June 2006 Special Educator e-Journal

This Just In……

Feds Give All 50 States ‘F’ on Meeting ‘No Child’ Standards–Nine States Plus Washington D.C. and Puerto Rico Face Loss of Federal Aid

WASHINGTON – Not a single state will have a highly qualified teacher in every core class this school year as promised by President Bush’s education law. Nine states along with the District of Columbia and Puerto Rico face penalties. The Education Department ordered every state to explain how it will have 100 percent of its core teachers qualified – belatedly – in the 2006-07 school year. In the meantime, some states face the loss of federal aid because they didn’t make enough effort to comply on time, officials said.  For More Information: Click Here

$30 Million in Grants Awarded to Help Struggling Readers

A total of $30 million has been awarded for the 2006-07 school year to support the implementation of eight projects funded by the new Striving Readers program for improving adolescents’ reading skills, U.S. Secretary of Education Margaret Spellings announced recently. Over five years, the recipients are expected to receive a combined total of more than $142 million.

“Reading is the foundation of all learning, a key factor in earning a high school diploma and a ticket to success in the 21st century,” said Secretary Spellings. “The Striving Readers grants help more students get the skills they need to succeed in college, the workforce and life.”

The grant-funded projects focus on middle and high schools that have significant numbers of disadvantaged struggling readers and that are working to meet No Child Left Behind’s adequate yearly progress requirements in reading. They include a range of research-based adolescent literacy projects serving diverse populations and rigorous evaluations conducted by independent researchers. President George W. Bush’s budget for fiscal year 2007 requests a $70.3 million increase in the Striving Readers program for a total of more than $100 million.

Grantees may use the Striving Readers funds for activities such as: interventions for middle and high school-age students to improve basic reading skills, motivation, vocabulary, fluency and comprehension using research-based programs; professional development aligned with scientifically based reading research; valid and reliable reading assessments; and the design and implementation of a rigorous evaluation.

The awardees include: Chicago Public Schools District #299; Danville, Ky., Schools; Multnomah County [Portland, Ore.] School District #1; Newark, N.J., Public Schools; Ohio Department of Youth Services; San Diego Unified School District; Springfield, Mass., Public Schools; and Memphis, Tenn., City Schools.
For information about the Striving Readers program, visit www.ed.gov/programs/strivingreaders/index.html.

Children Participate in First-Ever Deaf Spelling Bee

Imagine a spelling bee where you have to know the sign of a word and then spell it. That’s what deaf and hard of hearing children in Springfield, Illinois had to do on Monday at the state Fingerspelling Bee in Springfield. The judges would sign a word for the contestants who then had to spell it out letter by letter.The kids had to memorize the sign for dozens of words in addition to learning how to spell them. There were two age groups: one for 5th and 6th graders and one for 7th and 8th graders. For more CLICK HERE

National Center for Learning Disabilities (NCLD) Launches Online Parent Center

The nonprofit National Center for Learning Disabilities (NCLD) has launched an online Parent Center. The center includes articles about parenting children with learning disabilities, stories from parents, and an interactive guide to the Individuals with Disabilities Education Act (IDEA) of 2004. http://www.ncld.org/content/view/827/527/

Identifying Effective Teachers Using Performance on the Job

The Brookings Institution’s Hamilton Project released a white paper entitled Identifying Effective Teachers Using Performance on the Job. The paper asserts that teacher quality can be improved by basing tenure and bonus pay on student academic achievement and by eliminating barriers for teacher certification. http://www.brookings.edu/views/papers/200604hamilton_1.htm
 

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Research Update in Special Education

Toddlers with Hearing Loss Needed for National Study

Every year more than 12,000 babies with permanent hearing loss are born in the United States. Through early diagnosis, appropriate listening aids and timely intervention, most of these children can acquire spoken language skills. But there is no formal agreement on how best to help children develop that language. Researchers at The Ohio State University, funded by the National Institutes of Health, are conducting a national study to determine the best ways to help infants and toddlers diagnosed with permanent hearing loss.

Dr. Susan Nittrouer, Principal Investigator for a team of researchers at The Ohio State University, has a grant from the National Institute on Deafness and Other Communicative Disorders to conduct this study. Her team has been collecting data at sites throughout the United States from 150 children with hearing loss and 50 children with normal hearing born between August 2002 and June 2004.

“This is an important study because new methods in diagnosis of hearing loss are allowing practitioners to identity children with hearing loss at younger ages than previously possible,” Nittrouer said. “This study will help in deciphering the best intervention methods for children born with hearing loss.”  Families who participate in this project will be helping researchers understand what types of programs are most effective for these children, Nittrouer said.

The tests are simple, non-invasive and fun. Parents that have participated say their children look at the sessions as playtime.  The parents and children who participate in the study will be required to spend two hours every six months and will be paid $50 for each session. Samples of the parent and child’s interaction during play will be recorded on digital videotape; children will be given standard tests of language and reasoning; parents will be interviewed and will complete standard checklists concerning their child’s behavior.

We still need more participants for this national study.  Current established test sites are located in: California, Florida, Georgia, Illinois, Kansas, Massachusetts, Minnesota, Missouri, Mississippi, Nebraska, New Hampshire, New Mexico, New York, Ohio, Oklahoma, Pennsylvania, Tennessee, Texas, Utah, and Washington.  For more information or if you are interested in participating, please contact the Early Development of Children with Hearing Loss research project, toll-free (800) 678-6254, or email, edchl@osu.edu. 

The Adult Lives of At-Risk Students: The Roles of Attainment and Engagement in High School

This document from the National Center for Education Statistics reports the findings of a longitudinal investigation of high school participation and later educational outcomes. High school noncompleters, with the highest level of academic risk, stood out. In postsecondary education programs, noncompleters earned the fewest credits. High school noncompleters were less likely to be employed in 2000 (77%) than were marginal completers (86%) or successful completers (88%).
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006328

The Positive Impact of Professional Development on Student Achievement
A new study from Mid-continent Research for Education and Learning (McREL) reveals that professional development for teachers can have a positive impact on student achievement if it: (1) is sustained over time; (2) focuses on specific content areas or instructional strategies; (3) supports the collective learning of most, if not all, teachers in a school; (4) aligns with school and teacher goals; and (5) provides opportunities for teachers to practice and apply new knowledge.  http://www.mcrel.org/topics/productDetail.asp?topicsID=10&productID=234

Behaviors May Indicate Risk of Adolescent Depression

New findings from a study supported by the National Institute on Drug Abuse (NIDA), National Institutes of Health, show that girls and boys who exhibit high levels of risky behaviors have similar chances of developing symptoms of depression. However, gender differences become apparent with low and moderate levels of risky behaviors with girls being significantly more likely than boys to experience symptoms of depression. The study, which incorporates data from almost 19,000 teens, is published in the May 15, 2006 issue of the “Archives of Women’s Mental Health”.

“The burden of illness associated with depression during adolescence is considerable, and psychosocial problems — including substance abuse — are associated with depressive disorders in teens,” says NIDA Director Dr. Nora D. Volkow. “The findings from this study create a more complete picture of commonalities and differences of the risk of depression among boys and girls who engage in risky behaviors, and provide information for healthcare providers to consider as they screen, evaluate, and treat their young patients.”

Symptoms of depression include loss of appetite, feeling blue, loss of interest in things that used to be of interest, being bothered by things that previously were not bothersome, and not feeling hopeful about the future.

Dr. Martha Waller, of the Pacific Institute for Research and Evaluation, and her colleagues provided new findings from teen interviews conducted as part of the National Longitudinal Study of Adolescent Health in 1995. The researchers clustered the teens into 16 groups according to their behaviors and correlated these behaviors with symptoms of depression. Groups included abstainers, who refrained from engaging in sexual activity and from using alcohol, tobacco, or other drugs; teens who engaged in low and moderate risk behaviors, such as experimenting with substance abuse or sex; and teens who engaged in high-risk behaviors, such as exchanging sex for drugs or money or abuse of intravenous drugs.

“Differences in symptoms of depression between girls and boys were guided by risk behaviors,” says Dr. Waller. “Among abstainers, there were no differences between girls and boys in their likelihood of having symptoms of depression.”

When abstaining girls were compared with risk-taking girls, the researchers observed that any risk activity, no matter how modest in degree, was associated with an increased risk of symptoms of depression. For example, girls who experimented with drugs and girls who experimented with tobacco and alcohol were more than twice as likely to have symptoms of depression as girls who abstained completely. Girls who experimented with sex were almost four times as likely to have such symptoms, while girls who used intravenous drugs were almost 18 times as likely to have symptoms of depression as girls who abstained completely.

Among boys, most, but not all risk profiles were associated with a greater likelihood of such symptoms, compared to abstainers. Boys who drank alcohol and boys who were binge drinkers were about two-and-one-half times as likely to experience symptoms of depression, while those who abused intravenous drugs were about six times as likely to have symptoms of depression as boys who abstained completely.

For most of the high-risk behaviors profiled there were also no significant gender differences in symptoms of depression. However, for one — exchanging sex for money or drugs — girls were seven times more likely than boys to report such symptoms. Among teens who engaged in low and moderate risk behaviors, girls were significantly more likely than boys to report symptoms of depression.

“Although it has not been shown that these behaviors trigger depression, it may be that screening for substance abuse and other behaviors in teens may provide enough information to the health care provider to also warrant screening for depression, particularly for girls,” says Dr. Waller. “Both substance abuse and sexual activity may alter a girl’s social context, which could induce stress and/or change self-perceptions, both of which could contribute to depression. In addition, there may be differences in how girls and boys physically respond to substance abuse that help explain the gender differences.”

Because girls who exhibited low and moderate risk behaviors were observed to be at greater risk for depression than boys, the scientists suggest that future research should examine the characteristics of these groups to determine the mechanisms underlying this difference.

“There are significant changes in the brain during adolescence and there is growing interest in understanding how substance abuse may change brain structure and chemistry, and in turn, cognition and emotion,” says Dr. Volkow. “Future research will investigate more closely the roles of risky behaviors and the influence of gender in the development of adolescent depression.”

The National Institute on Drug Abuse is a component of the National Institutes of Health, U.S. Department of Health and Human Services. NIDA supports most of the world’s research on the health aspects of drug abuse and addiction. The Institute carries out a large variety of programs to ensure the rapid dissemination of research information and its implementation in policy and practice. Fact sheets on the health effects of drugs of abuse and information on NIDA research and other activities can be found on the NIDA home page at http://www.drugabuse.gov.

The National Institutes of Health (NIH) — “The Nation’s Medical Research Agency” — includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. It is the primary federal agency for conducting and supporting basic, clinical and translational medical research, and it investigates the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit www.nih.gov.

Reference: Martha W. Waller, Denise Dion Hallfors, Carolyn Tucker Halpern, Bonita Iritani, Carol A. Ford, and Guang Guo. Gender Differences in Associations Between Depressive Symptoms and Patterns of Substance Use and Risky Sexual Behavior Among a Nationally Representative Sample of U.S. Adolescents, “Archives of Women’s Mental Health”, Vol. 9, No. 3, pp. 139-150, 2006.

School Leadership Learning Community Publications

These three reports summarize the findings from the Institute for Educational Leadership’s School Leadership Learning Community (SLLC) Network, a group of Department of Education funded grantees across the country which support an array of training opportunities for principals, assistant principals, and aspiring principals. Available reports include: 1) Preparing Leaders for Rural Schools: Practice and Policy Considerations, 2) Preparing and Supporting Diverse, Culturally Competent Leaders: Practice and Policy Considerations, and 3) Preparing and Supporting School Leaders: The Importance of Assessment and Evaluation. http://www.iel.org/pubs/sllc.html

NIH Launches Clinical Studies Nationwide to Investigate Rare Diseases
The National Institutes of Health (NIH) announced today it is launching the first clinical studies of its Rare Diseases Clinical Research Network (RDCRN). More than 20 studies are expected to open in the next few months at about 50 sites across the United States and in several other countries including the United Kingdom, Japan, and Brazil.

Rare Diseases Studies Listed By City:

http://www.ncrr.nih.gov/clinical/rdcrn_studylist.asp

Officially, a rare disease is defined as a disease or condition affecting fewer than 200,000 persons in the United States. About 6,000 such disorders have been identified, impacting an estimated 25 million Americans. Few drug companies conduct research into rare diseases since there is little chance to recoup the costs of developing treatments for such small, geographically dispersed populations.

“By studying the genetic component of these rare diseases, we hope to be able to better predict the course of the illnesses and provide more effective, personalized treatments for those afflicted,” said Elias A. Zerhouni, M.D., NIH Director. “Ultimately, this individualized approach, completely different from how we treat patients today, will allow us to prevent or to promptly treat the complications arising from these genetic disorders.”

The RDCRN has received five-year funding awards totaling $71 million and is coordinated primarily by two NIH components — the Office of Rare Diseases (ORD) and the National Center for Research Resources (NCRR). A central data and technology coordinating center and 10 research consortia will investigate a variety of diseases including Angelman, Rett, Prader-Willi syndromes; myelodysplastic syndrome and other bone marrow failure conditions; lymphangioleiomyomatosis (LAM), rare genetic disorders of the airways, and other rare lung diseases; episodic ataxia, Andersen-Tawil syndrome, and nondystrophic myotonias; several vasculitides; urea cycle disorders; antiphospholipid syndrome and other rare thrombotic diseases; rare pediatric liver diseases; and rare genetic steroid defects.

“Increased collaboration among researchers investigating rare diseases will not only lead to discoveries that will help prevent and treat these conditions, but may also produce medical advances that will benefit the population in general,” said Stephen Groft, Pharm.D., Director of NIH’s Office of Rare Diseases.

For more information about the RDCRN, please visit: http://www.ncrr.nih.gov/clinical/cr_rdcrn.asp

Behavior Problems and Educational Disruptions Among Children in Out-of-Home Care

This study explores the intersection of placement in foster care and the classification of emotional disturbance (ED). It compares the demographic, placement, and educational experiences of children in care who are classified with ED with children in care with other special education classifications, and with students with ED who are not in care. Study findings reveal a complex set of trends contributing to the overrepresentation of children in care among students with ED classifications.
http://www.chapinhall.org/article_abstract.aspx?ar=1415&L2=64&L3=116 

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Letters to the Editor

Hi, I enjoyed your article on integrating other subjects, such as physical education, into other subject matters.  This was of particular interest to me, because I have developed a way to use movement and music to teach math, reading and writing to Kindergartners.  Many other primary grades are using it as well.  I have had great success using it with special needs learners in my regular education classroom, with all children learning together in a fun and developmentally appropriate way.  I am writing you because I believe that this will be of interest to the special education community, but as a regular ed teacher, I do not have the contacts at my disposal to spread the word to those that would benefit from knowing. 

The website is called www.heidisongs.net, and the most popular technique is “Sing and Spell the Sight Words.”  It includes movement with music to help children learn to spell, read, and write.  This may be of interest to your readers.  I have found it to be an extremely helpful tool that can be used to teach all children effectively at the same time.  It helped bring my special needs students up to at least the grade level standard, and it brought many of my regular ed students well beyond the K level. 

Do you know of a way to let the special ed community know about this resource?  This probably sounds like a big commercial to you, but in reality, one of my greatest “missions” in life has now become to find a way to teach young children in a way that is easy for them to learn and remember, and to help all of my children at the same time in a regular ed setting. 

Sincerely,

Heidi Butkus
NASET Member
 

I have been a special education teacher for more than sixteen years. I have taught children from six through twenty-one who have severe mental disabilities and often concomitant physical disabilities and many diagnosed as autistic. From the beginning I used spontaneity as the main learning tool. Many of my students were so disabled as to be nearly without any voluntary movement, unable to demonstrate cognitive levels or comprehension. Yet I learned to look for ways beyond this reliance on performance to find the student from the inside. I was constantly evaluating everything I saw or felt to gauge openings in each child’s personality and conceptual learning how to get information in, not fixating on getting information out.

The NCLB law has not fostered innovative teaching or learning. If anything it has frozen it in time. Instead of being about education we are forced to be about tests which reflect nothing relevant about what we do everyday, taking classes to the point that we have no life outside of our jobs resulting in more burnout than ever. We must spend sometimes 100 or more hours making “portfolios” which ignore the child’s real learning needs for state standards in academics. We are to track twenty objectives for each child and find ourselves focused on the unattainable goals for a couple of children not only at their expense of an appropriate education but those of their classmates as well.

Above all we are told we must show improvement. My students function anywhere from 6 months old to three years old. On average I think two years old is about right. If they are functionally performing at age two, it is easy math to see that they are making progress of one year for every ten chronological years. How do I show that in a matter of weeks? How do I express great strides such as having a girl finally touch her coat after several months beginning the task of taking her coat off and hanging it up? Or the joy four years later of seeing her do this daily at the beginning of school? How do I measure the amazing feat Alex achieved when he ceased hitting and kicking everyone who walked by? Which state academic standard do I attribute Jill pulling her chair up to the table, or Sue doing so on request without saying “I don’t want to. I don’t like you”? What about the very fact that after much reflection I understood what she had said?

The magic and thus appeal of statistics, lies in their perceived inability to lie. In truth they are used far more effectively for wholesale slaughter of any truth not to liking of those in power, In our district we had a school which under the NCLB act was on its last legs. The answer, easy, use the school to house other programs and disperse the low achieving students into existing schools which could best absorb a few low scores without too much damage. Were there any children left behind? I would think so. Would it float? You betcha, like a duck on the water.

The NCLB act has been the cause of many talented teachers’ early retirement or exit from the field all together. No one has ever come into my classroom during these past sixteen years to see who these kids are and what their needs are. Taking a test will not fix any of it. Good teaching will bring them along the way to finding themselves in the world and be seen as having value in their lives.

As long as we are talking qualifications; what qualifications are there for holding the highest job in the country? This president will not even allow anyone to look at his performance. He luckily for him, had a highly financed power broker for a father. No content area tests for him at seven in the morning.

I have heard it said that none of Bushes main cronies has even a Masters degree, let alone Karl Rove who never graced a college campus other than to receive honorary degrees in cynicism. Who is fooling who here, and who is paying the price? Our children are being made test rich-content poor and receiving education for taking tests. It is ass backwards and like all the lies that have found quarter in this administration, this is the biggest and the saddest. Whatever money has not been taken from education is going to private testing companies and less and less to the children. Why can’t we spend a few days worth of Iraq expenditures on our own children? We saw them born, now are we done with them?

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Focus Topic of the Month: Usher Syndrome

What is Usher syndrome?

Usher syndrome is the most common condition that involves both hearing and vision problems. A syndrome is a disease or disorder that has more than one feature or symptom. The major symptoms of Usher syndrome are hearing impairment and retinitis pigmentosa, an eye disorder that causes a person’s vision to worsen over time. Some people with Usher syndrome also have balance problems. There are three general types of Usher syndrome. Although the syndrome was first described by Albrecht Von Graefe in 1858, it was named for Charles Usher, a British eye doctor, who believed that the condition was inherited or passed from parents to their children.

Who is affected by Usher syndrome?

Approximately 3-6 percent of all deaf children and perhaps another 3-6 percent of hard-of-hearing children have Usher syndrome. In developed countries such as the United States, about 4 babies in every 100,000 births have Usher syndrome.

What causes Usher syndrome?

Usher syndrome is inherited or passed from parents to their children through genes. Genes are located in every cell of the body, except for red blood cells, which don’t have a nucleus. Genes contain instructions that tell cells what to do. Some genes specify traits such as hair color. Other genes are involved in the development of body parts, such as the ear. Still others determine how parts of the body work. Each person inherits two copies of each gene, one from each parent.

Sometimes genes are altered or mutated. Mutated genes may cause cells to act differently than expected. Genes for Usher syndrome are autosomal recessive, a term meaning that 1) Usher genes are located on chromosomes other than the sex chromosomes, and 2) both parents must contribute the mutated gene to the child before the disorder is seen. Usually, parents are unaware that they have an Usher gene because they would need two of the mutated genes in order to show signs of Usher syndrome. A number of different genes have been found to cause the various types of Usher syndrome.

What are the types of Usher syndrome?

The three types of Usher syndrome are Usher syndrome type 1 (USH1), Usher syndrome type 2 (USH2), and Usher syndrome type 3 (USH3). USH1 and USH2 are the most common types. Together, they account for approximately 90-95 percent of all cases of children who have Usher syndrome.

What are the characteristics of the three types of Usher syndrome?

People with USH1 are profoundly deaf from birth and have severe balance problems. Many of these individuals obtain little or no benefit from hearing aids. Most use sign language as their primary means of communication. Because of the balance problems, children with USH1 are slow to sit without support and rarely learn to walk before they are 18 months old. These children usually begin to develop vision problems by the time they are ten. Visual problems most often begin with difficulty seeing at night, but tend to progress rapidly until the individual is completely blind.

Individuals with USH2 are born with moderate to severe hearing impairment and normal balance. Although the severity of hearing impairment varies, most of these children perform well in regular classrooms and can benefit from hearing aids. These children most commonly use speech to communicate. The visual problems in USH2 tend to progress more slowly than the visual problems in USH1. USH2 is characterized by blind spots that begin to appear shortly after the teenage years. When an individual’s vision deteriorates to blindness, his or her ability to speechread is lost.

Children born with USH3 have normal hearing and normal to near-normal balance. Hearing worsens over time. However, the rate at which hearing and sight are lost can vary between affected individuals, even within the same family. Children develop noticeable hearing problems by their teenage years and usually become deaf by mid- to late adulthood. Night blindness usually begins sometime during puberty. Blind spots appear by the late teenage years to early adulthood. By mid-adulthood, the individual is usually blind.

How is Usher syndrome diagnosed?

Hearing loss and retinitis pigmentosa are rarely found in combination. Therefore, most people who have retinitis pigmentosa and hearing loss probably have Usher syndrome. Special tests such as electronystagmography (ENG) to detect balance problems and electroretinography (ERG) to detect retinitis pigmentosa help doctors to detect Usher syndrome early. Early diagnosis is important in order to begin special educational training programs to help the individual manage the combined hearing and vision difficulties.

How is Usher syndrome treated?

Presently, there is no cure for Usher syndrome. The best treatment involves early identification in order to begin educational programs. The exact nature of these educational programs will depend on the severity of the hearing and vision impairments as well as the age and abilities of the individual. Typically, individuals will benefit from adjustment and career counseling; access to technology such as hearing aids, assistive listening devices, or cochlear implants; orientation and mobility training; and communication services and independent-living training that may include braille instruction, low-vision services, or auditory training.

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Recording for the Blind & Dyslexic ®, offers learners with print disabilities specially formatted audio textbooks. Free playback equipment when your school joins by 6/30/06. Call 1.800. 503.0927. www.rfbdinfo.org/online3

Welcome to the June, 2006 edition of The NASET Special Educator e-Journal. This is the final edition of the 2005-2006 school year e-Journal until our September 1—Back to School Issue.

First, NASET has exciting news to share regarding continuing education for its members.  As Executive Directors, we flew out to California in May to meet with the Vice Chancellor and Chancellor of National University to discuss numerous professional development opportunities and possibilities for NASET. We have signed an agreement with National University (NU) to work with them on developing numerous online courses for continuing education credits and professional development.  National University is the second largest non profit university system in California and has the third largest graduate program in the country. The topics will be those that are very practical to special education teachers, and we are working with NU in the creative process as this e-journal goes to publication.  We will keep you posted with the latest developments.  This will be a tremendous addition to NASET, as it will enhance the professional development component of our association to great heights.

We are also working with Lorman Educational Services to set up live seminars, workshops, and teleconferences in special education. Lorman has the largest number of local seminars and teleconferences for the special education community available. There is a very impressive list of seminars that will be available, as well as the multitude of types of seminars from which to choose. As a member of NASET, you will be entitled to a reduced rate for any seminar, workshop or teleconference offered through NASET. We’re setting up the final web accessibility pieces and should have these available for you this summer. We will keep you apprised of things as they occur.

We are also thrilled with the feedback we have gotten from our members on The Practical Teacher series.  The comments have been so positive and incredibly appreciative.  Further, the comments about the new Parent-Teacher Conference Handouts series have been just as strong.  Please keep the feedback coming.  What you say truly matters, and it’s your words and suggestions that drive the association to add new, exciting, and practical materials.

As you may have read in last week’s new alert, we have named LDOnline as the recipient of the NASET Excellence in Special Education Award.  The feedback we received from members about this selection was 100% positive.  As Virginia Robley, member of NASET stated:

“I thoroughly agree with your choice for LDOnline for the Excellence in Special Education Award. They have been a constant wellspring of information for me. I am with you all in their congratulations. I am also extremely appreciative of all the services I receive as a member of NASET.”

As for this June 2006 edition of the NASET Special Educator e-Journal, well, it’s the last one before we go on hiatus for 2 months. We hope that this edition meets your needs and keeps you current with everything happening in the field of special education.  If you have any questions, comments or feedback that we can address, always be sure to write us at news@naset.org.

We hope you have had a fantastic school year.  The work you do as special educators is as important as any done by anyone in any field.  You make a difference, and as a community, we strive to make changes, and we do. Have a happy, healthy, and really enjoyable summer.  We’ll see you in September for our back to School Edition.

Sincerely,

Dr. Roger Pierangelo and Dr. George Giuliani    
Executive Directors of NASET 

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Message from the Executive Directors of NASET – Dr. Roger Pierangelo & Dr. George Giuliani

National Association of Special Education Teachers (NASET) Selects LDOnline as the 2006 Recipient of its Excellence in Special Education Award

This Just In……

Research Update in Special Education

Letters to the Editor

Focus Topic of the Month: Usher Syndrome

Calls to Participate

Update from the National Dissemination Center for Children with Disabilities

Topics of Interest and Practical Resources

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

Funding Forecast, Grants, Awards, and Scholarships

Legislative Announcements

Upcoming Conferences and Events

Acknowledgements

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Upcoming Conferences and Events

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

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

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

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

2006 Summer Inclusion Conference Presented by New Jersey Coalition for Inclusion Education

Date:  June 28-29, 2006

Location:  Montgomery Township High School
                1014 Route 601, Skillman, NJ 08858-2119

Abstract:   An opportunity for general and special education teachers, families, administrators, child study team members, paraprofessionals, related services professionals, advocates, and others to learn the keys to inclusion for the full range of learners.

Contact:  Phone: (732)613-0400, Website:http://www.njcie.org/

The 2006 National Stuttering Association Annual Conference

Date:  June 28- July 1, 2006

Location:  Long Beach, California

Abstract:  The annual NSA Conference is the premier meeting of people who stutter, including children, teens, parents, and professionals.  Attendees say they wish they had known about this conference years ago! Everybody gains insight from professionals and most importantly, from each other.  Don’t miss this opportunity to learn and grow with others who share your experiences.  The latest therapeutic information will be discussed and everything happens in a safe and friendly environment.  Both children and adults love these conferences!

Website:http://www.nsastutter.org/content/index.php?catid=52

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

July, 2006

Education: Our Children and the World

Dates: 7/3 – 7/7/06

Location: Athenaeum Hotel, Chautauqua, New York

Sponsor: Chautauqua Institution

Contact: Dan Frank

Email:dfrank@ciweb.org<?xml:namespace prefix = o ns = “urn:schemas-microsoft-com:office:office” />

Phone: 1-800-821-1881 or 716-357-6248

Web:www.ciweb.org

Abstract: Today America’s educational system must balance the needs of the individual student (remediation, nutrition, varying abilities, home schooling) with the need for an educated, productive and flexible workforce (literacy, training for existing and future jobs, high tech skills, computer literacy, mid-career change, lifelong learning) in an expanding global economy. What changes in schools can help balance national priorities, our national standards and our obligations to the individual? These and other related topics will be presented and discussed. The website for Chautauqua Institution contains the complete schedule of presenters and activities for this special week.

2006 American Council of the Blind National Convention
Date: July 8-15, 2006
Location: Jacksonville, FL
Sponsor: American Council of the Blind
1155 15th Street NW,
Suite 1004,
Washington, DC 20005
Phone: (202) 467-5081 (800) 424-8666
Fax: (202) 467-5085

10th International Conference on Computers Helping People With Special Needs
Date: July 12 – 14, 2006
Location: University of Linz, Austria
Abstract: ICCHP will be held the 10th time in 2006. It looks back to 20 years of supporting the advancement of Information and Communication Technology (ICT) and Assistive Technologies (AT) for people with disabilities, the aging population and learning difficulties.
For more information please visit: http://www.icchp.org.

The Autism Society of America’s 37th National Conference on Autism Spectrum Disorders
 “Lighting the Way to Hope, Navigating to Success & Solutions”
Date: July 12-15, 2006
Location: Providence, RI
Abstract: For more than 40 years, ASA has been at the forefront of information exchange, advocacy, and awareness both within and outside the autism community. In 2006, at ASA’s 37th National Conference, families and professionals will come together to share what they know and have learned through research, experience, and general day-to-day living. ASA, its members and chapters, with one voice, are calling for a better understanding of autism spectrum disorders, enhanced and expanded services, increased opportunities for those living with autism and in general, a better life experience for all those affected by autism – directly or indirectly. This year, ASA is searching for the most innovative and evidence-based work by presenters who are able to take both the successes and failures of the past and teach us how ASA’s goals will be achieved. To “Navigate” the challenges that lie ahead, you have to study the past, learn from previous and current experiences, and continually strive to achieve a more successful future.
Autism Society of America
7910 Woodmont Avenue, Suite 300
Bethesda, Maryland 20814-3067
Phone: 301.657.0881 or 1.800.3AUTISM (1.800.328.8476)
Website: http://www.autism-society.org

2006 National Parent Conference on Childhood Apraxia of Speech
Date:  July 13-15, 2006
Location:  University of Minnesota Continuing Education and Conference Center, St.   Paul, Minnesota
Abstract:  Members of CASANA’s Professional Advisory Board and other professionals will be presenting lectures on a wide range of topics related to Childhood Apraxia of Speech.  Topics planned include those relevant to parents of children newly diagnosed as well as school-aged related children.
Website:http://www.apraxia-kids.org/site/apps/nl/content2.asp?c=chKMI0PIIsE&b=699857&ct=1797925

American Juvenile Arthritis Organization National Conference
Date:  July 13-16, 2006
Location:  Omni Hotel/CNN Center in Atlanta, GA
Abstract:  Families and Young Adults from all over the country will be will be meeting new friends, catching up with old ones and learning about medicine, educational rights, exercise and different types of juvenile arthritis. There will be something for everyone.
Contact:  AJAO at 404-965-7538 

Website:  http://www.arthritis.org/events/AJAO_Conferences/savedate06.asp

The American Association for Home-Based Early Interventionists Conference

Date:  July 16-18, 2006

Location:  Atlanta, Goergia

Abstract:  A session on Positive Behavior Supports presented by Lisa Fox and Rochelle Lentini. Other sessions will include hearing loss, visual impairment, autism, natural environment, home visiting, literacy, behavior and many more.

Website: www.aahbei.org, Email : Sandra Wieber: s_wieber@bellsouth.net
 

28th Annual Prader-Willi Syndrome Association and 16th Annual Prader-Willi Alliance of New York, Inc.

Date:  July 19-21, 2006

Location:  Grand Island, NY

Abstract:  The 28th National PWSA (USA) conference and the 16th Annual Prader Willi Alliance of New York, Inc. conference will held on Grand Island, New York. Grand Island is a skip away from one of the Seven Wonders of the World, Niagara Falls. There are many exciting places to see while visiting the area.  Please put this “don’t miss” event on your calendar!  Details will be posted soon.

Website:http://www.pwsausa.org/conference/conf_28/index.htm

The National Organization for Albinism and Hypopigmentation 11th National Conference

Date:  July 20-23, 2006

Location:  Minneapolis, MN

Abstract:  The program committee is working to bring you the most updated information related to living with albinism. This year’s program will feature updates to some favorite sessions as well as presentations on topics new to the conference program. Panel sessions in the works are:

• Albinism and early childhood development
• Ask the doctors
• Surviving the school years
• Sports and recreation
• People of color
• Albinism and the college experience

Website:http://www.albinism.org/Conference2006/index.html

Educational Convention- Children’s Growth Disorders
Date:  July 20-23, 2006
Location:  Chicago O’Hare Marriott. Chicago, IL
Abstract:  Each year, The MAGIC Foundation offers a One of a Kind Opportunity for all families and/ or adults afflicted with our primary disorders.  No other program of its caliber is offered anywhere in the world! If you are personally affected, or have a loved one who is affected by:
Growth Hormone Deficiency, Congenital Adrenal Hyperplasia, Panhypopituitarism/Tumors, Optic Nerve Hypoplaisa/ Septo Optic Dysplasia, Precocious Puberty, McCune Albright Syndrome, Russell-Silver Syndrome or other growth disorder, 
Website:http://www.magic.truepresence.com/www/docs/10.30/annual_convention.html

Celebrating Cueing Diversity Conference
Date:  July 20-23, 2006
Location:  Towson, MD
Abstract:  The NCSA is holding a conference in celebration of the enormous advances of Cued Speech over the last few decades and we want you to be part of the event. This is the only meeting in the country of its kind, bringing together both the innovators in the field of Cued Speech and the people it most directly affects. This conference will provide a forum at which experts, educators, and families can come together and share their experiences and expertise in the field of Cued Speech as well as participate in a wide range of available programs. It is an opportunity to discover the community of today as well as explore opportunities for the deaf community for the future.
Email:registration@cuedspeech.org,

Website:www.cuedspeech.org

The 34th National Down Syndrome Congress National Convention

Date:  July 21-23, 2006

Location:  Atlanta, Georgia

Abstract:  As your child grows and changes, so do your family’s needs. Don’t miss a chance to learn and share at our annual “family reunion”. This year’s NDSC convention will be the only national DS convention in the USA and Atlanta is within a short 2 hour flight of 80% of America’s population. Make your plans now to attend!

Contact:  1370 Center Drive, Suite 102
              Atlanta, GA 30338
Toll Free: 800.232.NDSC (6372)
Local: 770.604.9500
Fax: 770.604.9898
E-Mail:info@ndsccenter.org
Register at:http://www.ndsccenter.org/convention06/index.php

13th Annual Obsessive Compulsive Foundation Conference

Date:  July 21-23, 2006

Location:  Atlanta, Georgia

Abstract:  The Annual OCF Conference is the only conference organized specifically for people with OCD, their family and friends and the mental health professionals who treat OCD and are involved in OCD research.  The Conference runs three days, from early Friday morning until noon on Sunday.  Last year at the 12th Annual Conference there were over 80 lectures, workshops and support groups to choose from.  There will be a similar number of sessions this year in Atlanta, GA at the 13th Annual OCF Conference.

Contact:  Jeanette Cole: 203-401-2070 ext 18, Email:cole@ocfoundation.org,

Website:http://www.ocfoundation.org/annual-ocd-conference-overview.html

17th Annual Best Buddies Leadership Conference
Date:  July 21-24, 2006
Location:  Indiana University, Bloomington, IN
Abstract:  The Best Buddies International Leadership Conference will bring together top leaders from high school and colleges worldwide to discuss topics on social inclusion for people with intellectual disabilities, leadership, communication, fundraising, and a variety of other topics. Students will experience team-building at its best, be challenged to explore their full potential, tap into their power to motivate and encourage others, and translate awareness into quality friendships between students with and without intellectual disabilities.
Leadership Conference is a once in a lifetime experience that unites students from around the globe. This year the conference will focus on leadership without boundaries.
Students will gain knowledge in order to take effective action both individually and as part of a group for a common cause. Attendees will discover the importance of their actions, responsibilities, and energy.
Contact:  Best Buddies International, Inc.
              100 Southeast Second Street
              Suite 2200
              Miami, FL 33131
Phone: 1-800-89-BUDDY
Fax: 305-374-5305
Website:www.bestbuddies.org

12th Biennial International Conference of the International Society for Augmentative and Alternative Communication
Date: July 29th – August 5th 2006
Location: Düsseldorf, Germany
Abstract: The German Speaking Chapter (ISAAC-GSC), consisting of members in Germany, Switzerland and Austria (ISAAC´s biggest chapter worldwide), would like to invite everybody interested in augmentative and alternative communication (AAC) to participate in the 12th Biennial Conference of ISAAC, International Society for Augmentative and Alternative Communication.
For the first time this important meeting will be held in Dusseldorf/Germany. The belief that AAC can help to bridge communication for everybody, fuels all efforts within this conference. We expect to widen our knowledge and find new friends within the field of AAC by sharing practical experiences as well as new and essential scientific and research information.
The conference language will be English.

August, 2006

US Autism and Asperger Association 2006 International Conference
Date:  August 9-12, 2006
Location:  Park City, Utah, The Yarrow Resort Hotel and Conference Center, 1-800-927-7694
Sponsor: US Autism and Asperger Association (USAAA) sponsored in part by International Hyperbaric Association (IHA)
Contact: USAAA at 1-888-9AUTISM (1-888-928-8476)
Email:information@usautism.org
Website:http://www.usautism.org
Abstract: This year’s theme is “Bringing Families Together.”  Full 4 day conference. Every day at the USAAA 2006 International Conference is packed with information including a treating physician, an educational intervention, and sensory-related issues. Doctors and researchers who keep up-to-the-minute share the latest helps and findings. A well-balanced distribution of topics across the conference days provides you maximum opportunity to take home ideas for your child. Over 30 of the leading experts with special presenters from Italy and France.

9th World Down Syndrome Congress
Dates: August 23-27, 2006
Location: Vancouver, B.C. Canada
Sponsor: Venue West Conference Services Ltd.
Contact: c/o Venue West Conference Services Ltd.
#645 – 375 Water Street
Vancouver, B.C. V6B 5C6
Canada
(604) 681-5226
(604) 681-2503 (FAX)
E-Mail: congress@venuewest.com
Web: www.venuewest.com
Web: wdsc2006.com

Abstract: The conference program will feature keynote presentations, special theme sessions, poster presentations and selected papers on various topics including motor, language, social and cognitive development, neuropsychology, health issues, education, advocacy & social policy, family concerns and world issues for people with Down Syndrome.

AAKP at its 33rd Annual Convention
Date:  August 31 – September 3, 2006
Location:  Renaissance Orlando Resort at Sea World, Orlando, Florida
Abstract:  AAKP created its Annual Convention to provide kidney disease patients, as well as their friends and family members with the opportunity to discuss their concerns and share their experiences while learning about important issues affecting their health care. In addition to exciting social events, it is the largest national convention where kidney patients can interact on person-to-person basis with fellow patients and health care professionals. During this four-day event, attendees participate in educational topics for those with chronic kidney disease (CKD) to long-term dialysis and transplant patients. In addition, they learn about various treatments for each stage of kidney disease.
Website:http://www.aakp.org/AAKP/convention.htm

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Topics of Interest and Practical Resources

Impact: Feature Issue on Children with Disabilities in the Child Welfare System

This issue of Impact examines the presence and needs of children with disabilities in the child welfare system. When children with disabilities and their families become involved with the child welfare system—with child protective services and/or permanency services—the child welfare system is often unsure how best to serve them. The disability services system and the child welfare system don’t necessarily communicate with each other effectively, and the two systems may not have adequate access to each other’s expertise.
http://ici.umn.edu/products/impact/191/

NLTS2 Fact Sheet: School Behavior and Disciplinary Experiences of Youth with Disabilities

Although most secondary-school-age youth with disabilities behave appropriately at school, this document from the National Longitudinal Transition Study-2 reports that 20-40% exhibit problem behaviors, including not controlling behavior and arguing with others. One-third of students with disabilities have experienced disciplinary actions, such as suspensions, expulsions, referrals to the principal’s office, and detentions, and students with disabilities are more likely than their peers in the general population to have faced such actions. Students with emotional disturbances are significantly more likely to have been suspended or expelled than students with other disabilities. Available in PDF (8 pages, 55 KB).
http://www.nlts2.org/pdfs/NLTS2_Discipline_FS_03-21-06.pdf

Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities

This report marks the National Center on Educational Outcomes’ (NCEO) eighth analysis of the public reporting of state assessment results for students with disabilities. Forty-eight states reported some state-level information about students with disabilities on their state assessments. States are gradually improving their public reporting practices; the report explains how states can further improve. A growing number of students with disabilities are becoming proficient on statewide math and reading tests, but NCEO still found large performance gaps between them and students without disabilities, gaps which tended to be wider at higher grades.
http://education.umn.edu/nceo/OnlinePubs/Technical43.html

Access College: Postsecondary Education and Students with Disabilities

In order for students with disabilities to be successful in college, they need to be adequately prepared and programs, information resources, and facilities must be accessible to them. This Web page from the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) project at the University of Washington is designed to help faculty, administrators, and staff create accessible environments, programs, and resources for students with disabilities.
http://www.washington.edu/doit/Resources/postsec.html

Charting a Course: Meeting the Special Education Needs of Foster Children

A complete recording of the Chapin Hall Center for Children’s April 5 Web conference, including PowerPoint presentations, is now available online. The panelists were Cheryl Smithgall, Senior Researcher at Chapin Hall; Bernadette Pinchback, Manager of Foster Youth Services for the San Bernardino County Superintendent of Schools; and Gene Griffin, Management Team Coordinator at the Illinois Department of Children and Family Services. Also included is the question-and-answer session moderated by Martha Shirk, co-author of On Their Own: What Happens to Kids When They Age Out of the Foster Care System.
http://www.about.chapinhall.org/conferences/charting/Apr2006/presentations.html

Leaving Boys Behind: Public High School Graduation Rates

A new Manhattan Institute for Policy Research study of the high school class of 2003 breaks down their graduation rates by race, gender, and state, and by the 100 largest school districts in the country. Nationwide findings include: 72% of girls graduated, compared with 65% of boys, and Black and Hispanic girls had graduation rates 9-10% higher than those of their male counterparts.
http://www.manhattan-institute.org/html/cr_48.htm

Reconnecting Disadvantaged Young Men

Because the U.S. “can ill afford to have so many of its young people and adults be unskilled, unemployed, and thus unproductive,” a new book from the Urban Institute Press tackles the thorny challenge of getting disconnected young men back into school or the workforce.
http://www.urban.org/pubs/reconnecting/

Rethinking High School Graduation Rates and Trends

This book from the Economic Policy Institute reviews the available data on high school completion and dropout rates. It finds that high school completion has been increasing and dropouts declining for over 40 years, though improvements over the last decade have been modest.
http://www.epi.org/content.cfm/book_grad_rates

The Crisis in America’s High Schools

This new Web page from the Alliance for Excellent Education features articles and links to other resources that discuss what the Alliance for Excellent Education refers to as the “crisis in America’s high schools.” It includes links to the recent Oprah specials on education and Time Magazine’s cover story on dropout.
http://www.all4ed.org/whats_at_stake/index2.html

The Silent Epidemic: Perspectives on High School Dropouts

A new survey released by the Bill & Melinda Gates Foundation looks at why a third of high school students leave school without a diploma—and what might help keep them engaged in school. The document describes findings from interviews with over 500 dropouts. Click Here

Transition Health Care Checklist

When children with special health care needs turn 18, their health care and prescription drug coverage often changes. Health care providers may change from pediatric specialists to adult medical specialists. This Transition Health Care Checklist, developed by the Pennsylvania Departments of Health, Labor & Industry, Public Welfare, and Education, in partnership with families, can help young adults, families, and professionals navigate these changes. The checklist provides a variety of resources, including a transition timeline.
http://www.dsf.health.state.pa.us/health/cwp/view.asp?q=243876

What does Health Have to Do with Transition? Everything!

This Parent Brief provides information on the benefits of and strategies for including health in the Individualized Education Program (IEP) process. Produced by NCSET and PACER Center.
http://www.ncset.org/premium-publications/viewdesc.asp?id=2967

Disabled and Challenged: Reach for Your Dreams!

Terry Scott Cohen, who has myotonic muscular dystrophy, wrote this book with his father Barry. In it, Terry describes his experiences and know-how for living a full life with and despite disabilities. The book covers topics such as communicating with doctors, making friends, looking for and getting a job, and planning for the future. It is available from amazon.com.
http://www.family-friendly-fun.com/aspire-achieve/

Growing Community Schools: The Role of Cross-Boundary Leadership

This report from the Coalition for Community Schools highlights 11 communities around the country where community school initiatives are growing. It describes how innovative cross-boundary leaders from education; local government; public, private, and community-based agencies; business; and other sectors are organizing themselves and their communities to create and sustain community schools.
http://www.communityschools.org/index.php?option=content&task=view&id=45&Itemid=60  

Incorporating Youth Development Principles into Adolescent Health Programs:
A Guide for State-Level Practitioners and Policy Makers

The youth development approach has gained traction over the past twenty-plus years across a range of youth-serving fields including public health. This paper from the Forum for Youth Investment describes concrete ways to incorporate youth development principles into state adolescent health programs. It is relevant across a range of issues (e.g., teen pregnancy, HIV/AIDS, violence, substance abuse, etc.). Available in PDF
http://www.forumfyi.org/Files/AdolescentHealth.pdf

Toolkits for Improving Community Relations with Public Schools

This page on the Iowa Association of School Boards Web site offers tools, checklists, and tipsheets aimed at improving community relations, building community understanding of school roles and improvement efforts, increasing school board members’ knowledge of school improvement and student achievement strategies, and making school board meetings a powerful community relations tool.
http://www.ia-sb.org/communityrelations/commrelations.asp

MindZone: A Mental Health Web Site for Teens

This Web site from the Annenberg Foundation Trust at Sunnylands (with support from the Annenberg Public Policy Center of the University of Pennsylvania) provides information and tools to help teens cope and deal with their own mental health issues and care for friends and loved ones with mental health issues. http://www.copecaredeal.org/

National Child Welfare Resource Center for Youth Development

The National Child Welfare Resource Center for Youth Development at the University of Oklahoma, through a cooperative agreement with the U.S. Department of Health and Human Services Children’s Bureau, provides training and technical assistance to publicly administered and supported child welfare agencies. Its Web site includes links to news, publications, programs, resources, state fact pages, a discussion board, and the Center¹s
mailing list. http://www.nrcys.ou.edu/nrcyd/ 

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Funding Forecast, Grants, Awards, and Scholarships

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2006

This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2006 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.
http://www.ed.gov/fund/grant/find/edlite-forecast.html

FY 2006 Discretionary Grant Application Packages

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

Guide to Federal Resources for Youth Development
The federal government offers billions of dollars to communities to help young people reach their full potential. The America’s Promise Alliance has published a guide providing information on more than 100 priority programs that are available to communities. Each program is listed by the department that operates the program and cross-references one or more of the five core resources of youth development (caring adults, safe places, a healthy start, effective education/marketable skills, and opportunities to serve). Available in PDF.
http://www.americaspromise.org/partners/federal_funding_guidelines.pdf

Moving On: Analysis of Federal Programs Funding Services for Transition-Age Youth with Serious Mental Health Conditions

The Bazelon Center for Mental Health Law has published this collection of
fact sheets on 57 federal programs that address the wide range of needs of
youth with serious mental health conditions who are transitioning into
adulthood. Each fact sheet offers information about the program¹s purpose,
services and funded activities, the administering federal agency, grantee
and beneficiary eligibility, and a brief assessment of the program¹s impact.
http://www.bazelon.org/premium-publications/movingon/ 

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Acknowledgements

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

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

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

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