parent is the only person with the right to excuse a team member and the IEP document should have a place for parent to sign his/her verification of their agreement to release the participant. It is very unwise for IEP team participants to leave a meeting prior to the presentation of the formal offer of placement and services, especially if they could ever be considered professionally significant to the construction of the final recommendations.
Myth: We don’t offer that in our district. Actually, we do. And, if we don’t, then we better. We offer anything that is necessary for a student to make reasonable progress on his goals and we offer it in a variety of settings and timeslots. Every child in speech and language does not get 2 times per week for 30 minutes each, in a small group, in the speech room and if they do, “our district” would be well advised to reconsider this cookie cutter, blanket service model because it is an invitation to due process hearing. The law clearly requires a step-by-step process to complete an IEP. Assessment in all areas of suspected need, identification of unique educational needs, development of goals (and sometimes objectives) to meet those needs and an offer of placement and services, driven by those goals, in the least restrictive educational environment. If the IEP team identifies educational needs that they agree warrant physical therapy, the district must make physical therapy available, either through the district itself or through contract with a nonpublic agency that provides services of a professional physical therapist. The types and amounts of service offered are based on the needs of the student, not on the structure of the service provider’s schedule. ‘We’ offer any services that are research based and have been proven to facilitate the successful achievement of educational goals. Unquestionably, outlandish therapies have been requested in IEP team meetings. However, there is always a better way to respond to those requests than, “we don’t offer that in our district.”
Because the IEP process is based in jurisprudence, it consistently changes with ongoing interpretation of the law. Along with that aspect, the explosion in identification of special education students, the widening range and number of educational professionals that have attended IEP team meetings and the litigious overtones that can impede the process, a multitude of myths have flourished throughout educational communities. The facts of the matter are simple and clear. The IDEA has provided for the rights of students with disabilities. It has also mandated a step by step process that, when followed, facilitates the construction of a valid and reliable program to enable students with special needs to make reasonable progress in school. When all stakeholders are accurately informed and follow the letter of the law, everyone benefits.
Update from the National Dissemination Center for Children and Youth with Disabilities (NICHCY)
Training Materials on IDEA 2004
Building the Legacy: A Training Curriculum on IDEA
Need training materials on IDEA 2004 and its final Part B regulations? NICHCY is pleased to be producing a new training package, complete with PowerPoint slide shows, detailed trainer notes, and handouts for participants. Modules are being made available as they are reviewed and finalized by OSEP.
The following training module has recently been posted online:
— Module 19, IDEA’s Discipline Provisions
- Download available modules.
www.nichcy.org/training/contents.asp - Sign up to be notified when new modules become available.
www.nichcy.org/mod_signup.as
New Web Site Launched to Help Educators
The U.S. Department of Education launched new ‘Doing What Works’ Web site to provide teachers, administrators and other educators with recommendations on effective teaching practices and examples of possible ways to implement those practices to help promote excellence in American education and improve student achievement.
http://dww.ed.gov/
New Guide to Help with Parental Involvement in Public Schools
Engaging Parents in Education
The guide profiles five Parental Information and Resource Centers (PIRCs) that are representative of how PIRCs and their partnering organizations can successfully increase parental involvement in education. The centers emphasize the power of strong parent-educator partnerships to improve schools and raise students’ academic achievement.
http://www.ed.gov/admins/comm/parents/parentinvolve/index.html
Second Quarter 2007 Policy Letters of Clarification on IDEA
Letters from the U.S. Department of Education received by individuals during the second quarter of 2007, which describe interpretations of the IDEA and its implementing regulations are now available online at http://www.ed.gov/policy/speced/guid/idea/index.html.
New from Project Forum
- Collaborative Partnerships Between SEAs and Parent Training and Information Centers – This Policy Analysis begins with a background on federally funded parent centers. It continues with the findings from two sets of interviews: one for state education agency (SEA) staff and one for PTI staff. Types of collaboration including development of training materials, dissemination of information, parent outreach, data collection and others are described. Handling of communication and fiscal and human resources is discussed as well as barriers and benefits of these partnerships. A PDF version is available at: http://projectforum.org/docs/CollaborativePartnershipsBetweenSEAsandPTIs.pdf.
- Parent Participation in State Monitoring – This Policy Analysis provides readers a background to monitoring processes in general and many useful links to other documents and websites. It describes what states are doing to include parents in their monitoring of local education agencies. Trends from four other Project Forum studies are also included. Sixteen of 37 responding states include parents as members on their monitoring teams. Many respondents felt strongly that there were many benefits to having parents on the teams. Both benefits and challenges are described as well as other ways states are including family members in the monitoring process. A PDF version is available at: http://projectforum.org/docs/ParentParticipationinStateMonitoring.pdf.
- Supplemental Educational Services Under NCLB: State Implementation for Students with Disabilities – This Policy Analysis provides readers a comprehensive background for SES for students with disabilities. It describes what states are doing in this area concerning requirements, approval processes, assistance to local education agencies, data collection and effectiveness for students with disabilities. Observations and conclusions are given. A PDF version is available at: http://projectforum.org/docs/SESUnderNCLB-StateImplementationforSWD.pdf.
- The National Instructional Materials Accessibility Standard (NIMAS): Current State Implementation – This Policy Analysis provides a legislative background to NIMAS followed by survey findings from 46 state NIMAS coordinators. Findings are clustered in the areas of dedicated staff, coordination with the National Instructional Materials Accessibility Center (NIMAC), guidelines and requirements, professional development, legal issues, file conversions, challenges and next steps. A PDF version is available at: http://projectforum.org/docs/TheNatlInstructionalMaterialsAccessibilityStandardNIMAS-StateImplementations.pdf.
- From Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
This is the first nationally representative study that assesses early mental and physical development, the quality of early care and education settings and the contributions of parents to the lives of children in the years leading up to school. To download, view and print the publication as a PDF file, visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008025.
From The Nation’s Report Card
Two reports are now available which detail the achievement of 4th-8th grade students nationwide who participated in the National Assessment of Education Progress (NAEP) administered by the U.S. Department of Education earlier this year. The reports compare national and state data in 2007 with each prior year the tests were given, beginning in 1990 in mathematics and 1992 in reading.
- The Nation’s Report Card Reading 2007
To read the report go to: http://nationsreportcard.gov/reading_2007. - The Nation’s Report Card Math 2007
To read the report go to: http://nationsreportcard.gov/math_2007 .
From The National Council on Disability (NCD)
Empowerment for Americans with Disabilities
This report reviews the issues integral to the employment of people with disabilities. It has two broad aims: a) to summarize the existing knowledge regarding the employment of people with disabilities in a series of short issue briefs and b) to present new information on the perspectives of employers, people with disabilities, and disability specialists on the key barriers to and facilitators of employment. This report is available at: www.ncd.gov/newsroom/premium-publications/2007/NCDEmployment_20071001.htm.
From the HSC Foundation
Partnering with Your Child’s School: A Guide for Parents
The HSC Foundation offers this new resource for parents. The booklet – available online and in hard copy – in English and in Spanish, is designed to help parents of children who have been diagnosed with health or mental health care needs to learn about available resources and to develop a partnership with their children’s schools. The booklet’s content has been reviewed and validated by groups of parents, youth, and educators and is produced in partnership with the Council for Exceptional Children and the National Association of State Directors of Special Education. To download, go to: www.hscfoundation.org/whatwedo/familysupports.php.
Update from the U.S. Department of Education
Privacy Guidance
On October 30, Secretary Spellings joined Secretary of Commerce Carlos Gutierrez and Secretary of Homeland Security Michael Chertoff at a high school in suburban Virginia to announce the availability of three new brochures that present guidance on the Family Educational Rights and Privacy Act (FERPA). In the wake of the Virginia Tech University shootings, these brochures—one for K-12 officials, one for higher education officials, and one for parents—seek to empower schools to better balance students’ privacy rights with school safety concerns by explaining the agency’s interpretations in plain language. “I think it is important for people to understand what the current law allows,” Secretary Spellings said. “It does allow [student records] to be shared, particularly when the student is a dependent (a child—not an emancipated adult). So, before we leap into legislative changes, let’s make sure that we’re maximizing all of the flexibilities and information and latitudes that the law does provide within the context of privacy.” The brochures also include contact information for obtaining additional assistance and guidance. For more information, please go to http://www.ed.gov/policy/gen/guid/fpco/ferpa/safeschools/.
Along with the brochures, the Secretary shared a handout on emergency management resources, including a variety of materials from the Department and partners across the federal government. For more information, please go to http://www.ed.gov/policy/gen/guid/secletter/071030enc.html.
Meanwhile, in September, the Department’s Family Policy Compliance Office (http://www.ed.gov/policy/gen/guid/fpco/) issued its annual notification to states and school districts of their obligations under FERPA and the Protection of Pupil Rights Amendment (PPRA). PPRA gives parents and students over 18 certain rights regarding the conduct of surveys, the collection and use of information for marketing, and some physical exams.
Also: The Centers for Disease Control and Prevention has supplied schools and parents with a concise summary of guidelines on how to prevent the spread of methicillin-resistant Staphylococcus aureus, or MRSA. For more information, please go to http://www.cdc.gov/Features/MRSAInSchools/.
Adolescent Readers Initiative
On November 2, Secretary Spellings announced the national distribution of 520,000 free, new books as part of the 2007 Adolescent Readers Initiative. The initiative, a joint venture between the Department and the non-profit entity First Book, is designed to improve the literacy skills of struggling young adults in low-income schools and communities. Most of the books donated for this effort are from Townsend Press’s “Bluford Series,” a batch of 13 novels that focus on the lives of a group of young high school students and their families. Set in contemporary urban America, each novel addresses topics relevant to the lives of today’s students. Since June 2006, the Department, First Book, and major book publishers have collaborated to distribute more than 1.65 million children’s books to schools, libraries, and organizations serving low-income students in hurricane-affected communities and throughout the country. For more information, please go to: http://www.ed.gov/news/pressreleases/2007/11/11022007b.html.
Also: A recent study by the Center on Education Policy (CEP), “Reading First: Locally Appreciated, Nationally Troubled,” finds the Department’s Reading First program, while embattled in Washington, is the most highly rated No Child Left Behind program in terms of its effect on achievement. More than three-fourths of states and two-thirds of school districts with Reading First grants reported that the program’s instructional initiatives and assessment systems were “important” causes of gains in student achievement. And, the program’s impact is felt beyond just participating schools: over half of Reading First districts reported using elements of Reading First in non-Reading First schools and in the upper grades. Therefore, CEP recommends fixing and expanding the program. For more information: CLICK HERE
Doing What Works
Earlier this month, the Department launched a “Doing What Works” web site (http://dww.ed.gov/) to provide educators with recommendations on effective teaching practices to improve student achievement. The site has a user-friendly interface to quickly identify teaching practices that have been found effective by the agency’s research arm, the Institute of Education Sciences (IES), and similar organizations. It also cites examples of possible ways—although not necessarily the only ways—this research may be used to help students reach their academic potential. For example, teachers interested in successful strategies for helping English language learners can watch a video of eight techniques that teachers at one school use to teach vocabulary. Classroom scenes, student reactions, and graphic aids can all be viewed. In the future, similar resources will be available in the areas of cognition and learning, early childhood education, literacy, math and science, high school reform, and school restructuring.
Title I Report
This month, Secretary Spellings submitted to Congress the final report of the “National Assessment of Title I.” This two-volume study presents recent data on the implementation of the Title I program and an evaluation of the impact of four remedial reading programs on student achievement. Some highlights:
Title I Funding. After adjusting for inflation, funding for Title I, Part A has increased by 35% over the previous seven years, from $9.5 billion in Fiscal Year 2000 to $12.8 billion in Fiscal Year 2007. More than three-fourths of Title I funds went to high-poverty schools and school districts. However, the highest-poverty schools received smaller Title I allocations per low-income student compared with lower-poverty schools.
Student Achievement. In states that had three-year trend data available on their state assessments, the percentage of students achieving at or above the state’s proficient level rose for most student subgroups in a majority of states. Also, both National Assessment of Educational Progress (NAEP) and state assessments results indicate that the achievement gaps between disadvantaged students and other students may be narrowing. However, at present pace, most states would not meet the goal of 100% proficiency by 2013-14.
Implementation of State Assessment Systems. During the 2005-06 academic year, all states administered assessments intended to meet No Child Left Behind requirements for reading and math. Further, as of this fall, 24 state assessment systems had been approved through the Department’s peer review process, eight were designated as “approval expected,” and 20 were as designated “approval pending” (see http://www.ed.gov/admins/lead/account/nclbfinalassess/).
Accountability and Support for School Improvement. During the 2004-05 academic year, 75% of schools and districts met all applicable Adequate Yearly Progress (AYP) targets. (Schools most often missed AYP for the “all students” group and/or for multiple subgroups, rather than single subgroups.) On the other hand, 18% of Title I schools were identified as in need of improvement.
School Choice and Supplemental Educational Services (SES). Although still low, the number of students opting for public school choice doubled over the three-year period from 2002-03 to 2004-05. SES participation increased ten-fold over the same period.
“We have made substantial progress in the last six years,” the Secretary wrote in her transmittal letter, “but more work needs to be done. We will continue to work with states in developing challenging assessments, while focusing on secondary education. In addition, we need to expand participation in public school choice and SES. Finally…many states are going to have to redouble their efforts to reach the 100% proficiency target by 2014, but the progress made through 2004-05 suggests that it is possible.” For more information, please go to http://ies.ed.gov/ncee/pubs/20084012/.
New Appointment
The President has nominated Tracy Justesen to serve as Assistant Secretary for Special Education and Rehabilitative Services. Justesen currently serves as Deputy Director of the Department’s National Institute on Disability and Rehabilitation Research. Earlier in his career, he served as an Associate Director on the Domestic Policy Council at the White House and as an Attorney-Advisor in the Disability Rights Section of the Justice Department. Justesen received his bachelor’s degree from Southern Utah University and his master’s degree from Utah State University. Then, moving east, he received his J.D. from Drake University and his LL.M. from George Washington University. For more information, please go to http://www.ed.gov/news/pressreleases/2007/11/11152007a.html.
National Consequence
“To Read or Not to Read,” from the National Endowment for the Arts, gathers statistics from more than 40 studies on the reading habits and skills of children, teenagers, and adults. The stark conclusion? Americans are reading less and reading less well. For example, less than one-third of 13-year-olds are daily readers, a 14% decline from 20 years earlier. Among 17-year-olds, the percentage of non-readers has doubled over that period, from 9% in 1984 to 19% in 2004. On average, Americans (ages 15 to 24) spend two hours a day watching TV and only seven minutes of daily leisure time on reading. Not surprisingly, reading scores on related assessments (NAEP, the National Assessment of Adult Literacy, the Program for International Student Assessment, etc.) have remained flat or declined. Also, the research suggests deficient readers run higher risks of personal, professional, and social failure. For more information, please go to http://www.nea.gov/research/ToRead.pdf.
Calls to Participate
Submit a Paper/Poster Proposal: PacRim 2008
The Center on Disability Studies is soliciting proposals for papers and posters to be presented at PacRim 2008, to be held April 14-15, 2008 in Honolulu, HI. Suggested topics include autism; independent living; the future of disability studies; building an innovative, inclusive workforce; family supports; hidden disabilities; international disability rights; native Hawaiian education; teaching to reach all learners; technologies for realizing potential and building community; and transition. Submission deadline: November 26, 2007.
http://www.pacrim.hawaii.edu/submissions/
Submit a Proposal: 21st Annual Management Information Systems Conference
The 21st Annual Management Information Systems (MIS) conference, to be held February 27-29, 2008 in San Francisco, CA, is seeking proposals for concurrent sessions and Demonstrations in the CyberCafe. Topics are invited from all sources, but the major foci will be data use, data standards, statewide data systems, and data quality. Submission deadline: December 14, 2007.
http://ies.ed.gov/whatsnew/conferences/?id=290&cid=2
College Students with Disabilities: Apply for a MEAF-AAPD Congressional Internship
The Mitsubishi Electric America Foundation–AAPD Congressional Internship Program was created in 2002 to provide an opportunity for students with disabilities to work on Capitol Hill for 8 weeks and acquire valuable work experience. As paid summer congressional interns, participants gain insight into congressional office operations, public policy development, and constituents’ roles in the legislative and political processes. Application deadline for 2008 internships: December 14, 2007.
http://www.aapd.com/internships/internship08/MEAFinternInfo08.htm
College Students with Disabilities: Apply for a Microsoft-AAPD Federal I.T. Internship
The Microsoft-AAPD Federal Information Technology (I.T.) Internship Program was created in 2003 to provide undergraduate students with disabilities who have a demonstrated interest in I.T. careers with the opportunity to participate in highly-sought-after federal internships. In 2008, this internship program will provide 10 students with disabilities with the opportunity to participate in an 11-week paid summer I.T. internship at a federal agency in Washington, DC. Application deadline: December 14, 2007.
http://www.aapd.com/internships/internship08/MS-AAPDinternInfo08.htm
Graduate-Level Online Courses in Transition Education and Services
The Transition Coalition at the University of Kansas (KU) is offering graduate-level online courses in transition education and services during the 2007-08 school year: Transition Assessment (November 12-December 16, 2007), Family Involvement and Student Involvement in Transition (January 14-February 10, 2008), Preparing Students for Employment and Postsecondary Education (March 3-30, 2008), and Interagency Collaboration during Transition Planning (April 28-May 25, 2008). Each course is worth 1 hour of graduate credit or 15 hours of continuing education credit. For more information, contact Amy Gaumer Erickson, Ph.D., aerickson@ku.edu or visit http://www.transitioncoalition.org.
http://www.continuinged.ku.edu/is/sped.shtml
Individuals with Cognitive Disabilities and Their Families: Take a Technology Survey
The Rehabilitation Engineering Research Center for the Advancement of Cognitive Technologies is seeking participants for a survey of how people with disabilities use technology. They are interested in gathering information from people with developmental disabilities (age 18+), acquired brain injuries, or problems with memory, as well as from people who provide them support. They hope the information obtained will help technology developers and researchers to create technologies that will promote the independence of people with disabilities.
http://www.idhd.org/survey/survey.php?sid=62
Youth Workers: Take the 2007 Working With Youth Survey
If you work with youth (ages 10-18) during out-of-school time hours, the National 4-H needs your help! Take a quick Web-based survey on your job satisfaction, your plans to continue working with youth and your perceptions of their skills in providing positive developmental settings for youth, the features of the out-of-school-time program in which you work, your professional experience and training, and characteristics and benefits of your job. Respondents can win one of ten $50 Amazon.com gift certificates.
http://www.surveymonkey.com/s.asp?u=723752175369
Young Adults with Multiple Learning and Cognitive Disabilities:Apply to the University of Iowa R.E.A.C.H Program
The University of Iowa R.E.A.C.H Program educates young adults with multiple learning and cognitive disabilities, helping them reach their full potential through a 2-year, comprehensive, campus-based certificate program. It seeks to create a living-learning experience where participants are taught the skills necessary for being independent, engaged, contributing members of their communities. Applications for Fall 2008 are now available. Application deadline: March 1, 2008; however, campus interviews will be held beginning Fall 2007.
http://www.education.uiowa.edu/reach/
NASET Sponsor
Special Education Resources
Evidence-Based Secondary Transition Practices
The National Secondary Transition Technical Assistance Center has reviewed transition practices to determine their evidence base as a first step in ultimately making recommendations to the Institute for Education Sciences for a comprehensive meta-analysis of specific transition services. This Web page provides descriptions of these practices and links to research-to-practice lesson plan starters, organized by the Taxonomy for Transition Programming (topics include student-focused planning, student development, interagency collaboration, family involvement, and program structure).
http://www.nsttac.org/?FileName=evidence_based_practices
Medication Guide for Treating ADHD, and AACAP Practice Parameters for the Assessment and Treatment of Children and Adolescents with ADHD
ParentsMedGuide.org has two documents for parents of children and youth with Attention-Deficit Hyperactivity Disorder (ADHD): 1) a guide to ADHD drugs from the American Academy of Child and Adolescent Psychiatry and the American Psychiatric Association, which offers help to families concerned about whether to medicate their child in the wake of recent warnings about side effects of ADHD medications; and 2) a practice parameter which describes the assessment and treatment of children and youth with ADHD based on the current scientific evidence and clinical consensus of experts in the field, including clinical evaluation, comorbid conditions, etiology, and psychopharmacological and psychosocial interventions.
http://www.parentsmedguide.org/pmg_adhd.html
Meeting the Needs of Significantly Struggling Learners in High School: A Look at Approaches to Tiered Intervention
This report from the National High School Center provides an in-depth look at implementation and structural issues and the support required to successfully institute Response to Intervention (RTI) at the secondary-school level. It defines the RTI models, explores benefits and challenges at the high-school level, provides a snapshot of implementation at the high-school level, and outlines the resources needed to support this work. Available in PDF (14 pages, 196 KB).
http://www.betterhighschools.org/docs/NHSC_RTIBrief_08-02-07.pdf
Deaf Mentor Video Series
The Deaf Mentor Video Series presents information about the process of choosing a career and succeeding in it. Four videos are available; they each focus on careers in a specific field—Science and Technology, Social and Behavioral Science, Business, and Arts and Entertainment—and include interview clips of Deaf and Hard of Hearing people working in that field. Each video is divided into 5 chapters: Career Exploration and Choice, Influence of Deafness, Career Preparation, Career Ladder, and Career Satisfaction. The videos must be purchased and are $20 each.
http://icc.csun.edu/deafMentorVideos.html
Empowerment for Americans with Disabilities: Breaking Barriers to Careers and Full Employment
This report from the National Council on Disability presents best practices from the public and private sectors and promising public policies and initiatives that increase employment opportunities for people with disabilities. It has two broad aims: 1) to summarize the existing knowledge regarding the employment of people with disabilities; and 2) to present new information on the perspectives of employers, people with disabilities, and disability specialists on the key barriers to and facilitators of employment.
http://www.ncd.gov/
High School Online Databases: Student Accountability, Student Support and Remediation, Highlights of Local Initiatives
The Education Commission of the States High School Policy Center has launched three high school online databases. The Student Accountability database provides a unique view of how each state holds students accountable. The Student Support and Remediation Database shows how state policies support early identification of students who have fallen behind in core academic areas. The Highlights of Local Initiatives Database highlights promising state- and district-level reforms that are producing outstanding results.
http://www.ecs.org/ecsmain.asp?page=/html/educationIssues/ECSStateNotes.asp
New Directions for Student Support: Current State of the Art
This report from the Center for Mental Health in Schools summarizes what American schools are doing to develop comprehensive approaches that address student mental health and related barriers to learning and teaching, including previous findings and initial data from a new survey on student supports. It closes with recommendations. Available in PDF (44 pages, 188 KB).
http://smhp.psych.ucla.edu/pdfdocs/policyissues/Current%20State%20of%20the%20Art.pdf
Online Curricula: Science of Healthy Behaviors, and Science of Mental Illness – The National Institutes of Health has two free online curricula for middle school students.
Science of Healthy Behaviorshttp://science.education.nih.gov/supplements/nih7/healthy/default.htm introduces students to the scientific study of behavior. Lessons focus on defining “behavior,” what influences it, surveys, and behavioral specialists in healthcare settings. Students investigate the influences and consequences of behaviors and learn how science provides evidence that can be used to understand and treat human disease.
Science of Mental Illnesshttp://science.education.nih.gov/supplements/nih5/mental/default.htm provides an overview of mental illness. PET images show changes in the brain and how treatment can restore functioning. Activities explore mental illnesses, risk factors, and treatment plan goals.
Self-Advocacy: Know Yourself, Know What You Need, Know How to Get It
Self-advocacy is the ability to understand and effectively communicate one’s needs to other individuals. Learning to become an effective self-advocate, especially for individuals with a hidden disability such as dyslexia, is all about educating the people around you. This article from wrightslaw.com is geared towards adults in higher education and/or the workforce; some of its information will be helpful to young adults as well.
http://www.wrightslaw.com/info/sec504.selfadvo.ld.johnson.htm
Talking About Youth Transitions
The Youth Transition Funders Group, a network of grant makers committed to ensuring that all young people between the ages of 14 and 24 become “Connected by 25” to caring adults, institutions, and support systems that will enable them to succeed throughout adulthood, has created this document that seeks to help the community of youth advocates to develop a core set of messages (words, phrases, and statements) that will resonate with policymakers, parents, law enforcement, and others, and allow advocates to speak in a unified voice about youth transitions. Available in PDF (54 pages, 408 KB).
http://www.ytfg.org/documents/TalkingaboutYouthTransitions.pdf
Teacher-to-Teacher Workshop Materials: Special Education
This page includes materials from the 2007 summer Teacher to Teacher Workshops, sponsored by the U.S. Department of Education—specifically, the Special Education sessions.
https://www.t2tweb.us/Workshops/Sessions.asp?Content=SpecialEducation
Teaching for Social Justice: Special Issue of Urban Education Journal
This issue of Urban Education Journal asks: How can we, as educators, confront the social injustices entangled in a wide range of social tragedies including racism, classism, homophobia, sexism, ableism, and environmental injustice? The articles included tackle a wide range of issues and share a theme of searching and struggling for re-engagement in the meanings, ways of teaching, learning, and speaking about social justice in education.
http://www.urbanedjournal.org/
The Parent’s Crash Course in Career Planning: Helping Your College Student Succeed
From freshman orientation through senior year, this book addresses career planning: what parents and students should do. Learn about current career trends, job options, choosing a major and career, and conducting a job search to land a satisfying and rewarding job. Hard copies and downloads available for purchase.
http://www.lulu.com/content/1036939
RSA: Promising Practices for Basic VR Agencies Helping Transition Age Youth
The Rehabilitation Services Administration (RSA) monitored 23 state vocational rehabilitation (VR) agencies in Fiscal Year 2007 as authorized by Section 107 of the Rehabilitation Act of 1973, as amended. These agencies, their stakeholders, and RSA identified promising programs and services that help youth with disabilities transition from school to employment. These promising practices are unique to the VR agencies providing the programs; contact information is provided for each practice. Profiles include practices from AL, MD, NE, PA, RI, SD, and VT.
http://www.ed.gov/rschstat/eval/rehab/promising-practices/transition-age/
SSA Work Incentives: 545 PASS Plan Form with Help Keys
This document from The University of Montana Rural Institute allows users to easily tab through the PASS Plan application and to access numerous “help” boxes to guide her/him through the questions and provide sample responses. Available in Word (316 KB, 17 pages).
http://ruralinstitute.umt.edu/transition/545_PASS_Form.doc
Upcoming Conferences, Workshops, and Events
December
Office of Special Education Programs (OSEP) National Early ChildhoodConference
Date: December 2-5, 2007
Location: Arlington, VA
Website:www.nectac.org
Building Effective Youth Councils – How and Why To Do It
Date: December 3, 2007
4:00-5:30 p.m. (Web-based Event)
Abstract: This Forum for Youth Investment Webinar will offer an opportunity to hear from both youth and policymakers about the great work being done by youth councils (youth-led bodies that advise state and local policymakers) and the Forum for Youth Investment’s keys for effective youth councils, as outlined in its recent paper, “Building Effective Youth Councils.” Participation is free, but registration is required.
https://www.gotomeeting.com/register/239176008
Differentiating Instruction with Technology
Date: December 4, 2007
2:00-3:00 p.m. (Central)
(Web-based Event)
Abstract: This Webinar from Don Johnston, Inc. and the Center for Implementing Technology in Education will share a successful model for implementing differentiated instruction with technology and provide a toolkit of resources, strategies, and practice guides to help participants differentiate planning, instruction, management, and student assessment. Presenters will include Judy Zorfass, Associate Center Director, Education Development Center, Inc.; and Jenna Wasson, Research Analyst, Center for Applied Special Technology. Participation is free, but registration is required. Website: https://donjohnston.webex.com/mw0304l/mywebex/default.do?siteurl=donjohnston&service=6
7th Annual Inclusive Schools Week
Date(s): December 3-7, 2007 (Observance)
Inclusive Schools Week celebrates the progress schools have made in providing a supportive and quality education to all students, including students with disabilities and students from culturally and linguistically diverse backgrounds, and provides an opportunity for educators, students, and parents to discuss what else must be done to ensure that schools continue to improve their ability to successfully educate all children and youth. The theme of this year’s observance, “Lessons from the World: Including All Children,” provides an opportunity to focus on both accomplishments and challenges associated with changing attitudes, practices, and policies toward better educational outcomes for students around the world.
Website:http://www.inclusiveschools.org/
A Blueprint For the Future: National Community Education Association (NCEA)’s Annual Conference
Date: December 5-8, 2007
Location: Minneapolis, MN
http://ncea.com/forattendees.aspx
Equity, Opportunity and Inclusion: 2007 TASH International Conference
Date: December 6-8, 2007
Location: Seattle, Washington
(Conference)
Abstract: For over 30 years, the TASH conference has been the largest and most progressive conference in the nation focused on strategies for achieving equity, opportunities, and inclusion for people with disabilities. Attendees of TASH 2007 will renew their sense of community, re-ignite their passion for TASH’s mission, learn practical information for immediate use, access the newest research findings and innovations, and get involved in current national issues and policy debates. Website: http://www.tash.org/2007tash/index.htm
National Summit on RTI (Response to Intervention) Implementation
Date: December 6-7, 2007
Location: Washington, DC
Website:www.rtisummit.org
Federation of Families for Children’s Mental Health (FFCMH)’s Annual Conference
Date: December 7-9, 2007
Location: Washington, DC
Website: www.ffcmh.org
The LEAD (Leadership for the Employment of Americans with Disabilities) Initiative
Date: December 11, 2007
2:00-3:00 p.m. (Eastern) (Web-based Event)
Abstract: The Equal Employment Opportunity Commission’s LEAD initiative was created to address the alarming decline in the number of individuals with severe disabilities employed in federal agencies. Participants in this Job Accommodation Network Webcast will learn about the special hiring authorities and opportunities available for people with disabilities. This session will also provide information on how to quickly and effectively accommodate employees with disabilities at little or no cost. Registration is required and a registration fee does apply.
Website:http://www.jan.wvu.edu/webcast/
ACTE 2007 Annual Convention and Career Tech Expo: Connecting Education and Careers
Date: December 13-15, 2007
Location: Las Vegas, NV (Conference)
Abstract: The 2007 conference of the Association for Career and Technical Education will include sessions from the following divisions: administration, adult workforce development, agricultural education, business education, engineering and technology education, family and consumer sciences education, guidance and career development, health science technology education, marketing education, new and related services, special needs, teacher education, and trade and industrial.
http://www.acteonline.org/convention/index.cfm
National Head Start Association (NHSA)’s Annual Parent Training Conference
Date: December 14-18, 2007
Location: Indianapolis, IN www.nhsa.org
January 2008
Special Camp Fair
Date: Saturday, Jan. 26, 2008
Presented by Resources for Children with Special Needs, Inc.
Abstract: Parents and caregivers of children and teens with disabilities can plan ahead for summer with the wealth of information offered at the 23rd annual free Special Camp Fair on Saturday, January 26, 2008 from 11 AM to 3 PM. at the Church of St. Paul the Apostle, (Entrance to Fair on Columbus Ave. near W. 60th St.) NYC . The Fair is presented by Resources for Children with Special Needs, Inc., (212) 677-4650. www.resourcesnyc.org Representatives from 70 New York City day camps and sleepaway camps in the northeast will be on hand to help parents and professionals plan productive summer experiences for children with disabilities. The Fair will also feature information on travel programs, remedial education programs, volunteer and job opportunities and early childhood programs. Spanish and sign language interpreters will be available. Visitors to the Fair will receive a free copy of the Camps 2008 Guide. The Camps 2008 Guide (publication date January 2008) is also available by sending a check for $25 plus $8.00 postage and handling to Resources for Children with Special Needs, Inc., Dept. PR1, 116 E. 16th St., 5th Floor, New York, NY 10003.
Contact: Gary Shulman, 212-677-4650
Website: www.resourcesnyc.org
Parent Centers United for Excellence: ALLIANCE National Conference
Date: January 30-February 1, 2008
Location: Washington, DC
Abstract: The 11th annual ALLIANCE National Conference will bring together representatives from parent centers, the U.S. Department of Education, technical assistance centers, and schools to share information about special education issues and working with families. It is sponsored by the Technical Assistance ALLIANCE for Parent Centers National Center at PACER, in collaboration with the U.S. Office of Special Education Programs and the ALLIANCE Regional Parent Technical Assistance Centers. Registration deadline: December 5, 2007.
http://www.taalliance.org/conference/2008/index.htm
March 2008
BRIGHTER TOMORROWS
Conference
Dates: March 7-8, 2008
Location: Saint Martin’s University * Norman Worthington Conference Center
5300 Pacific Ave. SE * Lacey, WA 98503
WebSite: http://www.WyattsHouse.org
Telephone: (360) 507-0944
Email: info@wyattshouse.org
Abstract: Brighter Tomorrows is the annual conference-fundraiser of The Wyatt Holliday Foundation, an Olympia-based nonprofit which assists families of children with special needs through advocacy, education and support. The conference takes place near Washington State capitol, bringing together professionals and families to learn from those specializing in various educational, medical, therapeutic and legal fields of interest. This year there is emphasis on special education law and the Pete Wright due process DVD will be shown. For more details please contact us!
April 2008
Juvenile Bipolar Disorder: Under Diagnosed, Under Treated, Under Discussion
Date(s): April 18th and 19th 2008
Location: Austin Convention Center, Austin Texas
Sponsor: dbh Neuroscience Seminars
Contact Information: Phone – 925-648-2649, FAX – 925-648-2650 e-mail – info@behaviorquest.com
Website:www.dbhnss.com Registration online encouraged
Abstract: Our featured presenters are Demitri and Janice Papolos authors of, “The Bipolar Child”. David Miklowitz, PhD author of “Bipolar Disorder; Family Focused Treatment”, and Steven Mattis PhD, neuropsychologist and expert in the executive processing that are frequently deficits in this population.
Funding Forecast, Grants, and Award Opportunities
Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2008
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 2006-2007 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/
Society for Research in Child Development Public Policy Fellowships
The Society for Research in Child Development (SRCD) is seeking applications for its Policy Fellowships for the 2008-09 legislative term. SRCD Fellows come to Washington, DC and use developmental science to inform public policy. Doctoral-level scientists from disciplines relevant to child development are eligible to apply, including both early and mid-career professionals. The fellowship program aims to contribute to the effective use of scientific knowledge about child development in the formation of public policy, to educate the scientific community about the development of public policy, and to make more effective connections between developmental scientists and federal policy-making. Application deadline: December 15, 2007.
http://www.srcd.org/policyfellowships.html
1800Wheelchair.com Scholarship
1800Wheelchair.com will award one $500 scholarship to an undergraduate student, with a preference for applicants with mobility disabilities. Applicants must be enrolled at an accredited college or university in the U.S. at the undergraduate level, be a legal resident of the U.S. or hold a valid student visa, be a student in “good standing,” and have at least a 3.0 GPA. Applicants must submit a 300-500 word essay in reply to the following question: What advice would you give to your college’s faculty and administration to help your school better assist students with disabilities? Application deadline: December 20, 2007.
http://www.1800wheelchair.com/scholarship/
AXA Achievement Scholarship
The AXA Achievement Scholarship provides fifty-two winners – one from each state, the District of Colombia and Puerto Rico – scholarships of $10,000 each. Ten of these 52 state winners are selected as national winners and earn an additional scholarship of $15,000. These top 10 also receive a laptop and the offer of an internship with AXA. AXA scholarship winners are ethnically and economically diverse, but they share these qualities: ambition and drive; determination to set and reach goals; respect for self, family, and community; and ability to succeed in college. Application deadline: December 15, 2007.
https://www.axaonline.com/rs/axa/about-us/33b_axa_achievement.html
“Arts Connect All” Grants
VSA arts and MetLife Foundation designed the Arts Connect All grants to encourage arts organizations to create or enhance multi-session inclusive education programs by strengthening partnerships with local public schools. The grants aim to enable more students with disabilities to experience social, cognitive, and cultural development through arts learning alongside their peers without disabilities; create educational access and inclusion in the arts for students with disabilities; and document the contributions that arts organizations make to inclusive education in public schools. Grant amount: $15,000. Application deadline: December 7, 2007.
http://www.vsarts.org/x273.xml
National Schools of Character Awards
Every year, the Character Education Partnership names ten public and private schools and districts (K-12) as National Schools of Character for their outstanding work in character education. 2008 award recipients will receive $20,000: $10,000 to enhance their program and $10,000 to provide outreach to other educators through staff development or mentoring for another school/district. Eligible schools have been engaged in character education for at least three full years, starting no later than December 2004. Eligible districts have been engaged in character education for at least four full years, starting no later than December 2003. Application deadline: December 3, 2007. CLICK HERE
Latest Career Center Classifieds
SEIT – Mono and Bilingual Spanish
Description: Special Education – SEIT Providers needed – immediate openings. Permanent/Professional/Initial Special Education certificate required. English and/or bilingual (Hebrew, Yiddish, Spanish, Russian – extension). ABA a plus. Brooklyn all areas, P/T, F/T, top salary and benefits.
Requirements: Permanent/Professional/Initial Special Education certificate required.
Benefits: Top benefits
Contact: seligs@optonline.net
fax: 718-627-1855 ATTN: Susan
Assistant/Associate Professor (Special Education)
Job Category: (Special Education)
Posted on Friday 09. of November 2007
Description: School of Education and Human Development (SEHD) at Shenandoah University invites applications and nominations for a full-time, career contract, assistant/associate professor position in Special Education.
Requirements: A Ph.D. or equivalent in special education or related field is required. Teaching is recognized as the most important faculty activity at Shenandoah University, and, the successful candidate will teach graduate and undergraduate courses in special education. We seek faculty members who focus on individual student learning styles and motivations. She/he will also work with SEHD to align department curriculum with state and professional performance -based standards, advise undergraduate and graduate students, and be an active scholar. Knowledge of and experience with assistive technology and distance delivery, and experience in schools (P-12) are highly desirable.
Application: To apply please submit a statement of interest (including a statement of teaching philosophy) in the position, cv., transcripts, and contact information of three references to:
Office of Human Resources-SEHD
Shenandoah University
1460 University Dr.
Winchester, VA 22601
We encourage and support diversity in the workplace. EOE www.su.edu
DISABILITY SERVICES COORDINATOR
Irvine, CA
Job Category: Disability Services Coordinator
LET THE CITY OF IRVINE TAKE YOUR CAREER HIRE!
The City of Irvine is ideally located in Southern California and is close to many of the area’s tourist attractions, numerous resorts and some of the state’s finest beaches. Irvine has also been recognized as “one of the ten best places in the nation to live,” according to U.S. News and World Report!
DISABILITY SERVICES COORDINATOR
$50,877 – $76,313 annually
We are seeking an energetic customer-focused individual to develop, coordinate, and implement a variety of programs and services for individuals with disabilities. This includes designing programs and events in collaboration with multiple agencies, departments and/or service providers, compiling and evaluating program/service participation data, and creating promotional information to initiate public awareness of Recreation Inclusion, while meeting individual needs of people seeking inclusion according to ADA standards. You’ll also develop and implement volunteer services programs and monitor program budgets. Our ideal candidate will possess a Bachelor’s degree in special education, recreation therapy, sociology, psychology, teaching or field related to disability services, plus two years experience working with adults with developmental disabilities in the areas of independent living, employment and/or recreation, including knowledge of the Americans with Disability Act.
Position closes on 11/21/07. Please visit www.cityofirvine.org/jobs for a detailed position description and to apply. EOE
Contact:
Please visit www.cityofirvine.org/jobs for a detailed position description and to apply. EOE
Special Education Teacher
King & Queen Courthouse, VA
Job Category: Special Education Teacher
King and Queen County Public Schools
Central High
17024 The Trail
King & Queen Courthouse, VA 23085
Minimum Qualifications:
Bachelor’s degree from an accredited college or university; Virginia Department of Education license with an endorsement in special education, valid out-of-state license, or immediate eligibility for Virginia licensure; Ability to establish effective working relationships within a. diverse student, parent, and school community.
Salary Range:
$35,000 – $53,303 – Based upon qualifications and experience.
Contact:
Lisa Weakland
(804)785-5981
Email: lweakland@kqps.net
Website: www.kqps.net
Superintendent
Vancouver, WA
Job Category: Superintendent
CLOSES: Open until filled (initial review begins November 16, 2007)
The Washington State School for the Deaf (WSD) has an excellent opportunity for qualified individuals looking to make a difference by improving the education of deaf and hard of hearing students throughout the state. We are seeking a student-oriented, compassionate leader dedicated to providing the finest instructional services possible to all students regardless of where they attend school.
About the School
Founded in 1886, WSD serves eligible deaf and hard of hearing children ages birth through twenty-one. It is responsible for the educational programs of residential and non-residential deaf and hard of hearing students attending the school. Of equal importance, the school also provides consultation and outreach services to school districts and deaf and hard of hearing children attending public schools within the State of Washington.
Located in Vancouver, Washington, the WSD campus is divided into three programs – academic, residential and outreach. WSD is fully accredited by the Northwest Association of Schools and Colleges and the Conference of Educational Administrators of Schools and Programs for the Deaf. For more information, click here to visit the website http://www.wsd.wa.gov/index1.aspx.
Responsibilities
With the support and direction of the Board of Trustees, the Superintendent serves as the chief administrator for the school and oversees its day-to-day operations. This position is appointed by the Governor, and provides supervision, guidance, and leadership to staff, parents and students. In conjunction with members of the Board of Trustees, the Superintendent works closely with the Governor and legislators to improve state deaf education policy and services, and collaborates with both public and private organizations to improve learning.
Other key responsibilities include:
- Providing a healthy and safe environment for the students and staff by closely monitoring the implementation of policies and procedures designed to ensure student and staff safety
- Anticipating and assessing the school’s needs in order to develop the appropriate budget requests
- Assessing the current and future status of the school’s educational programs and ensuring that it is the major conduit for “best practices”
- Ensuring compliance with local, state and federal laws which affect the education of deaf and hard of hearing students
- Encouraging students, teachers, parents, and community members to share in the school’s decision-making processes
- Developing and maintaining effective partnerships and collaborative relationships with public school districts and agencies throughout the state
- Serving as a facilitator among legislators, special education professionals, parent and staff organizations, school alumni, the Washington State Association of The Deaf and other interested parties for the purpose of developing an integrated statewide educational delivery system.
- Continuing to develop the school’s post-graduate and occupational preparation programs
Qualifications
Candidates must have the knowledge and experience necessary to provide the highest caliber learning and growth opportunities possible to deaf and hard of hearing students. They will have previously worked in a school management/administrator role, and will have experience working with the deaf and hard of hearing community. We are looking for someone with a record of leadership derived from the power of ideas and persuasion who will advocate for students, staff, programs and ideas. The most successful candidates will also have the communications skills to clearly communicate innovative new ideas and the organizational abilities and leadership competencies to implement them. A collaborative and open minded approach to communicating with students, parents, educators, staff, and other stakeholders is essential in order to be successful in this role.
Successful candidates must also have:
- A graduate degree or doctoral degree in Deaf Education, School Administration, or Special Education
- Experience in deaf education, as well as complying with and implementing rules regarding the education of students with disabilities, including those with behavioral problems
- Knowledge of P-12 education and the post-graduate learning needs of the deaf and hard of hearing
- Knowledge of federal law in Special Education, and the ability to quickly learn Washington’s laws and educational framework
- Fluency in American Sign Language (ASL) and a successful track record advocating for the deaf culture
- Experience working with a board or other oversight committee, and demonstrated ability to work with legislators and other educational policy makers
Application Instructions
Email your resume and a letter of interest outlining your skills and abilities as they relate to this announcement to: ExecutiveCareers@dop.wa.gov
Please Note:
Candidate evaluation will be ongoing and it will be to the applicant’s advantage to submit materials as soon as possible. Please be aware that the hiring authority reserves the right and may exercise the option to make a hiring decision prior to the conclusion of the recruitment process.
The State of Washington is an equal opportunity employer. Persons with a disability who need assistance in the application process, or those needing this announcement in an alternative format should call (360) 664-6266 or TDD (360) 664-6211.
Contact Information:
Evan Oderman
WA State Dept of Personnel
Executive Careers Office
Ph: 360-664-6266
Email: evano@dop.wa.gov
Special Education Teachers
Bronx, NY
Job Category: Special Education Teacher
Description: Saint Dominic’s Home seeks Special Education Teachers, NYS certified in Birth-2nd grade, for the Torch Preschool Program in the Bronx. Join us in helping 3-5 year old children develop socially, emotionally and intellectually. Visit our website www.stdominicshome.org EOE
Contact: Email jobs@stdominicshome.org; Fax Resume: (718) 798-3354
Special Education Teacher
Charleston, SC
Job Category: Part-time multi-categorical Secondary Education
SUMMARY OF POSITION:
Under direction of school director, will provide quality services to special education students grades nine through grade twelve in a charter school setting, through a commitment to team participation in planning and implementation of student programs including special instruction, tutorial assistance, and consultation to general education staff.
ESSENTIAL FUNCTIONS:
Essential functions may include, but are not limited to the following:
1. Prepare student education plans in consultation with parents and IEP team members.
2. Design instruction, both individual and small group, which parallels the general education curriculum.
3. Act as coordinator of IEP implementation with general education staff.
4. Monitor student progress, participates in review and revision of IEP, as appropriate.
REQUIREMENTS:
Possession of or qualification for a South Carolina Credential with multi-categorical certification. Commitment to education least restrictive normalized settings. Ability to diagnose learning disorders, prescribe remediation and evaluate student progress. Ability to function as a member of an educational team, collaborate with general education staff, support personnel, community agencies, and parents. Strong behavior management and positive discipline skills. Ability to be flexible and receptive to change.
BENEFITS:
South Carolina Health, Life, Dental, Retirement
CONTACT:
Renee Chewning, Director
Sea Islands YouthBuild
P.O. Box 867
Johns Island, SC 29457
(843) 557-1611
siybdirector@gmail.com
Special Education Teacher
PENNSYLVANIA
Job Category: Certified Special Education Teacher
Description: While functioning as a certified Special Education Teacher and Group Therapist to Head Start (preschool) children enrolled in the Therapeutic Activities Program – Head Start, you will prepare and teach daily lessons, lead group therapy sessions, and maintain liaisons with community school personnel. This includes:
1. Developing and teaching daily lesson plans, stressing participatory lessons in language arts, social studies, sciences, mathematics, and handwriting in the Head Start (preschool) grade skill levels and working with individual students to assess education levels and provide remedial assistance as needed.
2. Serving as a liaison between TAP-HS Program and public/private school teachers, counselors, principals, nurses, speech therapists, and other school personnel, while soliciting and assisting in referrals to Child and Family TDP.
3. Participating in the evaluation of TAP-HS referrals with other Child and Family staff, attending regularly scheduled treatment reviews of children’s progress assessment and planning goals, and participating in continuity of care and aftercare planning for children.
4. Participating in initial treatment planning meetings with children and their parents/guardians and in regularly scheduled treatment progress interviews with parents.
5. Providing Insight Oriented, Supportive, Activity, and Recreation Group Therapy to children in the TAP-HS Program.
6. Maintaining accurate observational records for the children attending the TAP-HS Program.
Requirements: The qualified candidate must possess a Bachelor’s Degree and certification in special education, and at least two years of prior special education classroom teaching experience with background/knowledge in early childhood education. This is a year round position which follows the school schedule during the school year (approx. 30 hrs. per week) and a summer camp schedule during the summer (approx. 35 hrs. per week).
Contact: To learn more about us, and to apply on-line, please visit www.pennhealth.com/jobs. Please search by the Job Code # 20491. AA/EOE, M/F/D/V.
Special Education Teacher
Denver, CO
Description: The Denver Department of Human Services is seeking qualified individuals for Special Education Teachers at the Family Crisis Center.
This list will be established for future openings at the Family Crisis Center.
- These teachers provide full performance level education services to learning, emotionally and developmentally challenged students/patients including assessing, testing and developing learning strategies.
- Evaluates, assesses, and analyzes the results of tests performed on the student. Charts and sends results to the next placement.
- Develops individual treatment plans for students in coordination with other staff members and family of the students at staff meetings.
- Prepares billing forms, monitors the budget, orders supplies, and prepares grant proposals
- Develops curriculum for school age students/patients.
The Department of Human Services will conduct criminal background checks as part of the hiring process. Successful candidates must be able to successfully complete this criminal background investigation.
Denver Human Services promotes the well-being, protection and independence of Denver residents through its many services for low-income and at-risk families, children, seniors and other adults.
For more information on the Family Crisis Center, please visit our website at www.denvergov.org/HumanServices/
Requirements: Requires a Bachelor’s Degree and three years experience teaching primary/secondary school students with special learning difficulties and social emotional disabilities.
Additional appropriate education may substitute for the minimum experience requirements on a year for year basis.
Also requires a State of Colorado Teachers License and a Special Education Endorsement as Teacher II – Severe Affective Needs or Special Education Endorsement.
Some positions may require a Colorado Class & Drivers License by the completion of probation.
Contact: Applicants are encouraged to apply on line at www.denvergov.org/jobs.
Questions? Contact Francine Crusan at 720-944-2849, or francine.crusan@ci.denver.co.us. EOE
Special Education/SDC Moderate to Severe 1.0 FTE
Alameda, CA
Job Category: Special Education Full Time High School
Description: Special Education – Special Day Class – Moderate to Severe – Full Time – Alameda High School.
Requirements: Hold a valid California Educational Specialist – Moderate to Severe Teaching Credential. Must meet the “No Child Left Behind” compliance requirements. CLAD certification required or an alternate. Desired: Bilingual- Spanish, Cantonese, Tagalog.
Benefits: Starting Salary Range – $40,270.03 – $76,788.52 – $1,328.91 Stipend for a Master Degree. Medical/Dental/Vision
Contact: If interested in this position, please download an online application by visiting our website- www.alameda.k12.ca.us click employment / employment / certificated.
Once you have printed and completed the application, please submit it (and the other requested documents listed on the back of the application form) to:
Alameda Unified School District
Human Resources
2200 Central Avenue
Alameda, CA 94501
Feel free to call 510-337-7070 if you should have any questions.
Acknowledgements
Portions of this month’s 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
