March 2006 Special Educator

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

This partnership will benefit all professionals in the field of special education. In addition to the benefits of professional development, membership in NASET provides discounted pricing for all purchases made through Lorman.

Lorman Education Services organized its first successful continuing education seminar for professionals in 1987. Since then, thousands of seminars have served professionals in the United States and internationally, keeping them current on the most pressing topics in a rapidly changing marketplace of ideas.

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

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

Coming Soon…So be looking for this information from NASET in the upcoming months

Scope of the Problem
Domestic violence is a devastating social problem that impacts every segment of the population. While system responses are primarily targeted toward adult victims of abuse, increased attention is now being focused on the children who witness domestic violence. Studies estimate that 10 to 20 percent of children are at risk for exposure to domestic violence (Carlson, 2000). These findings translate into approximately 3.3 to 10 million children who witness the abuse of a parent or adult caregiver each year (Carlson, 1984; Straus and Gelles, 1990). Research also indicates children exposed to domestic violence are at an increased risk of being abused or neglected. A majority of studies reveal there are adult and child victims in 30 to 60 percent of families experiencing domestic violence (Appel and Holden, 1998; Edleson, 1999; Jaffe and Wolfe, 1990).

Impact of Domestic Violence on Children
Children who live with domestic violence face increased risks: the risk of exposure to traumatic events, the risk of neglect, the risk of being directly abused, and the risk of losing one or both of their parents. All of these may lead to negative outcomes for children and may affect their well-being, safety, and stability (Carlson, 2000; Edleson, 1999; Rossman, 2001). Childhood problems associated with exposure to domestic violence fall into three primary categories:

• Behavioral, social, and emotional problems. Higher levels of aggression, anger, hostility, oppositional behavior, and disobedience; fear, anxiety, withdrawal, and depression; poor peer, sibling, and social relationships; and low self-esteem. 
• Cognitive and attitudinal problems. Lower cognitive functioning, poor school performance, lack of conflict resolution skills, limited problem solving skills, pro-violence attitudes, and belief in rigid gender stereotypes and male privilege. 
• Long-term problems. Higher levels of adult depression and trauma symptoms and increased tolerance for and use of violence in adult relationships.

Children’s risk levels and reactions to domestic violence exist on a continuum where some children demonstrate enormous resiliency while others show signs of significant maladaptive adjustment (Carlson, 2000; Edleson, 1999; Hughes, Graham-Bermann & Gruber, 2001). Protective factors, such as social competence, intelligence, high self-esteem, outgoing temperament, strong sibling and peer relationships, and a supportive relationship with an adult, can help protect children from the adverse affects of exposure to domestic violence.

Comprehensive assessment regarding the protective factors of children and the effects of domestic violence can inform decision-making regarding the types of services and interventions needed for children living with violence. Additional assessment factors that influence the impact of domestic violence on children include:

• Nature of the violence. Children who witness frequent and severe forms of violence or fail to observe their caretakers resolving conflict may undergo more distress than children who witness fewer incidences of physical violence and experience positive interactions between their caregivers.
• Coping strategies and skills. Children with poor coping skills are more likely to experience problems than children with strong coping skills and supportive social networks. 
• Age of the child. Younger children appear to exhibit higher levels of emotional and psychological distress than older children. Age-related differences might result from older children’s more fully developed cognitive abilities to understand the violence and select various coping strategies to alleviate upsetting symptoms. 
• Elapsed time since exposure. Children often have heightened levels of anxiety and fear immediately after a violent event. Fewer observable effects are seen in children as more time passes after the violent event. 
• Gender. In general, boys exhibit more “externalized behaviors” (e.g., aggression or acting out) while girls exhibit more “internalized” behaviors” (e.g., withdrawal or depression). 
• Presence of child physical or sexual abuse. Children who witness domestic violence and are physically abused are at risk for increased levels of emotional and psychological maladjustment than children who only witness violence and are not abused (Carlson, 2000; Edleson, 1999; Hughes et al, 2001).

Implications on Practice
Since children respond differently to domestic violence, professionals are cautioned against assuming that witnessing domestic violence constitutes child maltreatment or child protective services intervention (Aron & Olson, 1997; Beeman, Hagemeister & Edelson, 1999; Carter & Schechter, 1997; Findlater & Kelly, 1999; Spears, 200; Whitney and Davis, 1999). Some States are considering legislation that broadens the definition of child neglect to include children who witness domestic violence. Expanding the legal definition of child maltreatment, however, may not always be the most effective method to address the needs of these children. Communities can better serve families by allocating resources that build partnerships between service providers, child protective services, and the array of informal and formal systems that offer a continuum of services based upon the level of risk present (Carter and Schechter, 1997; Edleson, 1999; Spears, 2000).

Increased awareness regarding the co-occurrence of domestic violence and child abuse compelled child welfare and domestic violence programs to re-evaluate their services and interventions with families experiencing both forms of violence. Although adult and child victims often are found in the same families, child welfare and domestic violence programs historically responded separately to victims. The divergent responses are largely due to differences in each system’s development, philosophy, mandate, policies, and practices (Aaron and Olson, 1997; Beeman, Hagemeister and Edleson, 1999; Carter and Schechter, 1997; Findlater and Kelly, 1999; Spears, 2000; Whitney and Davis, 1999). For example, some child welfare advocates have charged domestic violence service providers with discounting the safety needs of children by focusing solely on the adult victim. Conversely, some domestic violence advocates accuse child protective services caseworkers of “revictimizing” adult victims by blaming them for the violence, removing their children and charging them with “failure to protect”. Despite these differences, child welfare advocates and service providers share areas of common ground that can bridge the gap between them, including:

• Ending violence against adults and children.
• Ensuring children’s safety. 
• Protecting adult victims so their children are not harmed by the violence. 
• Promoting parents’ strengths. 
• Deferring child protection services intervention, if possible, referring adult victims and children to community based services.

A number of national, State, and local initiatives are demonstrating that a collective ownership and intolerance for abuse against adults and children can form the foundation of a solid, coordinated, and comprehensive approach to ending child abuse and domestic violence.
Examples of promising practice approaches include:

• Co-locating domestic violence advocates in child welfare offices for case consultation and supportive services. 
• Developing cross-system protocols and partnerships to ensure coordinated services and responses to families. 
• Instituting family court models that address overlapping domestic violence and child abuse cases. 
• Cross training domestic violence and child welfare advocates. 
• Creating domestic violence units in child welfare agencies. 
• The Temporary Assistance for Needy Families Program provides funding, services, exceptions from work requirements, and other waivers, under the Family Violence Option, for families experiencing domestic violence.

Institutional and societal changes can only begin when an expansive network of service providers integrate their expertise, resources, and services to eliminate domestic violence in their communities. Thus, child welfare and domestic violence service providers can collaborate to achieve a shared goal of freeing victims from violence and working to prevent future violence.

From: National Clearinghouse on Child Abuse and Neglect Information (DHHS)

Children and Youth with Learning Disabilities Ages 4-18: Enter the 2006 NCLD National Art & Poetry Competition
http://www.ncld.org/index.php?option=content&task=view&id=832
The 2006 National Center for Learning Disability (NCLD) Art & Poetry Competition is open to all schools and educational programs with students with learning disabilities (LD) between the ages of 4 and 18. Aspiring artists or poets with LD are encouraged to enter this year’s competition. NCLD asks entrants to artistically render this year’s theme: “Welcome to the Land of LD.” Entry submission deadline: March 3, 2006.

 
Middle and High School Students: Participate in C-SPAN’s StudentCamDocumentary Contest
http://www.studentcam.org/
C-SPAN’s StudentCam contest invites middle and high school students (grades 6-12) to identify a current political topic of interest and produce a short (up to ten minute) video documentary creatively exploring it while integrating C-SPAN programming. The contest will award 45 prizes totaling $25,000. Entry deadline: February 28, 2006.

 
Parents and Professionals: Provide Feedback on Web Info on Children and Adolescents with Special Health Care Needs
http://www.mchlibrary.info/KnowledgePaths/kp_CSHCN.html
The National Center for Education in Maternal and Child Health Library at Georgetown University is seeking parent and professional reviewers for a new edition of its children and adolescents with special health care needs “knowledge path”. This Web page includes information on and links to Web sites, electronic and print publications, databases, and online discussion groups about caring for children and adolescents with special health care needs, as well as resources on specific aspects of care and development such as adolescent transition, advocacy, financing, and screening. A feedback form is available at the top of the page.
 

Participate in an Online Discussion for a Study of Disability and Employment Issues
http://www.ncdadaemploymentstudy.com/
The National Council on Disability (NCD) is conducting a study regarding the issues that persons with disabilities encounter in seeking and maintaining employment. As part of the study, NCD is seeking persons with disabilities, employers, service providers, and other stakeholders to communicate their concerns and employment experiences facing persons with disabilities in an online discussion. This study will result in a comprehensive report and set of policy recommendations by June 1, 2006.

 
PK-12 Teachers: Share your Professional Development Experience and Needs
http://surveys.apa.org/ed/teacherneeds2/
The American Psychological Association (APA) Teachers’ Needs Survey is gathering information about teachers’ perceptions of professional development in several areas, including classroom management, instructional practices, classroom diversity, family and community outreach, and other teaching skills and knowledge informed by psychological science. The survey will help inform public policy as well as the creation of APA professional development courses for teachers. The survey takes about 10 minutes to complete and is confidential.

 
Secondary Special Education Professionals: Apply to the KU Online TransCert Program
KU ONLINE
The University of Kansas (KU) TransCert Program provides online training for secondary special education professionals on transition from school to adult life. The program provides a comprehensive approach to preservice transition training and a unique opportunity for special education professionals who wish to increase their instructional strategies in transition service and delivery. The Program consists of the 4 existing core KU transition courses (now available online) plus a 3-credit culminating experience for a total of 15 graduate credit hours. Stipends are available. Application deadline for Fall 2006: March 15, 2006.
 

Submit Comments: An Assessment of Transition and Policies and Practices in State VR Agencies
http://www.ed.gov/legislation/FedRegister/other/2006-1/020706b.html
The Department of Education is currently soliciting public comment on a Data Collection activity surveying state vocational rehabilitation (VR) agency transition policies and practices. The Department is interested in public comment addressing both the burden of collecting the proposed information and the quality, utility, and clarity of the collection activity itself. This study will provide Congress, the U.S. Department of Education, State VR agencies, and others with a description of the current status of transition policies and practices in State VR agencies and identify promising practices in the provision of transition services. Deadline to submit comments: April 10, 2006.

VSA arts Playwright Discovery Award
http://fconline.fdncenter.org/pnd/10000115/vsarts
The VSA arts Playwright Discovery Award invites students in grades 6-12 to ponder how disability affects their lives and the lives of others and express their observations in an original one-act play. Entries may be the work of an individual student or collaboration by a group or class of students with or without disabilities. Winning playwrights will receive a $1,000 award and a trip to Washington, D.C., to attend the VSA arts Playwright Discovery Award Evening and see a professional production or staged reading of their play at the Kennedy Center for the Performing Arts. Entry deadline: April 14, 2006.

President’s Statement on the Fifth Anniversary of the New Freedom Initiative
http://www.whitehouse.gov/news/releases/2006/02/20060201-11.html
Five years ago, President Bush announced the New Freedom Initiative to build on the progress of the Americans with Disabilities Act and more fully integrate people with disabilities into all aspects of life. This Web page describes the Administration’s efforts to implement the Initiative and their results, as well as the Administration’s vision for future efforts.

HOUSSE: State Approaches to Supporting Special Educators to Become “Highly Qualified”  (December 2005) 
Brief – Click Here
This In-brief Policy Analysis from the National Association of State Directors of Special Education provides an overview of how states are utilizing the option of a High Objective Uniform State Standard of Evaluation (HOUSSE) to assist veteran teachers, particularly those teaching students with disabilities, to meet the “highly qualified teacher” provisions of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Act while continuing to teach in their current placements. Available in PDF (9 pages, 146 KB).

 
Latest Updates on Highly Qualified Teachers
This fall, U.S. Secretary of Education Margaret Spellings announced new guidelines for States in meeting the “highly qualified teacher” goals of the No Child Left Behind Act. Recognizing that teachers are one of the most important factors in improving student academic performance and closing the achievement gap, the No Child Left Behind Act set the important goal of ensuring that all students be taught by a “highly qualified teacher” (HQT). Secretary Spellings has announced that States that do not quite reach the 100 percent goal by the end of the 2005-06 school year will not lose federal funds if they are implementing the law and making a good-faith effort to reach the HQT goal. States and school districts have made great gains in implementing these requirements, but there is still work to be done.

The U.S. Department of Education will determine whether or not a State is implementing the law and making a good-faith effort to reach the HQT goal by examining States’ progress in ensuring that all core academic subjects are taught by highly qualified teachers, as well as their efforts to recruit and retain highly qualified teachers and improve the quality of the teaching force.

To learn more, you can access Secretary Spellings’ letter to Chief State School Officers at:http://www.ed.gov/policy/elsec/guid/secletter/051021.html.

To learn more about the requirements for teachers under No Child Left Behind, you can access the revised “Highly Qualified Teachers and Improving Teacher Quality State Grants” Non-Regulatory Guidance at: http://www.ed.gov/programs/teacherqual/legislation.html#guidance.

To Raise Achievement of Students with Disabilities, Greater Flexibility Available for States, Schools
U.S. Secretary of Education Margaret Spellings recently announced proposed regulations to enhance the ability of schools and states to more effectively measure the achievement of America’s students with disabilities. The proposed rules are designed to meet the needs of students with disabilities who may not reach grade level within the same time frame as their peers, but who can make significant strides given the right instruction.
http://www.ed.gov/news/pressreleases/2005/12/12142005a.html

NCLB: What Parents Need to Know
Parents and community leaders looking to understand how the No Child Left Behind law benefits their children may glean a greater knowledge of the legislation from a new brochure published by the U.S. Department of Education.

No Child Left Behind: What Parents Need to Know summarizes the tenets of the 2002 law that seeks to ensure a high-quality education for every student and to close the achievement gap between children who typically perform well in school and those who do not—many of whom are from minority racial and ethnic groups, have disabilities, live in poverty, or do not speak English as their first language.

The 12-page illustrated brochure provides, in simple language, the principles of the law that hold accountable all public K-12 schools, defining such terms as “accountability,” “adequate yearly progress” and “flexibility.” The publication also explains how schools are accountable to parents in providing report cards that reveal how a student, the school, the district and the state are faring based on test results data. Included is a sample graphic of a report card that simplifies these data.

For a copy of No Child Left Behind: What Parents Need to Know, visit http://www.ed.gov/, or order it toll-free, while supplies last, at (877) 4ED-PUBS with identification number EAT0264P.

No Child Left Behind and School Performance Data Available for All 50 U.S. States
 

The U.S. federal government has created a “No Child Left Behind State-by-State Implementation Guide.”  Parents, students, teachers, and school officials in all 50 states now can find out how their local schools are performing by visiting a new national website – SchoolMatters.com.

SchoolMatters.com offers parents and teachers immediate access to information about the performance and demographic makeup of their local schools, neighboring schools and districts, and the entire state.

Teachers can use this information as a diagnostic tool to identify areas in need of improvement, as well as identify other schools from which to learn effective practices.  The website also provides valuable comparative tools and benchmarks to monitor relative progress of local schools and districts within the state. Visit SchoolMatters

Submit Comments on the IDEA Multi-Year IEP Demonstration Program
In the Federal Register for December 19, 2005, the U.S. Department of Education published notices of proposed requirements and selection criteria for the multi-year IEP pilot program permitted under IDEA 2004. (Note: These are not regulations.) The multi-year IEP pilot allows up to 15 states to seek approval for proposals to offer parents the option of a multi-year IEP, not to exceed 3 years. This pilot was developed to offer the opportunity for long-term planning. The Department of Education seeks public comment on these requirements and criteria. Deadline to submit comments: March 6, 2006. For more information:  CLICK HERE 

Submit Comments on the IDEA Paperwork Waiver Demonstration Program
In the Federal Register for December 19, 2005, the U.S. Department of Education published notices of proposed requirements and selection criteria for the paperwork reduction pilot program permitted under IDEA 2004. (Note: These are not regulations.) The paperwork reduction pilot allows up to 15 states to seek waivers of certain IDEA statutory and regulatory requirements for a period not to exceed 4 years. The Department of Education seeks public comment on these requirements and criteria. Deadline to submit comments: March 6, 2006. For More Information: CLICK HERE

 
Assistive Technology Mediation
www.fctd.info/webboard/index.php
Participate in an online discussion sponsored by the Family Center on Technology and Disability (FCTD). Three national experts lead the discussion, look at ways to prevent problems from arising, and highlight useful tools for resolving problems when they do arise.

Science Inquiry for Students with Disabilities
www.edequity.org/welcome.php
Free live Webcast, Tuesday, March 14th 4-5 pm EST
Sponsored by Reaching Science and Special Education Teachers: On-Line and In-Person, an initiative of the Educational Equity Center at the Academy for Educational Development (AED), with funding from the National Science Foundation.

USDE published proposed regulations

U.S. Department of Education published proposed regulations permitting states to develop modified achievement standards and assessments based on those standards for certain students with disabilities. The Department has posted several documents on their Web site which discuss and provide guidance on this issue. The most recent addition is:
Assessing Students with Disabilities: IDEA and NCLB Working Together
You can access this document and others at:
www.ed.gov/admins/lead/speced/toolkit/index.html
 

Dropping Out of High School and the Place of Career and Technical Education: A Survival Analysis of Surviving High School
www.nccte.org/premium-publications/projectReports.asp

Based on research conducted by the National Research Center for
Career and Technical Education (www.nccte.org), this report looks at the correlation between academic and career and technical education coursetaking and high school completion.
 
Teaching Matters: The Link Between Access to the General Education Curriculum and Performance on State Assessments
www.k8accesscenter.org/documents/TeachingMattersBrief.doc

This information brief from the Access Center (www.k8accesscenter.org) is designed to help educators and administrators make the connection between access to the general education curriculum and student performance on large scale assessments.

 
Evidence-Based Education Help Desk
http://whatworkshelpdesk.ed.gov

From the What Works Clearinghouse (www.w-w-c.org/) of the U.S. Department of Education’s Institute of Education Sciences. The Help Desk provides resources to assist: researchers, education officials, program providers, and educators in defining and applying scientifically based evidence of what works in education.
 

Resources for Adolescent Literacy in the Content Areas 

Click Here 

New resources recently posted on the Knowledge Loom Web site include 27 annotated links concerning English Language Learner (ELL) instruction and practical classroom strategies for increasing student achievement. You can find these resources in the Resources for Adolescent Literacy in the Content Areas section of the Web site. The Knowledge Loom (http://knowledgeloom.org) is a Web-based professional learning resource managed by the Education Alliance at Brown University.
 

 
 
Applications of Universal Design 
Web Page
http://www.washington.edu/doit/Resources/udesign.html
The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center has created a comprehensive collection of publications with links to useful resources related to Universal Design (UD). Through UD, products and environments are designed to be accessible to all potential users, including those with a wide range of disabilities. This page provides links to resources on UD of instruction, curriculum, student services, distance learning, libraries, and other products and environments.

 
Blending and Braiding Funds and Resources: The Intermediary as Facilitator  Brief
CLICK HERE
This Information Brief from the National Collaborative on Workforce and Disability for Youth focuses on how intermediary organizations can facilitate the blending and braiding of funds and resources to encourage cross-systems collaboration and, in turn, improve educational and employment outcomes for all youth, including those with disabilities.

 
Disability Statistics from the U.S. Bureau of the Census 
Web Page
http://www.census.gov/hhes/www/disability/disability.html
This page from the U.S. Bureau of the Census provides links to the most recent reports, briefs, and data on disability. It also provides information about the surveys used to collect disability data, access to microdata, and links to related Web sites.

 
Dispute Resolution System Integration and Performance Enhancement (DR SIPE) Workbook 
Workbook
CLICK HERE 
The Consortium for Appropriate Dispute Resolution in Special Education (CADRE) helps states coordinate and improve their dispute resolution systems using a systematic, data-guided process. Its DR SIPE workbook outlines that process, emphasizing preliminary problem analysis and identifying areas with the highest potential for improvement. The process involves reviewing the state’s dispute resolution system and identifying what is working well, where problems exist, and which problems are most amenable to solutions that will produce the greatest impact on program goals. Once identified, states can use their own planning formats for implementing improvement efforts. Available in PDF (20 pages, 139 KB).

 
Focus on Families! How to Build and Support Family-Centered Practices in After School 
Guide
http://www.gse.harvard.edu/hfrp/projects/afterschool/resources/families/
This guide from the Harvard Family Research Project provides information on how to engage families in after school programs. The guide offers a research base for why family engagement matters, concrete program strategies for engaging families, case studies of promising family engagement efforts, and an evaluation tool for improving family engagement practices. Produced in partnership with BOSTnet and United Way of Massachusetts Bay.

 
High School Online Databases: College-Ready Standards, Graduation Requirements, State Data Systems 
Online Database
http://www.ecs.org/html/educationissues/HighSchool/HighSchoolDB1_intro.asp
The Education Commission of the States High School Policy Center has launched three high school databases. The databases cover college-ready standards, high school graduation requirements, and data systems for all fifty states.

 
Knowledge, Skills, and Abilities of Youth Service Practitioners 
NCSET Web Topic
http://www.ncwd-youth.info/resources_&_Publications/hot_Topics/KSA/
Just as youth seek to build the competencies they need to be successful in adolescence and adulthood, the practitioners working with these youth must build the knowledge, skills, and abilities needed to assist them in this endeavor. The National Collaborative on Workforce and Disability for Youth has developed a Web-based “HOT Topic” on the Knowledge, Skills, and Abilities of Youth Service Practitioners.

 
Making Schools Work: A PBS Special with Hedrick Smith 
Web Page
http://www.pbs.org/makingschoolswork/
Information surrounding the PBS prime-time documentary, “Making Schools Work with Hedrick Smith,” is available on PBS’ Web site. The documentary showed widely-used models of successful educational reform from elementary through high school. The Web site includes articles and information on school-by-school reform, district-wide reform, lessons learned, and help for your community. Included is a 13-page discussion guide designed to stimulate public discussion of effective techniques and crucial issues of educational reform, the archives of a panel discussion and Webcast symposium, and more. It is intended for teachers, parents, principals, administrators, and anyone else interested in improving public schools.

 
My Family Health Portrait
https://familyhistory.hhs.gov/
My Family Health Portrait is a Web-based tool designed to help families gather and share their health information. The tool, part of the U.S. Surgeon General’s Family Health Initiative, organizes information into a printout that an individual can use, in partnership with a health professional, to determine whether he/she is at increased risk for six common diseases with a known genetic contribution, and for other conditions that may run in families. Users can also produce personalized printouts for each family member that can then be used to develop individualized diagnosis, treatment, and prevention plans. Available in both English and Spanish.

 
National Symposium on IEP Facilitation Materials 
Conference Proceedings
http://www.directionservice.org/cadre/conf2005/
The Consortium for Appropriate Dispute Resolution in Special Education (CADRE) convened the first National Symposium on IEP Facilitation in October 2005. Over 180 participants from 42 states attended the event. This page provides descriptions of the Symposium’s sessions, presenter biographical information, and links to individual session materials.
 

Social Security Benefit Eligibility Screening Tool for SSI and SSDI
Web-based Tool
http://best.ssa.gov/
The U.S. Social Security Administration (SSA) has created this simple Web-based tool to help applicants determine their eligibility for benefits from any SSA programs. Note: this tool is not an application for benefits.

 
Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills 
Sourcebook
http://nces.ed.gov/pubs2005/2005832.pdf
The National Postsecondary Education Cooperative Sourcebook on Assessment provides information about commercially developed instruments which assess communication skills, leadership skills, information literacy, quantitative reasoning, and quantitative skills in postsecondary education settings, including what each instrument assesses, its cost, its content, its reliability and validity, and its strengths and limitations. The sourcebook also examines definitions and important student outcomes in each of these five areas and lists resources on the issues involved in measuring them. Available in PDF (162 pages, 679 KB).

 
Supervising Co-Teaching Teams: Whose Line is it Anyway? Webinar Archive
Webinar Archive
http://www.k8accesscenter.org/sharing/Co-TeachingWebinar.asp
PowerPoint slides and audio recording from The Access Center’s January 25, 2006 Webinar, “Supervising Co-Teaching Teams” presented by Dr. Stacia Rush are available on The Access Center’s Web site. Dr. Rush addressed how general educators and special educators view co-teaching and how general and special education supervisors can develop a common lens for supporting and evaluating performance.

 
Systematic Change Framework Interactive Library
Web Page
http://niusi.edreform.net/
The National Institute for Urban School Improvement’s online Interactive Library has been re-arranged according to NIUSI’s Systemic Change Framework to make it a more convenient and accessible tool for inclusive education inquiry. Now, under each subcategory users can find articles of their choice. The Framework’s categories include Professional Effort, School Organizational Effort, and District Effort & Support.

 
Teaching Matters: The Link Between Access to the General Education Curriculum and Performance on State Assessments  
Brief
http://www.k8accesscenter.org/documents/TeachingMattersBrief.doc
This brief from The Access Center provides an introduction to the linkage between classroom practice and student performance on state assessments. It provides practitioners and administrators with an overview of instructional practice and content, based on rigorous academic standards, to make them more aware of the connection between access to the general education curriculum and student performance on large-scale assessments. Available in Word (16 pages, 580 KB).

 
The McClurg Monthly Magazine and 14 Other Practical Ways to Involve Parents in Special Education 
Article
http://journals.sped.org/TEC/Articles/Dardig.pdf
This article for teachers describes how to create a Parent Involvement Portfolio of model documents and resources that can be added to over the years. Published in Teaching Exceptional Children, a publication of the Council for Exceptional Children. Available in PDF (6 pages, 460 KB).

 
The Riot! A Newsletter for Self-Advocates 
Newsletter
http://www.hsri.org/leaders/theriot/
The Riot! is a newsletter by and for self-advocates from the Self-Advocate Leadership Network at Human Services Research Institute. The theme of the January 2006 issue of The Riot! is “declaring war on the R word”: retardation, retard, and retarded.

 
Thursday’s Child: Can Positive Youth Development Improve Juvenile Justice?  
Audio Archive
http://www.about.chapinhall.org/conferences/urban/jan2006/presentations.html
An audio recording of the Chapin Hall Center for Children’s January 19, 2006 panel on juvenile justice and positive youth development is available on the Web. Speakers included Jeffrey Butts, Research Fellow at the Chapin Hall Center; Erin Duncan, Office of Representative Tom Osborne (R-Neb.); Denise Forte, Legislative Associate for the Committee on Education and the Workforce, U.S. House of Representatives; Vincent Schiraldi, Director of the Department of Youth Rehabilitation Services; and Matthew Stagner, Director of the Center on Labor, Human Services, and Population at the Urban Institute.

 
Whose Life Is It Anyway? How One Teenager, Her Parents, and Her Teacher view the Transition Process for a Young Person with Disabilities 
Book
http://www.waisman.wisc.edu/hrtw/wlia.pdf
This publication from the Waisman Center explores the emotions and relationships between three key transition partners: Becky, a youth; her mother; and her teacher. It includes talking points for group discussion about relationship building and best practice in transition. Outcomes include helping all partners raise expectations about what youth with special health care needs can achieve, how to meaningfully involve youth in the process, and ultimately, how to better understand each participant’s perspective. Available in PDF (98 pages, 413 KB).

Forecast of Funding Opportunities under the Department of EducationDiscretionary Grant Programs for Fiscal Year 2006
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 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.

 
Health Professions Student Grants from the Special Olympics
http://www.specialolympics.org/studentgrants
The Special Olympics offers grants to health professions students at the undergraduate, graduate, postdoctoral, and resident levels to encourage them to work with persons with intellectual disabilities. The program promotes short-term projects exploring issues that impact the health and wellbeing of all persons with intellectual disabilities, including but not limited to Special Olympics athletes. Projects may include: data collection and analysis on issues impacting persons with intellectual disabilities; measurement of attitudes, opinions, and behaviors of health professionals, coaches, family/caregivers, and athletes; follow-up assessments of existing programs; and health promotion projects. Recommended application deadline: March 1, 2006.

 
Kohl’s Kids Who Care Program
http://www.kohlscorporation.com/CommunityRelations/Community02.htm
A philanthropic program of the Kohl’s Corporation, the Kohl’s Kids Who Care program recognizes and rewards young volunteers (ages 6-18) who have transformed their communities for the better. One winner from each age group (ages 6-12 and 13-18) per participating store will receive a $50 Kohl’s Gift Card. Regional winners in each age group will be awarded $1,000 scholarships, and five national winners in each age group will be awarded $5,000 scholarships. Kohl’s will also contribute $1,000 to a nonprofit organization on behalf of each national winner. Nomination deadline: March 15, 2006.

 
MetLife Foundation Bridge Builders Grant Program
http://www.principals.org/s_nassp/sec.asp?CID=568&DID=48228
With funding from MetLife Foundation, the National Association of Secondary School Principals (NASSP) administers the MetLife Foundation Bridge Builders Grant Program for public middle level and high schools serving large numbers of low-income students and/or underrepresented minorities (40% or more of the student body). Twenty-five grant awardees will receive $5,000 to implement a special initiative aimed at building better relationships among adults and students. From this pool of 25, NASSP will select 5 exemplary awardees to participate in a panel presentation at the 2008 NASSP Convention in San Antonio, TX. Deadline: April 17, 2006.

 
The Emerging Leaders Internship Program for College Students with Disabilities
http://www.emerging-leaders.com/
Emerging Leaders is a highly competitive program that places college students with disabilities in fulfilling summer internships and provides them with leadership development opportunities. Emerging Leaders partners with businesses to help them find outstanding young talent while also considering diversity and inclusion in their hiring practices. Student applicants are matched with businesses through a careful screening process that helps ensure that the internship placement is a good fit for both parties. Emerging Leaders is administered by the National Business & Disability Council. Application deadline: February 15, 2006.

 
MetLife Foundation Ambassadors in Education Award
http://www.ncl.org/metlife/index.html
The 2006 MetLife Foundation Ambassadors in Education Awards recognize middle and high school principals in 25 public school districts across the U.S. who are working to strengthen their schools and their surrounding communities. Students, parents, educators, and community members are encouraged to nominate a principal who is making an impact beyond his or her school for the betterment of the entire community. Winners will receive $5,000 grants for their schools. The Ambassadors in Education Awards are a project of the National Civic League and sponsored by MetLife Foundation. Nomination deadline: March 15, 2006.
 

Youth Community Service Awards
http://www.hitachifoundation.org/yoshiyama/
Each year, the Hitachi Foundation presents the Yoshiyama Award for Exemplary Service to the Community and a gift of $5,000 to ten high school seniors on the basis of their community-service activities. Candidates must be individuals whose activities impacted a socially, economically, or culturally isolated area and created long-term, sustainable social change; whose service has surpassed what is ordinarily expected of a socially responsible citizen; who have demonstrated self-motivation, leadership, creativity, dedication, and commitment in pursuing their service; and who have made a conscious effort to inspire others to participate in community action. Nomination deadline: April 1, 2006.