Table of Contents
Message from the Executive Directors
New Projects in Disability Research and Special Education
Legal Issues Corner-IDEA Update
U.S. Department of Education Update
Controversial Issues Question in Special Education
Upcoming Conferences, Workshops, and Events
Message from the Executive Directors
Let us first begin this January 2007 edition of the NASET Special Educator e-Journal by wishing you and your family a very happy and healthy new year. We hope 2007 brings is a wonderful year and we wish you all the best in the upcoming new year.
This week, former President Gerald Ford passed away at 93 years of age. Regardless of our political ideologies, President Ford will always have a very important role in the history of special education.
On November 29, 1975, President Ford signed the Education for All Handicapped Children Act (P.L. 94-142) into law. The new law dramatically increased the federal commitment to categorical aid to special education. With a price tag of $3 billion to $4 billion over five years, it authorized funds to cover “excess” expenses associated with special education on an increasing basis, from 5-percent reimbursements in the first year to 10 percent reimbursements in the second year, 20 percent reimbursements in the third, 30 percent reimbursements in the fourth, and 40 percent reimbursements in the fifth and all subsequent years. In Ford’s view, however, the law promised more than the federal government could deliver: “Even the strongest supporters of this measure know as well as I that they are falsely raising the expectations of the groups affected [i.e., handicapped children and their parents] by claiming authorization levels which are excessive and unrealistic.”
In the end, Ford worried, P.L. 94-142 would simply become another “unfunded mandate” with legal obligations that outstripped its financial contributions. “It establishes complex requirements under which tax dollars would be used to support administrative paperwork and not educational programs,” Ford said. “Unfortunately, these requirements will remain in effect even though the Congress appropriates far less than the amounts contemplated in [the law].” By the time P.L. 94-142 took effect in 1977, Ford warned, Congress would have to trim both its financial promises and its regulatory requirements. Otherwise, he said, “its good intentions could be thwarted by the many unwise provisions it contains.” Indeed, the provisions of P.L. 94-142 struck a delicate balance between being voluntary (any state could choose not to receive federal funds) and mandatory (all states had to obey federal civil rights laws as interpreted by the courts). The key question for the future was whether taxpayers would be willing to pay for the programs necessary to meet civil rights expectations.
By the time P.L. 94-142 took effect in the fall of 1977, special education referrals had increased at an astounding rate. Before passage of the law, less than five percent of the nation’s students were diagnosed with disabilities; after federal aid became available, that number doubled to nine percent. In Chicago, the figure climbed to 11.7 percent; in Philadelphia, 12.4 percent; in Baltimore, 14.9 percent; in Boston, 18.4 percent—more than twice the national average and more than six times the average three years earlier. Some contended that, with improved diagnostic techniques and due-process protection, Boston’s figures represented an accurate picture of disability in the city. Others, however, noted how arbitrary and fickle diagnoses could be. Inasmuch as P.L. 94-142 entailed a “zero-rejection” clause, all handicapped students, regardless of their degree of disability, were entitled to placement in special education programs unless they explicitly opted out. The idea behind this zero-rejection clause was that no disabled student should be denied services to which he or she was legally entitled.
In the end, President Ford played an instrumental role in founding this historic law. Today, the major purposes of P.L. 94-142 stand as principles of our current federal law, the Individuals with Disabilities Education Improvement Act of 2004. These are:
- To guarantee that a “free appropriate education,” including special education and related service programming, is available to all children and youth with disabilities who require it.
- To ensure that the rights of children and youth with disabilities and their parents or guardians are protected (e.g., fairness, appropriateness, and due process in decision-making about providing special education and related services to children and youth with disabilities).
- To assess and ensure the effectiveness of special education at all levels of government.
- To financially assist the efforts of state and local governments in providing full educational opportunities to all children and youth with disabilities through the use of federal funds.
The National Association of Special Education Teachers extends its condolences to the Ford family
Once again, let all of us here at NASET wish you a happy and healthy new year
Sincerely,
Dr. Roger Pierangelo and Dr. George Giuliani
Executive Directors of NASET
New Projects in Disability Research and Special Education
ediONLINE: Online Professional Development Courses and Certificate Programs in Disability, Workplace, and Employment Support Practice
http://www.ilr.cornell.edu/edi/edionline/ediONLINE.cfm
Cornell University Employment and Disability Institute’s ediONLINE provides high-quality online training to managers, practitioners, advocates, and policymakers in the disability field in order to improve and enhance effectiveness in supporting employment outcomes and greater economic self-sufficiency for people with disabilities. ediONLINE’s courses seek to bridge the gap between policy and practice by providing practical applications, hands-on learning, leading-edge skills, and knowledge that learners can immediately apply to their work. Upcoming trainings include Overview of SSA Disability Determination and SSDI, Person-Centered Career Planning, and Overview of SSI. Registration is required and a registration fee does apply.
SAMHSA Launches National Mental Health Anti-Stigma Campaign
http://www.samhsa.gov/newsroom/advisories/0611274804.aspx
On December 4, 2006, the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA), in partnership with the Ad Council, launched a national public service advertising campaign designed to decrease the stigma surrounding mental illness and encourage young adults to support their friends with mental health problems. The rate of serious psychological distress is higher among 18-25 year olds than among all adults over 18 yet 18-25 year olds show the lowest rate of help-seeking behaviors.
This Just In
FDA Approves Novel Device That Prevents or Reduces Brain Damage in Infants
The Food and Drug Administration (FDA) today approved a first-of-a-kind medical device for the treatment of babies born with moderate to severe hypoxic-ischemic encephalopathy (HIE), a potentially fatal injury to the brain caused by low levels of oxygen. The Olympic Cool-Cap system is designed to prevent or reduce damage to the brains of these patients by keeping the head cool while the body is maintained at a slightly below-normal temperature. The Cool-Cap is manufactured by Olympic Medical Corporation, a subsidiary of Natus Medical Incorporated of San Carlos, Calif.
“This approval brings new hope to parents of the approximately 5,000-9,000 babies each year who are born in the United States with moderate to severe hypoxic-ischemic encephalopathy,” said Dr. Daniel Schultz, director of FDA’s Center for Devices and Radiological Health. “Until now, there has been no effective treatment for these infants other than supportive care. Up to 20 percent of them died, and 25 percent suffered permanent disability because of neurological deficits.”
The Olympic Cool-Cap treats the patient by maintaining a steady flow of water at a selected cool temperature through a cap covering the infant’s head. The system, which consists of a cooling unit, a control unit, temperature probes and a water-filled cap, was found safe and effective in a study with 234 infants with moderate to severe HIE. At 18 months of age, there were fewer deaths and fewer severe cases of neurodevelopmental disability in the cooled group compared with the control group.
As conditions of the approval, Olympic Medical Corporation will set up a patient registry to collect information on device usage and to track treatment outcomes; organize a training and certification process for all operators of the device; and restrict use of the device to patients who meet the eligibility criteria defined by the original study.
Legal Issues Corner-IDEA Update
Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act
http://www.ed.gov/about/reports/annual/osep/2004/
The Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) is now available online. Volume 1 focuses on the children and students being served under IDEA and provides profiles of individual states’ special education environments. Volume 2 contains state-reported data tables and appendices.
NCLB and IDEA: What Parents of Students with Disabilities Need to Know & Do
http://education.umn.edu/nceo/OnlinePubs/Parents.pdf
This guide from the National Center for Educational Outcomes informs parents of students with disabilities about The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA), two of the most important federal laws relating to public education. Available in PDF (23 pages, 753 KB).
Final regulations of IDEA Now Available
You’ve no doubt heard that final regulations for IDEA 2004 have been published. They’re only 307 pages long— including the comments and analysis of changes— perfect reading for a 3-day weekend. Pick up your copy of the regs (in PDF), at:
http://www.nichcy.org/reauth/IDEA2004regulations.pdf
How Has IDEA Changed?– Comparing IDEA 2004 to IDEA 1997
The Office of Special Education Programs (OSEP) answers this question with its Topic Briefs prepared just for the new regulations. Hook up with available briefs at:
http://www.nichcy.org/idealist.htm
Implementing IDEA: How Are We Doing?
www.abt.sliidea.org/reports.htm
Marking the Progress of IDEA Implementation discusses the implications from the six-year Study of State and Local Implementation and Impact of IDEA (SLIIDEA). SLIIDEA addressed how states, districts, and schools made progress toward issues of concern identified by Congress in the 1997 amendments to IDEA. A three-volume Sourcebook has been prepared to complement the report provided at the link above. Volume I summarizes study findings for each of the Congressional topics. Volume II consists of tables that display state, district, and school-level data for each data collection year and that show changes, including trends over time, in responses to individual survey items for each Congressional topic. Volume III provides a complete description of the sampling design and analytic approach used in SLIIDEA. Where would you find these three volumes? At the link above as well, where all the reports from the project can be found.
OSEP-Reviewed Materials on IDEA 2004
http://www.nichcy.org/idealist.htm
The materials listed on this Web page from NICHCY, the National Dissemination Center for Children and Youth with Disabilities, relate to IDEA 2004 and its implementing regulations. They have been reviewed by the U.S. Department of Education, Office of Special Education Programs for consistency with the IDEA Amendments of 2004. Materials are available on the following topics: assessment, behavior/discipline, disproportionality, due process, early intervening services, evaluations/reevaluations, funding, highly qualified teachers, IEPs/IFSPs, learning disabilities, mediation, model forms, NCLB, NIMAS, Part C, preschool, prior written notice, private schools, procedural safeguards, state complaint procedures, and transition.
U.S. Department of Education Update
A report from Educational Testing Service (ETS) reveals that while adults generally view students as technologically savvy, few have high levels of information literacy, or the ability to use technology to find the information for which they are searching. The report finds that the majority of high school and college students lack proper critical thinking skills when it comes to researching online and using sources. http://www.ets.org/Media/Products/ICT_Literacy/pdf/2006_Preliminary_Findings.pdf
The Center for American Progress recently released Expanding Learning Time In High Schools. This report examines high schools that require an extended learning day (rather than schools that offer extra time on task as a voluntary elective). The report also evaluates the success of these schools and analyzes how such reforms could be accomplished on a larger scale. http://www.americanprogress.org/issues/2006/10/pdf/extended_learning_report.pdf
The National Alliance for Public Charter Schools has issued Charter School Achievement: What Do We Know. Bryan C. Hassel and Michelle Godard Terrell evaluated 58 recent comparison studies of charter school and district school performance and examined each by its methodology and findings. Of the 58 studies, 25 focused on data from separate points in time and 33 evaluated performance changes over time. Mr. Hassel and Ms. Terrell point out that, while there are many studies relating to student achievement, there are not many dedicated to research that evaluates chartering as a policy.
http://www.publiccharters.org/content/publication/detail/1554/
Results of the National Assessment of Educational Progress (NAEP) 2005 science Trial Urban District Assessment (TUDA) have been released, comparing the performance of fourth and eighth grade students in 10 large urban school districts. Overall, student performance in the TUDA districts was comparable to that of students in large central cities, but below student performance in the country. Secretary Spellings issued a statement regarding the TUDA results noting, “ While urban school districts are making good progress, much work remains before all students perform at grade level.” http://nationsreportcard.gov/
A new NCES report uses transcript data from the Education Longitudinal Study of 2002 (ELS:2002) to provide nationally representative information about the level of academic preparation that the high school graduating class of 2003-2004 had when leaving high school. The report supplies a brief examination of the course-taking patterns of the graduates, with a focus on their participation in mathematics, science, and Advanced Placement/International Baccalaureate courses. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007316
In Mountain View (CA), U.S. Secretary of Education Margaret Spellings met with nearly 100 business leaders to discuss the reauthorization of the No Child Left Behind Act (NCLB) and how to strengthen higher education to meet students’ needs in the 21st century.
http://www.ed.gov/news/pressreleases/2006/12/12122006.html
NASET Sponsor
Controversial Issues Question in Special Education
Question of the Month:
As we enter into the new year of 2007, what changes do you believe need to be made in special education? Why do you feel the way you feel?
Let us know your thoughts, ideas, and suggestions. We’ll be sure to print them in the next edition of our e-journal. Send an email to us at specialeducator@naset.org
Calls to Participate
Artists with Disabilities Age 18+: Enter Renascence 07: An International Juried Showcase of Artists with Disabilities
http://www.vsarts.org/prebuilt/showcase/gallery/exhibits/renascence07/
VSA arts is seeking innovative, experimental artists whose work demonstrates the creative fusion of visual art with interactive or sensory experience; communication and information technologies; movement or performance; and/or audio production to submit entries to Renascence 07: An International Juried Showcase of Artists with Disabilities. Open to artists ages 18 and over who are committed to their artistic progress and who have a physical, cognitive, or mental disability. Applicants from a wide range of practices, such as digital arts, installation, and time-based media, are encouraged to apply. Entry deadline: February 2, 2007.
Students with Hearing Loss in Grades 6-11: Apply to Participate in the 2nd Annual National Science Fair for Deaf and Hard-of-Hearing Students
http://www.ntid.rit.edu/prospective/science/
Students with hearing loss in grades 6-11 are invited to submit their science projects for the second annual National Science Fair for Deaf and Hard-of-Hearing Students, where they can win up to $500 in cash awards and other prizes. Students can compete individually or in a two- or three-person team. In March, judges will choose finalists who will be invited to attend the Science Fair, April 27-29, 2007, at the Rochester Institute of Technology, National Technical Institute for the Deaf’s Rochester, NY, campus. Application deadline: February 1, 2007.
Submit Comments: Individuals with Disabilities Education Improvement Act, Part D
http://a257.g.akamaitech.net/7/257/2422/01jan20061800/edocket.access.gpo.gov/2006/06-9404.htm
The U.S. Secretary of Education is soliciting public comment prior to finalizing the comprehensive plan for national activities authorized under subparts 2 and 3, part D of IDEA. Address comments to the Office of Special Education and Rehabilitative Services, U.S. Department of Education, 400 Maryland Ave. SW., Room 4102, Washington, DC 20202-2641. You can also email comments to comments@ed.gov; you MUST use “Comments on IDEA Part D National Activities Comprehensive Plan” in the subject line of your e-mail. Comment submission deadline: January 11, 2007.
Nominate a Leader in Service-Learning for the Alec Dickson Servant Leader Award
The Alec Dickson Servant Leader Award honors exemplary leaders who—through their actions, compassion, creativity, and courage—have inspired the service-learning field, positively impacted the lives of young people, and motivated others to take up the banner of service. The award is presented every year at the National Service-Learning Conference. The award is named for British humanitarian Alec Dickson (1914-94), whose vision, innovation, and commitment inspired many individuals to lead lives of service. Nomination deadline: January 22, 2007.
http://www.nylc.org/inaction_award.cfm?oid=3719&null=1163879434578
Nominate a Teacher for the Alan Shepard Technology in Education Award
The Alan Shepard Technology in Education Award, presented by the Astronauts Memorial Foundation in partnership with the Space Foundation and NASA, acknowledges excellence in the development and delivery of K-12 educational technology programs, either in the classroom or in the professional development of teachers. The Award will be presented at the 23rd National Space Symposium in Colorado Springs, Colorado in April 2007. The winner will receive a trip to the Symposium and a commemorative engraved trophy. Nomination deadline: January 31, 2007. Alan Shepard Award
Submit Comments on the Aspen Institute’s Report on the Reauthorization of NCLB
The Aspen Institute’s Commission on No Child Left Behind is drafting a report regarding the reauthorization of the No Child Left Behind Act (NCLB). The report should be completed in early 2007 and will include recommended statutory language for the reauthorized NCLB. The Commission is soliciting public comment on NCLB to inform this report; click on “Give us YOUR comments on NCLB.” http://tinyurl.com/bnwot
Special Education Resources
Creating Environments That Work for All Youth: Increasing the Use of Evidence-Based Strategies by Special Education Teachers
NCSET Research to Practice Brief • Volume 5 , Issue 1
http://www.ncset.org/premium-publications/viewdesc.asp?id=3396
With a goal of increasing the use of evidence-based practices in special education programs and improve student outcomes, a research demonstration project was developed through a unique partnership of special educators, parents, administrators, and investigators. This brief reports on the method, implementation, and initial findings from this project.
Transition Services for Students Aged 18-21 with Intellectual Disabilities in College and Community Settings: Models and Implications of Success
NCSET Information Brief • Volume 5 , Issue 5
http://www.ncset.org/premium-publications/viewdesc.asp?id=3395
This brief provides an overview of some successful models of transition services being implemented in postsecondary settings, describes one such model implemented by the Baltimore City Public School System in three local colleges, and presents some of the implications and strategies for success of this model.
A Framework for Success for All Students:Collected Papers from the Technical Support Team for the Schools for a New Society Initiative and Carnegie Corporation of New York (Publication)
http://scs.aed.org/premium-publications/cogs.pdf
This document outlines the conceptual framework for Schools for a New Society (SNS), Carnegie Corporation of New York’s $60 million initiative to reinvent American high school education. Launched in 2001, SNS aims to transform the high school experience of more than 140,000 students in more than 100 schools. The framework outlined in this volume represents a theory for how a district can transform its high schools into a system that ensures that all students have access to high-quality education. Available in PDF (70 pages, 1.1 MB).
A Public Education Primer:Basic (and Sometimes Surprising) Facts About the U.S. Education System (Primer)
http://www.cep-dc.org/pubs/publiceducationprimer/PublicEducationPrimer.pdf
This report from the Center on Education Policy answers the following questions about public education in the U.S.: Where are the students? Who are the students? Who controls public education? How are public schools funded? How well are students achieving? What is the public school teaching force like? What other services do public schools provide? Available in PDF (40 pages, 1.8 MB).
Action Brief #1:Ready for College (Brief)
http://www.forumfyi.org/Files/ReadyforCollege.pdf
Much has been written about whether young people across this country are ready for college. The Forum for Youth Investment, Connect for Kids, Voices for America’s Children, and many state Kids Count organizations developed this brief to share the vision, messages, and state policies being proposed to improve the college readiness of youth. Available in PDF (4 pages, 117 KB).
Action Brief #2:Ready for Work (Brief)
http://www.forumfyi.org/Files/Ready_for_Work_for_web.pdf
Much attention has traditionally been paid to the leaks in the “education pipeline”, but now employers, youth, and communities are focusing on repairing the “work pipeline” to ensure that young people are ready for work by age 21. To that end, the Forum for Youth Investment, Connect for Kids, Voices for America’s Children, and many state Kids Count organizations developed this brief to share the vision, messages, and state policies being proposed to improve the work readiness of youth. Available in PDF (6 pages, 218 KB).
Building Statewide Initiatives in Dropout Prevention for Students with Disabilities (Event Materials)
http://www.ndpc-sd.org/resources/SEAForum2006.html
In May 2006, the National Dropout Prevention Center for Students with Disabilities held its State Education Agency Forum. Materials from the Forum are available online including presentations from OSEP; presentations on Indicators 3, 4, 8, and 14; and presentations entitled Improving Student Outcomes Through Transition-Focused Education, What the Research Tell Us: Preventing Dropout for Youth with Disabilities, What Youth Want You To Know About Keeping Them in School, What Research and Practice Tell Us About Keeping Youth in School, Getting a Better Picture of Your Data, Building Your Technical
Assistance Strategy:Big Ideas from SPP Analysis, and many more.
Call to Action: Student Supports and School Improvement (Report)
http://smhp.psych.ucla.edu/summit2002/calltoactionreport.pdf
The Center for Mental Health in Schools held a Leadership Summit in July 2006 to open a dialogue about why student supports continue to be marginalized in school improvement efforts, explore what can be done to change the situation, and most importantly, begin a process for mobilizing support staff at school sites to collaborate for development of comprehensive intervention systems (as contrasted with the current tendency to emphasize expanding services and enhancing delivery). This report reflects work done prior to and during the Summit. Available in PDF (33 pages, 436 KB).
Evidence-Based Practice:Wanted, Needed, and Hard to Get (Web Page)
http://tinyurl.com/uf2lk
While the law requires teachers to use evidence-based practices (EBPs), the field has not determined criteria for EBP nor whether special education has a solid foundation of these practices. Also, teaching strategies that have been researched are difficult for teachers to access. This Web page from the Council for Exceptional Children summarizes the research on EBP and EBP in the classroom, shares what teachers say about EBP and what CEC is doing on EBP, and provides links to resources related to EBP.
High School Reform and Work:Facing Labor Market Realities (Report)
http://www.ets.org/Media/Research/pdf/PICHSWORK.pdf
This Policy Information Report from the Educational Testing Service seeks to bring to the attention of educators and policymakers the body of facts and knowledge about present and future work requirements, including what employers say they want—and need—from their employees. It also considers the skills and knowledge that will be required for high school graduates to secure good jobs without a college diploma. Available in PDF (34 pages, 725 KB).
Improving Access to the General Curriculum for Students with Disabilities through Collaborative Teaching (Online Training Module)
http://www.k8accesscenter.org/training_resources/Co-TeachingModule.asp
This professional development module from The Access Center explores the definition of co-teaching, how co-teaching looks in the classroom, scheduling and planning issues, and the challenge of supervising and evaluating a co-teaching team. It can be modified to accommodate audiences of teachers, supervisors, and/or administrators.
Knowledge, Skills, and Abilities (KSAs):NCWD/Y Training Materials Web Page (Web Page)
http://www.ncwd-youth.info/ksa/
This page of the Professional Development section of the National Collaborative on Workforce and Disability for Youth (NCWD/Y) Web site has information about its Knowledge, Skills, and Abilities (KSA) Initiative, which was developed to improve the awareness, knowledge, and skills of youth service practitioners, those individuals who work directly with youth. On this page, you can learn about the 10 KSA Competency Areas, discover practical professional development strategies, and connect to new training resources, including KSA-specific materials.
NICHCY Connections…to Transition 101 (Web Page)
http://www.nichcy.org/resources/transition101.asp
The National Dissemination Center for Children with Disabilities’ (NICHCY) Transition Suite, a five-part suite of online resources, looks closely at and connects users with a wide range of transition materials. Its five parts are: Transition 101, Transition for Parents, Transition for Students, Transition for Professionals, and Transition for Students with Disabilities.
No Rite of Passage:Coming to Grips with Harassment and Bullying (Newsletter)http://www.nsba.org/site/docs/39100/39055.pdf
This edition of the National School Boards Association’s “Leadership Insider” newsletter compiles viewpoints and resources on how school districts can address harassment and bullying. Articles include an overview of the legal considerations, a review of court decisions relevant to cyber-bullying, a warning about pitfalls in the anti-bullying push, profiles of anti-harassment and anti-bullying efforts in several states and communities, and the story of how one school board set up a process to resolve a controversy over whether sexual orientation should be specified as a protected category in its anti-harassment policy. Available in PDF (12 pages, 434 KB).
Prepare for Your Future (Workbook )
http://wiscareers.wisc.edu/G_Catalog/cat_detail.asp?key=00008
This workbook from Wisconsin Careers is designed to help students understand themselves in relation to the world of work. Students match their interests, skills, and values to occupations, and then decide on a plan of study to help them meet their career goals. The workbook also includes information on the 16 career clusters developed by the States’ Career Clusters Initiative. Available for purchase, but several sample worksheets are available online for free.
Preparing Youth for Careers, Lifelong Learning, and Civic Participation:Principles and Characteristics of Six Leading U.S. Youth Development Programs (Report)
http://www.aypf.org/premium-publications/PrearingYouthforCareersLifelongLearningandCivicParticipation.pdf
This report from the American Youth Policy Forum is designed for practitioners in both the public and non-governmental sectors who design and implement youth employment and youth development programs, the policymakers who support them, and others who wish to 1) learn more about principles and characteristics of leading youth development programs in the U.S., and 2) identify components or entire programs which may be transferable or applicable to other countries and additional communities in the U.S. Available in PDF (48 pages, 780 KB).
Promising Partnership Practices 2006 (Collection)
http://www.csos.jhu.edu/p2000/PPP/2006/
The National Network of Partnership Schools (NNPS) at Johns Hopkins University has published its annual collection, “Promising Partnership Practices 2006.” It contains over 85 activities that have been implemented by NNPS members in schools, districts, and states across the country to improve the climate of partnerships and help families support students in math, reading and literacy, science, health and safety, behavior, multicultural awareness, and postsecondary planning. In honor of its 10th Anniversary, NNPS has also placed over 600 promising partnership practices on its redesigned Web site, in the “Success Stories” section (http://www.csos.jhu.edu/p2000/success.htm).
Questions That Educators Can Ask About the Participation of Students with Disabilities in School Reform and Improvement Models (Checklist)
http://www.csrq.org/documents/QuestionsEducatorsCanAsk.pdf
Educators can use this checklist from the Comprehensive School Reform Quality Center to consider strategies that can be used to improve the participation of students with disabilities in comprehensive school reform and improvement models. Available in PDF (6 pages, 214 KB).
TransQUAL Resource Center (Web Page)
http://www.ilr.cornell.edu/edi/p-transqual.cfm
The TransQUAL Resource Center, a Web page of the Employment and Disability Institute at Cornell University, supports planning efforts for continuous improvement of postschool outcomes of all youth. Visitors to this Web page learn how to develop innovative transition and career development services for youth with and without disabilities from educators, families, agencies, and other resources. The page also includes a monthly podcast, an online discussion area, links to transition resources, news and announcements, and downloadable documents.
ADD Resources
http://www.addresources.org/
Attention Deficit Disorder Resources is a national non-profit organization that helps people with ADD or ADHD achieve their full potential through education, support and networking opportunities. Its Web site includes reading material, resources, events, learning opportunities, and a monthly listservs
Check & Connect
http://ici.umn.edu/checkandconnect/
Check & Connect, a dropout prevention model developed by researchers at the Institute on Community Integration, was recently accepted into the What Works Clearinghouse as an evidence-based intervention (see http://www.whatworks.ed.gov/Intervention.asp?iid=312&tid=06&pg=topic.asp). The Check & Connect Web site provides information about the model, projects implementing the model, publications and presentations of project staff, and information on program impact.
First in the Family:Advice About College
http://www.firstinthefamily.org/
This Web site from What Kids Can Do features straight-up, practical advice from first-generation students who have made it to college, including videos and other testimonials. The site also includes facts, tips, planning checklists, and other resources.
Wested.org
http://www.wested.org/cs/we/print/docs/we/home.htm
A nonprofit research, development, and service agency, WestEd enhances and increases education and human development within schools, families, and communities. Its Web site includes information about WestEd and its services and products, including publications and events. Visitors can also request to be put on WestEd’s mailing and e-mailing lists.
Upcoming Conferences, Workshops, and Events
January
Online and On Time: Supporting Technology Implementation for All Students
Date: January 9, 2007
10:00 a.m. (Central) (Web-based Event)
Abtract: Participants in this Webinar from the Center for Implementing Technology in Education (CITEd) and Don Johnston, Inc. will be introduced to CITEd’s interactive Web tools that offer guidance to educators on effective technology implementation. CITEd offers just-in-time resources and tools to support instruction for diverse learners and facilitate communities of practice, and provides research on technology-supported instruction with an emphasis on students with special needs. Participation is free, but registration is required.
http://www.donjohnston.com/proservices/movfor/
2007 Effective Strategies Institute: Planting Seeds of Promise: Reaching, Teaching, and Engaging
Institute
Date: January 16, 2007 – January 19, 2007
Location: Clearwater, FL
Website:http://www.dropoutprevention.org/conferen/conferen.htm
Abstract: The 2007 Effective Strategies Institute will feature nationally known keynote speakers, professional educators, and presentations on a variety of strategies that work with high school students who are at risk of dropping out. Sponsored by the National Dropout Prevention Center/Network, the Florida Department of Education, Florida’s 21st Century Community Learning Centers, the Florida Association of Alternative School Educators, and Communities In Schools of Florida.
Addressing the Needs of Juvenile Status Offenders and Their Families
Videoconference
Date: January 18, 2007 at 2:00 PM – 4:00 PM (Eastern)
Website:http://www.trc.eku.edu/jj/
Abstract: Policymakers, judges, attorneys, law enforcement, juvenile justice, child welfare, social services, and other youth serving agencies are invited to participate in this videoconference, sponsored by the Office of Juvenile Justice and Delinquency Prevention and others. It aims to raise awareness of juvenile status offenders and the risks they face in becoming more deeply involved in serious risk behavior, offending, and the juvenile justice system; and to highlight promising legislative reforms, policies, programs, and practices across the country for intervening with status offenders and their families, reducing further offending. Participation is free but registration is required.
Online and On Time: Supporting Technology Implementation for All Students
Date: January 19, 2007
2:00 p.m. (Central) (Web-based Event)
Abstract: Participants in this Webinar from CITEd and Don Johnston, Inc. will be introduced to CITEd’s interactive Web tools that offer guidance to educators on effective technology implementation. CITEd offers just-in-time resources and tools to support instruction for diverse learners and facilitate communities of practice, and provides research on technology-supported instruction with an emphasis on students with special needs. Participation is free, but registration is required.
http://www.donjohnston.com/proservices/movfor/
State Legislators’ Call on Facilitating Transitions for Youth with Mental Health Needs
Teleconference Call
Date: January 24, 2007 at 2:00 PM – 3:00 PM (Eastern)
Website:http://www.connectforkids.org/newsletters/cfk_weekly#RECONNECTING
Abstract: Young adults with serious emotional and/or behavioral difficulties have the poorest outcomes of all people with disabilities as they enter adulthood. They also face serious gaps in services, including mental health services, when they turn 18. This call will present a policy overview and lessons learned from federally-funded demonstration projects across the country that successfully address the needs of older youth with mental health needs. For more info, contact Jan Richter at janisrichter@msn.com.
The Assistive Technology Industry Association 2007 Conference
Conference
Date: January 24, 2007 – January 27, 2007
Location: Orlando, FL
Website:http://www.atia.org/conf_2007.html
Abstract: Presented by the Assistive Technology Industry Association, ATIA 2007 is a forum for the Assistive Technology (AT) community to participate in presentations and discussions about new technology, practical applications, and services. Segments of the AT industry (augmentative and alternative communication, blindness, computer access, curriculum adaptations, deaf and hard of hearing, electronic aids to daily living, games and recreation, learning disabilities/study aids/literacy, low vision, and mechanical accessories and mounting devices) will be represented in presentations, demonstrations, and/or exhibits. In addition, a hands-on lab will provide an opportunity to experiment with and evaluate the latest AT devices and software.
Career Planning Begins with Assessment and Responding to Employers’ Needs
Teleconference Call
Date: January 25, 2007 at 1:00 PM – 2:00 PM (Central)
Website:http://www.tacommunities.org/ev.php?ID=7575_201&ID2=DO_TOPICAbstract: The best choices made by transitioning youth are based on sound information including appropriate assessments that focus on their talents, knowledge, skills, interests, values, and aptitudes. Successful youth also understand the importance of having functional skills that allow them to respond to the needs of employers. This teleconference will be based on Career Planning Begins with Assessment: A Guide for Professionals Serving Youth with Educational and Career Development Challenges, available online at http://www.ncwd-youth.info/resources_&_Publications/assessment.html . To participate, call 1-866-393-8073 and enter the access code *2830894* (including the asterisks). Sponsored by the Exiting Community of Practice.
OSEP Regulations Implementation Meeting
Meeting
Date: January 30, 2007 – January 31, 2007
Location: Washington, DC
Website:http://www.rrfcnetwork.org/content/view/339/379/
Abstract: This OSEP Regulations Implementation Meeting is for Part B state directors and state staff, PTI and CPRC staff, TA&D Network directors and staff, and SPP Steering Committee members in Regions 1 (CT, ME, MA, NH, NJ, NY, RI, VT) and 2 (DE, DC, KY, MD, NC, SC, TN, VA, WV). The meeting is designed to support states in their implementation of the Part B Final Regulations. Topics for each meeting will include discipline; IEPs, IEP Meetings, evaluations, and re-evaluations; private school children; Highly Qualified Teachers; procedural safeguards (due process procedures, procedural safeguards notice); monitoring and monitoring activities (technical assistance and enforcement); National Instructional Materials Accessibility Standard (NIMAS); and Response to Intervention for the identification of specific learning disabilities, early intervening services.
10th International Conference on Cognitive Disabilities/Mental Retardation, Autism, and Other Developmental Disabilities: Research to Practice
Conference
Date: January 31, 2007 – February 2, 2007
Location: Kona, HI
Website:http://www.dddcec.org/conferences.htm
Abstract: This conference, presented by the Division on Developmental Disabilities of the Council for Exceptional Children, will include presentations by key experts in the field as well as self-advocates with disabilities. Topical areas will include assistive technology, Autism/Autism Spectrum Disorder (ASD), evidence-based practices in cognitive disabilities, multiple disabilities, transition, self-determination, and paraprofessionals.
February
TRLD – Technology, Reading & Learning Diversity
Date: February 1-3, 2007
Location: Hyatt Regency San Francisco, CA
Abstract: TRLD is a professional educational conference that integrates technology interventions with expert literacy strategies, networks literacy leaders and technology experts to work towards solutions, and allows your team to efficiently plan for systemic change to ensure all students’ literacy success.
Contact: Linda Hoening – 888-999-4660 x 571
Fax: 847/740-7326
Email:lhoening@donjohnston.com
Website:www.trld.com
National Center for Culturally Responsive Educational Systems (NCCREST)’s Annual National Forum on Disproportionality
Dates: February 7 – 9, 2007
Location: Washington, DC
Sponsor: National Center for Culturally Responsive Educational Systems (NCCREST)
Contact: National Center for Culturally Responsive Educational Systems (NCCREST)
1380 Lawrence Street, Suite 625
Denver, CO 80204
(303) 556-3990
(303) 556-6141 (Fax)
shelley.zion@cudenver.edu
www.nccrest.org
Abstract: The conference theme is Leadership for Equity and Excellence: Transforming Education. The forum will be geared towards general, special as well as minority education issues. It is for educators, families and policymakers.
Leadership for Equity and Excellence: Transforming Education: The Second Annual National Forum on Disproportionality
Forum
Date: February 7, 2007 – February 9, 2007
Location: Washington, DC
Website:http://www.nccrest.org/events/events/national_forum_2.html
Abstract: At the Second Annual National Forum on Disproportionality, presented by the National Center for Culturally Responsive Educational Systems (NCCRESt), educators, policymakers, advocacy groups, parents, and community members will gather to explore how educational systems can assure equity in educational outcomes for all students through school improvement, leadership, family and community partnerships, policy, and teaching. The Forum will share current research, best practices, and tools for transforming educational systems. Early bird registration ends December 15, 2006.
OSEP Regulations Implementation Meeting
Meeting
Date: February 12, 2007 – February 13, 2007
Location: Los Angeles, CA
Website:http://www.rrfcnetwork.org/content/view/339/379/
Abstract: This OSEP Regulations Implementation Meeting is for Part B state directors and state staff, PTI and CPRC staff, TA&D Network directors and staff, and SPP Steering Committee members in Regions 5 (AZ, CO, BIA, KS, MT, NE, NM, ND, SD, UT, WY) and 6 (AK, CA, HI, ID, NV, OR, WA, AS, GU, CNMI, FSM, RMI, Palau). The meeting is designed to support states in their implementation of the Part B Final Regulations. Topics for each meeting will include discipline; IEPs, IEP Meetings, evaluations, and re-evaluations; private school children; Highly Qualified Teachers; procedural safeguards (due process procedures, procedural safeguards notice); monitoring and monitoring activities (technical assistance and enforcement); National Instructional Materials Accessibility Standard (NIMAS); and Response to Intervention for the identification of specific learning disabilities, early intervening services.
2007 Conference on Inclusive Education: Create an Educational MasterpieceConference
Date: February 15, 2007 – February 17, 2007
Location: Denver, CO
Website:http://www.peakparent.org/conferences.asp
Abstract: Professionals who are committed to educational excellence for all students, who want to learn about successful alternatives to separate classrooms for students with disabilities, and who are looking for more strategies for supporting inclusion are encouraged to attend this conference, sponsored by PEAK Parent Center.
OSEP Regulations Implementation Meeting
Meeting
Date: February 15, 2007 – February 16, 2007
Location: Kansas City, MO
Website:http://www.rrfcnetwork.org/content/view/339/379/
Abstract: This OSEP Regulations Implementation Meeting is for Part B state directors and state staff, PTI and CPRC staff, TA&D Network directors and staff, and SPP Steering Committee members in Regions 3 (AL, AR, FL, GA, LA, MS, OK, PR, TX, USVI) and 4 (IL, IN, IA, MI, MN, MO, OH, PA, WI). The meeting is designed to support states in their implementation of the Part B Final Regulations. Topics for each meeting will include discipline; IEPs, IEP Meetings, evaluations, and re-evaluations; private school children; Highly Qualified Teachers; procedural safeguards (due process procedures, procedural safeguards notice); monitoring and monitoring activities (technical assistance and enforcement); National Instructional Materials Accessibility Standard (NIMAS); and Response to Intervention for the identification of specific learning disabilities, early intervening services.
19th Annual At-Risk Youth National FORUM: Tools, Techniques, and Strategies That Encourage Students to Graduate
Forum
Date: February 18, 2007 – February 21, 2007
Location: Myrtle Beach, SC
Website:http://www.dropoutprevention.org/conferen/conferen.htm
Abstract: Educators at all levels are invited to attend the 19th Annual At-Risk Youth National FORUM, sponsored by the National Dropout Prevention Center/Network. Attendees will learn about proven programs supported by evidence-based research in the areas of workforce preparation, literacy (helping struggling readers), attendance/truancy, teen pregnancy prevention, after-school programs, students with disabilities, resiliency, and service learning. The FORUM is designed to enhance the leadership skills of all adults who are working to strengthen interventions among schools, communities, and families, especially those in at-risk situations.
Forum 2007—Vision for a New Economy: Workforce Leadership Matters!
Forum
Date: February 24, 2007 – February 27, 2007
Location: Washington, DC
Website:http://www.nawb.org/forum/
Abstract: Workforce investment leaders and business executives are encouraged to attend this forum, sponsored by the National Association of Workforce Boards. The forum will focus in part on the impact that “regionalism” will continue to exert on the new economy and on the workforce development system, and the critical role that workforce leadership will continue to play in this process. The goal of the forum is to create a peer-to-peer learning environment where workforce leaders can openly exchange knowledge, ideas, and solutions on how their communities can turn today’s workforce challenges into long-term opportunities.
Funding Forecast and Award Opportunities
Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2007
http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 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.
FY 2006-2007 Discretionary Grant Application Packages
http://www.ed.gov/fund/grant/apply/grantapps/
This site, from the Department of Education, provides information on grant competitions that are currently open.
Information Technology Experiences for Students and Teachers (ITEST)
http://www.grants.gov/search/search.do?oppId=11346&mode=VIEW
The National Science Foundation’s ITEST program is designed to increase opportunities for middle and high school students and teachers to learn about, experience, and use information technologies within the context of science, technology, engineering, and mathematics, including Information Technology courses. Supported projects should provide opportunities for students and teachers to build the skills and knowledge needed to advance their study, and to function in and contribute to a technologically rich society. ITEST has four components: youth-based projects with strong emphases on career and educational pathways, comprehensive projects for students and teachers, renewals of existing projects, and an ITEST Resource Center. Application deadline: January 5, 2007.
Gannett Foundation Grants for Education & Neighborhood Improvement
http://www.gannettfoundation.org/
The Gannett Foundation gives grants to organizations for projects that take a creative approach to fundamental issues such as education and neighborhood improvement, economic development, youth development, community problem-solving, assistance to disadvantaged people, environmental conservation, and cultural enrichment. Communities in which Gannett owns a daily newspaper or television station are eligible to apply. Application deadline: January 15, 2007.
American Educational Research Association Research Grants
With support from the National Science Foundation (NSF) and the National Center for Education Statistics (NCES), the American Educational Research Association announces its Research Grants. The program’s goals are to stimulate research on issues related to U.S. education policy and practice using NCES and NSF data sets; improve the educational research community’s firsthand knowledge of the range of data available at the two agencies and how to use them; and increase the number of educational researchers using the data sets. Grants of up to $20,000 for 1-year projects and $35,000 for 2-year projects will be awarded. Application deadline: January 5, 2007.
http://www.aera.net/grantsprogram/res_training/res_grants/RGFly.html
Community Action Grants from the American Association of University Women Educational Foundation
In 2007-08, the American Association of University Women’s Educational Foundation will award one- and two-year grants. One-year grants of $2,000-$7,000 will provide seed money for new projects that include a clearly defined activity that promotes education and equity for women and girls. Two-year grants of $5,000-$10,000 will provide start-up funds for longer-term programs that address the particular needs of the community and develop girls’ sense of efficacy through leadership or advocacy opportunities (and also include a clearly defined activity that promotes education and equity for women and girls). Application deadline: January 15, 2007.
http://www.aauw.org/fga/fellowships_grants/community_action.cfm
Minnie Grants for Youth Service Day
http://www.ysa.org/awards/award_grant.cfm#nowavailable
Disney and Youth Service America (YSA) are pleased to announce grants of up to $500 to support youth-led service projects. These grants support youth (ages 5-14) in planning and implementing service projects in their community. Teachers, youth ages 15+, youth leaders, and youth-serving organizations also eligible to apply, provided that they that engage youth ages 5-14 in planning and implementing the service event. A significant component of the project must take place on National and Global Youth Service Day, April 20-22, 2007. Projects can address any issue that youth identify as a community need. Deadline: January 24, 2007.
NEA Foundation Learning & Leadership Grants
http://www.neafoundation.org/programs/Guidelines%20Learning%26Leadership.htm
NEA Foundation Learning & Leadership Grants support public school teachers, public education support professionals, and/or faculty and staff in public institutions of higher education for one of the following purposes: 1) Grants to individuals fund participation in high-quality professional development experiences, such as summer institutes or action research. 2) Grants to groups fund collegial study, including study groups, action research, lesson study, or mentoring experiences for faculty or staff new to an assignment. Maximum Award: $2,000 for individuals; $5,000 for groups. Deadline: February 1, 2007.
NEA Foundation Student Achievement Grants
http://www.neafoundation.org/programs/Student%20Achievement%20Guidelines.htm
NEA Foundation Student Achievement Grants seek to improve the academic achievement of students in U.S. public schools and public higher education institutions in any subject area(s). The proposed work should engage students in critical thinking and problem solving that deepen their knowledge of standards-based subject matter. The work should also improve students’ habits of inquiry, self-directed learning, and critical reflection. Maximum Award: $5,000. K-12 public school teachers, education support professionals, and higher education faculty and staff at public colleges and universities are eligible to apply. Application deadline: February 1, 2007.
Special Education Grants from Olympus and Tool Factory
http://www.toolfactory.com/olympus_contest/olympus_sped.htm
Olympus and Tool Factory will award five prizes of Olympus digital camera and Tool Factory software to special education teachers or teachers in inclusive classrooms. Successful entries will state what applicants will do with each and every product identified in the project description; share why the applicant’s students are special; and describe imaginative ideas that really engage students. Five second-place prizes of Tool Factory software will also be awarded. Application deadline: January 5, 2007.
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
- Wrightslaw.com
The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this edition of the NASET Special Educator e-Journal.
