September 2006 Special Educator e-Journal

Table of Contents

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

Legal Issues Corner

Letters to the Editor

Controversial Issue Topic of the Month: Should Students with Disabilities Participate in High-Stakes Testing?

Response to Intervention:  Updated Information

This Just In……Shy Temperament: More than Just Fearful

Calls to Participate

Update from the National Dissemination Center for Children with Disabilities

Special Education Topics of Interest

New:  Update on Special Education Websites and Listservs

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

Funding Forecast, Grants, Awards, and Scholarships

Upcoming Conferences, Workshops, and Events

Seminars and Teleconferences

Acknowledgements

&nb

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Message from the Executive Directors of NASET

Welcome to NASET’s first e-Journal, The Special Educator, of the 2006-2007 academic year ….and most importantly, welcome back to school.  So much has been happening at NASET, and we are incredibly excited to update you on all of the latest happenings here, as well as in the field of special education new and professional resources.

As you have probably already seen, our new home page and redesigned website is a much more comprehensive and technologically advanced service.  Furthermore, it’s incredibly easy to navigate…and from all the feedback we’ve been getting, “it looks great!” 

We will also be continuing with our Practical Teacher series this year.  The Practical Teacher is a bi-weekly (twice a month) education resource that provides NASET members with practical tools, strategies, and relevant information that they can use both in and outside of the classroom.  It is sent directly to our members to their email accounts, so that they have immediate access to it.

Also, because we received such positive feedback about the Parent-Teacher Conference handouts that we sent you last spring, we’ve decided to make it a more consistent feature of your membership.  NASET will send our members one Parent Teacher Conference Handout every two weeks during the school year. If you should have any ideas for a Parent Conference Handout, please email us at news@naset.org Each Parent Teacher Conference Handout is presented on an individual web page which also contains links for downloading a PDF or MS Word version. 

The most feedback we’ve received has come from our Classroom Management Series.   And it’s all been extremely positive.  You’ve asked for more, so that’s what we’re giving you.  This Classroom Management Series consists of articles that provide teachers with practical guidelines covering a variety of topics and supportive information which may help improve their classroom. The Classroom Management Series will focus on topics for both new and experienced teachers, including topics on setting up your classroom, behavioral management, adapting curriculum, working with different personality styles of students, assisting parents of children with special needs, and many more relevant topics.  So, we’re continuing with this series because you seem to be getting great practical value from it.

Finally, for many of you, school has either just begun or is right around the corner.  The first month of the school year brings with it loads of excitement, ranging from setting up your classroom, meeting your students, parent-teacher night, and many more wonderful activities.  We hope that your school year will be truly rewarding and successful.

This edition of the Special Educator e-Journal covers a very broad range of topics.  If you find the time, feel free to write to us and let us know what you think.  The Special Educator e-Journal is designed for you, so anything you feel we can do to enhance its practicality, readability, and overall usefulness, would be extremely helpful for us to know. 

Finally, we welcome those of you who are new to NASET. We are thrilled that you have joined us in our professional community of special educators.  Whether you are a long-standing or new member, we at NASET want to hear from you and wish you a wonderful and fulfilling school year.

Sincerely,

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

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Legal Issues Corner

Special Education Regulations Released
The U.S. Department of Education has released the new regulations for Part B of the Individuals with Disabilities Education Act (IDEA). The final regulations are intended to further the goal that no child – including each and every one of America’s students with disabilities – is left behind.

The Department has prepared a user-friendly web site to help guide the public through these changes: http://www.ed.gov/policy/speced/guid/idea/idea2004.html. In addition to the actual text of the regulations, the site includes an analysis of the public’s comments, a summary of the major changes since publication of the proposed regulations, and several appendices, including an index and additional guidance for implementing the regulations.
A fact sheet on the new regulations can be found at: http://www.ed.gov/admins/lead/speced/ideafactsheet.html.

Model Forms
OSEP (the Office of Special Education Programs) has published the model forms that were required to be made available at the time IDEA’s regulations were made final. This includes model forms on the IEP, the procedural safeguards notice, and prior written notice. Find the model forms at:
http://www.ed.gov/policy/speced/guid/idea/idea2004.html#tools

Regional Meetings
Save the date! OSEP is holding Part B Regulations Regional Implementation Meetings in January and February 2007. Cities: Washington, DC; Los Angeles, CA; and Kansas City, MO.

–Find out more at:
www.nichcy.org/reauth/savethedate.doc

–For registration information, go to the link below and click on “OSEP Part B Regulations Regional Implementation Meetings.”
http://www.rrfcnetwork.org/

Text Version of IDEA 2004
When the regulations were first published, the text-only version was divided up into many mini-files, making downloading the whole shebang a bit cumbersome. Want all the regs in one bite? Find them at:
http://www.ed.gov/legislation/FedRegister/finrule/2006-3/081406a.html

PDF of IDEA 2004
www.nichcy.org/reauth/IDEA2004regulations.pdf 
U.S. Department of Education Issues Final Regulations for IDEA Part D—Personnel Development
The U.S. Department of Education has released final regulations relating to service obligations under IDEA Part D—Personnel Development to Improve Services and Results for Children with Disabilities. These regulations went into effect on July 5, 2006. Major changes from the proposed regulations include the expansion of eligible employment options for scholars, and an increase in the number of years allowed to fulfill a scholar’s service obligation, from three years to five.
http://www.ed.gov/legislation/FedRegister/finrule/2006-2/060506a.html

Wrightslaw Game Plan: Smart IEPs
If you are a parent or teacher looking for tools to help write a good IEP with measurable goals and objectives specific to a child’s unique needs, the Wrightslaw Game Plan: Smart IEPs can help. This tool provides a number of tutorials and checklists that will walk you through the process of writing an effective IEP step-by-step, from identifying a child’s unique needs to constructing specific, measurable, time-limited goals that target areas of achievement and functional performance that are relevant to the child’s needs.
http://www.wrightslaw.com/info/iep.goals.plan.htm

Anniversary of the Americans with Disabilities Act, 2006: A Proclamation by the President
The Americans with Disabilities Act was signed into law on July 26, 1990. Since then, it has “helped fulfill the promise of America for millions of individuals living with disabilities,” reads this statement from the White House. “The anniversary of this landmark legislation is an important opportunity to celebrate our progress over the last 16 years and the many contributions individuals with disabilities make to our country.”
http://www.whitehouse.gov/news/releases/2006/07/20060725-3.html

The Office of Special Education and Rehabilitative Services Announces its Long-Term Goals
On July 17, 2006, John H. Hager, the Assistant Secretary of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education, announced OSERS’ new long-term goals. The five goals address academic excellence for children and youth with disabilities, meaningful and competitive employment for people with disabilities, successful transition, and the use and reuse of assistive technology, among other topics.
http://www.ed.gov/policy/speced/guid/goals.html 

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Letters to the Editor

Parenting Special Needs Teens in Crisis, Barry M. Cohen, Ph.D.

Teenagers face very tumultuous times even when they have NO special needs or disabilities. Certainly, this is a period of struggle for a sense of independence, self-worth, and purpose. When your child also has a learning disability, chronic illness whether mental or physical…well, these teen life challenges are multiplied many times over. This was the case for my son, Terry, who has myotonic muscular dystrophy (MMD). His physical disease was inherited from his mom. As a youngster the disease affected his speech and he had learning disabilities throughout his schooling. In his later teen years, his physical problems started… muscle weakness and imbalance at first… then in his twenties further complications began. MMD is a progressive disease, and Terry faces increasing more medical problems in the years ahead.

I speak as a psychologist and a loving dad, when I share the most trying times my wife and I experienced raising Terry. It was not finding suitable schools or educational opportunities. It was not finding warm and supportive teachers or getting him good doctors. It was not even dealing with Terry’s trying times, such as when he could not compete in little league, and kids made fun of him. The most trying times occurred when Terry was finishing his special needs high school, and was brimming with anticipation to “start his life” and get out there in the “real world.”

What he ran into was a brick wall. His high school had arranged to place him in the “Abilities Program” doing gardening. Instead all he did was pick weeds. He could not prune plants or bend very much given his muscle problems. His vocational counselor offered support hit or miss, given his busy schedule. Terry began to flounder. He desperately wanted friends, but given his good nature, the friends he made took advantage of him, “borrowed” his car for joy rides, and even stole precious jewelry from our home. Terry was humiliated, and began to fall into deep despair, including thoughts of suicide.

Surveys have shown that teen suicide is the third leading cause of death for 15-24 year olds, and teen suicide rates are rising at alarming rates. Learning disabled students experience a somewhat higher incidence than other teens. Situations are more difficult for them; they may feel unaccepted, alienated from the mainstream of their peers, discouraged about their options in life, and hopeless about their future. Terry’s feelings hurt him ever so deeply. As a parent, I hurt for him. I can only imagine how much more trying would be his emotional wounds had his MMD symptoms surfaced during his teen years.

All threats of suicide should be taken seriously by parents and not taken as a “passing phase.” For teens with disabilities, it is important to watch for the symptoms early and to act quickly. The characteristic signs to watch for are well known… things like persistent feelings of sadness and irritability and feeling of worthlessness or hopelessness. There are several medical web sites for spotting the telltale signs.

What happened to Terry? First, he saw a caring therapist who helped him a great deal. Perhaps this is the first time that Terry began to grow up, without the support of his family and teachers. He had to figure things out for himself. He had to face his future with his disability and still reach for a full life.
My wife always told Terry that “you never know what your future has to hold.”  Terry heard the words, but not the message until his life began to change in his twenties. You see, after therapy Terry left home to attend a special independent living skills program about 1500 miles away from home. Terry calls this program the “turning point” in his life. There he met other teens and young adults with all kinds of disabilities who also were struggling, just like him. He was very afraid at first, but his fears this time were all about renewing his life, not despairing for his life. And with the help of a wonderful staff in this program and his counselors, Terry began to grow as an adult. His network of friends increased. He gained popularity. His counselors encouraged him to reach for his dreams!

Terry did just that. He left the program six years ago.  He now lives nearby our family in his own apartment.  He has some friends who have disabilities and some who do not. He has his very first dog, Buddy.  He works part-time, gets physical therapy regularly, and volunteers at a major community hospital. Last year he wrote a book dedicated to all teens and young adults who are struggling for a full life.  I certainly am very proud of him. More important, he is very proud of himself. He is giving back to others and seeing that his life, with his disabilities, can have a unique value to others.

Dr. Barry M. Cohen is a psychologist who spent a year working with his son, Terry, to write his book “Disabled & Challenged: Reach For Your Dreams!” (WishingUwell Publishing, Clearwater, FL ISBN 0-9769524-0-8
$15.00, 2005) Terry has said that doctors and teachers can tell young people all about their disease, but they cannot tell them how to go through life with it or how to stay the course and reach for their dreams. Teens and young adults have found the book inspirational. Caregivers and parents are reading the book to their special needs kids. To order the book, go to Amazon.com or BarnesandNoble.com or email WishingUwell@verizon.net

Dr. Cohen did graduate training in psychology at Columbia University and completed his doctorate at the University of Tennessee. Both he and Terry welcome your feedback about the book (727-517-8224).

School Board and Special Education

I felt inclined to tell you about a controversy that is taking place in my hometown.  I am a parent of a child with special needs here in Baraboo, WI.  The reason I’m writing to you today is because a new member of our School Board wants children with severe special needs basically out of the school district. He doesn’t feel it is fair to tax payers to pay for children who are “unteachable”.  My biggest fear is that some ignorant person in a high position will agree with this guy and try to change the Federal laws.  Here is an article that I clipped and pasted below that appeared in our local paper and I also listed the link to the newspaper web site. This story is so unbelieveable.  I was so appalled on how callus he was about decribing our children.  My daughter was basically in a vegetative state when she was younger.  Doctors said she would never walk or do anything.  Because of her schooling and teachers she has learned a lot.  She walks now, knows some sign language and understands a lot about what is said and there is a lot more she’s learned, but too much to list in this letter.  So where would she be today if she hadn’t been given the chance to go to school, just because she “looked” as if she was “unteachable” (his words, not mine)?  There are many instincts that a mother has when she gives birth to a child, but caring for a handicapped child isn’t really one of them.  I need these teachers to teach me as well as the children.  He won’t retract his statements and he won’t resign his position.  I feel he should resign and I would like to start a petition to get him removed, but not sure how to do it.

Sincerely,

Lori Cook 

PS–The one thing that I forgot to mention in my first e-mail is that they did several poles and 30% of the population (in this area) agrees with this guy.  That’s what has me most concerned.  I know my daughter is protected now, but I don’t want anyone to start messing with the Federal Laws that may hurt our children in the future. 

The last link to the newspaper isn’t working so I listed a new one, in case you’d like to read all the articles on him, http://www.wiscnews.com/bnr   (to see all articles go to archives at left of page.  When the calander comes up, click on May 25, 26, & 27.  There’s an article every day for those three days.)  The mailbag in our local paper has been filled with letters of parents, teachers and many more, some who disagree with him and some that agree (even teachers who agree).  I just want him off of the School Board.  I did not vote for him and I don’t think this is what our community needs.  Thank you so much for your response.

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Controversial Issue Topic of the Month

Should Students with Disabilities Participate in High-Stakes Testing?

One of the most controversial issues facing special educators today revolves around the issue of high stakes testing and students with special needs.  Some believe that high-stakes testing may hold many benefits for students with disabilities, while other hold that it is unnecessary and in the end is a detriment to the students, parents, and educators.  What are your thoughts?  We want to know and will publish your thoughts in our next Special Educator e-Journal.

Send your emails to news@naset.org

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Response to Intervention: Updated Information

Really, what is RTI?
RTI—-response to intervention. Sometimes, responsiveness to intervention. Which still doesn’t answer the question, does it? What is RTI?  According to the National Center for Learning Disabilities (NCLD), RTI is a multistep approach to providing services and interventions to students who struggle with learning. The progress students make at each stage of intervention is closely monitored. Results are used to make decisions about the need for further research-based instruction and/or intervention in general education, special education, or both. Given its promising effectiveness, RTI is the focus of a great deal of attention these days. So, summertime planners and decision makers, if you’re wondering about how RTI works or how it can be used in your school system, here are several resources on the subject:

• A parent’s guide to RTI.
  www.ncld.org/images/stories/downloads/parent_center/rti_final.pdf
  A 12-page brief on RTI for students with learning disabilities, courtesy of NCLD. 
• How’s RTI used in learning disabilities determinations?
  www.nrcld.org/premium-publications/papers/mellard.pdf
  From the National Research Center on Learning Disabilities (NRCLD). 
• RTI at NASDSE.
  www.nasdse.org/projects.cfm?pageprojectid=23 
  NASDSE is the National Association of State Directors of Special Education. If you’ve been wondering what RTI is, why it’s being emphasized, and how it applies to students with disabilities, then have a look at NASDSE’s RTI project page. NASDSE has undertaken a series of technical assistance strategies to help those states and local school districts interested in learning more about, and implementing, RTI in their own communities. At the link above, you’ll find lots of free downloads, including a white paper on RTI, a PowerPoint presentation, and myths about RTI. 
• See RTI in action.
  www.k8accesscenter.org/sharing/InformationSharingWebinars.asp
  Want to see how one state is implementing RtI? View the June 20, 2006 recording of the State Information Sharing Community webinar: “Implementing RtI: Lessons from the Minneapolis Public Schools Problem-Solving Model.” Courtesy of the Access Center.

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Update from the National Dissemination Center for Children with Disabilities

Tool Kit on Teaching and Assessing Students with Disabilities
http://osepideasthatwork.org/toolkit/index.asp 
The Office of Special Education and Rehabilitative Services (OSERS) and the Office of Elementary and Secondary Education (OESE) have collaborated to produce a Tool Kit on Teaching and Assessing Students with Disabilities to assist states in raising the achievement of all students with disabilities. The Tool Kit includes information about the Department’s investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The TA products are divided into four broad areas: Assessment, Instructional Practices, Behavior, and Accommodations. Have a look.

Technology solutions for students with disabilities in math and reading.
www.citeducation.org/default.asp
The Center for Implementing Technology in Education (CITEd) supports state and local education agencies in developing systems that effectively integrate instructional technology so that all students achieve high educational standards.  Check out these two intertwined CITEd’s resources:

Math and Reading Matrices, which match technology tools with supporting literature on promising practices for the instruction of K-8 mathematics and reading for students with disabilities, available at:
www.techmatrix.org/default.asp

the newly released Professional Development Toolkit for the Math and Reading Matrices
www.techmatrix.org/toolkit.asp

Helping students with disabilities access the general education curriculum.
www.k8accesscenter.org/accessinaction/default.asp
Educators, this one’s for you! Visit Access in Action, the Access Center’s database of state profiles and resources developed by states and districts to support access to the general education curriculum for students with disabilities. You’ll find exemplary materials including curriculum guides, educational videotapes, strategies, IEP guides, and useful web links.

Other Valuable NICHCY Resources

• The Research Corner!
  http://research.nichcy.org
• Including students with disabilities in state and district assessments. 
  www.nichcy.org/resources/largeassessments.asp
• Addressing behavior challenges.
  www.nichcy.org/resources/behaviorexpertise.asp
• Learning and the brain.
  www.nichcy.org/resources/brain101.asp
• Reading and literacy for students with disabilities.
  www.nichcy.org/resources/literacy2.asp
• Transition.
  www.nichcy.org/resources/transition101.asp

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Special Education Topics of Interest

Guidance for States: Documenting Family Outcomes in Early Intervention & Early Childhood
www.fpg.unc.edu/~eco/pdfs/guidance_for_states.pdf
States are facing many decisions related to collecting data from families. In this document, the ECO Center (Early Childhood Outcomes Center) identifies a set of state decisions related to measuring family outcomes, discusses some of the considerations related to each decision, and makes recommendations.

Effective Interventions in Dropout Prevention: For Educators
www.dropoutprevention.org/NDPC-SD/resources/docs/PrctBrief.pdf
This 11-page practice brief for educators focuses on cognitive behavioral interventions as an effective means of preventing students with disabilities from dropping out of school.

For School Leaders: Learning Supports.
www.corwinpress.com/booksProdDesc.nav?prodId=Book226872
For school improvement efforts to succeed in ways that truly improve student achievement and student test scores, systemic changes must be made in how schools provide learning supports. Corwin Press offers this guide for school leaders that describes strategies for providing such supports built on decades of research. The New Directions for Student Support Initiative described in this guide has been cosponsored by more than 20 professional associations, including the American School Counselor Association, the American School Health Association, the National Association of Secondary School Principals, the National Association of State Boards of Education, and the National Middle School Association. An implementation guide is also available, at: 
www.corwinpress.com/booksProdDesc.nav?prodId=Book227121

Academic Programs in Alternative Education: An Overview
This paper from the U.S. Department of Labor’s Employment and Training Administration: 1) reports on the successes and challenges of the academic components of 15 alternative education programs from across the country (selected to represent the diversity of alternative education programs that exist nationally), and 2) identifies issues about academic programming in alternative education that need additional research based on reports by the programs surveyed and a review of existing literature. Available in PDF (43 pages, 222 KB).
http://www.doleta.gov/youth_services/pdf/AE_Overview_Text.pdf

ACE-IT! Student Views on Expanding Academic and Career Supports for College Students with Physical and Neurological Disabilities
On June 6, 2006, the RTC on Workplace Supports and Job Retention held a Webcast on the Academic and Career Exploration-Individualized Techniques! (ACE-IT!) program. The Webcast is now archived on the Web. ACE-IT! uses a supported education approach to provide individualized services to students with disabilities. In the Webcast, college graduates shared their experiences with the program and what services and supports were particularly useful to them as they pursued their career goals. The Webcast also discussed how to promote success for students with physical and neurological disabilities using an array of supports.
http://www.worksupport.com/training/viewWebcast.cfm/70

Literacy Web Resource Page
Literacy is knowing how to make meaning from written language by reading, writing, thinking, and communicating. This online resource list from NICHCY, the National Dissemination Center for Children with Disabilities, can help parents and professionals help all children reach their fullest literacy potential. Contents include Research Basics, NCLB and Reading, Teaching Reading, Beginning Reading Instruction, Reading with Older Children, Resources, Literacy and Children with Disabilities, and Reading and English Language Learners.
http://www.nichcy.org/resources/literacy2.asp

Performance Measures Adjustment and Incentives: Key Strategies for Providing Improved Services to Harder-to-Serve Populations in the Age of Accountability –  Increased accountability is generally seen as beneficial. In this age of accountability, however, adjusting performance to account for different characteristics and expected outcomes and the use of incentives become increasingly important. In recognition of the emerging importance of this issue, the National Collaborative on Workforce and Disability/Youth developed this paper that discusses intended and unintended consequences of performance measurement and explores how performance adjustment and incentive mechanisms can counter some of these effects and encourage effective service delivery to disadvantaged and harder-to-serve populations. Available in Word.
http://www.ncwd-youth.info/assets/briefs/Performance_Measures_Adjustment.doc?DOCN=2224

Social Security: 2006 Red Book: A Summary Guide to Employment Support for Individuals with Disabilities Under the SSDI and SSI Programs
The Social Security Red Book serves as a general reference about the employment-related provisions of Social Security Disability Insurance (SSDI) and the Supplemental Security Income (SSI) Programs for educators, advocates, rehabilitation professionals, and counselors who serve people with disabilities. The 2006 Red Book is now available online in both in PDF and HTML formats and in English and Spanish versions.
http://www.socialsecurity.gov/disabilityresearch/redbook.htm

Struggles Persist for Adolescent Girls with ADHD
As they reach their teens, girls with ADHD typically show less hyperactivity but are more at risk for delinquency, depression, substance abuse, and other problems than their peers without ADHD, this University of California, Berkeley, study found. Lead author Stephen Hinshaw notes that the impairments affect functions critical for success in adulthood. For parents coping with difficult teenage ADHD behavior, Hinshaw warns, adolescence can be tricky as they try to strike a balance between encouraging their daughters to stick to their treatment regimen—which may involve medication, family therapy, school supports, or a combination—and supporting their need for autonomy.
http://www.berkeley.edu/news/media/releases/2006/06/29_adhd.shtml

An Overview of Alternative Education
This review, prepared for the U.S. Department of Labor’s Employment and Training Administration, focuses on community- and district-based programs that work to re-engage out-of-school youth in learning in order to better prepare them for high-growth occupations and careers. It reviews efforts to define “alternative education”; describes several promising programs, models, and initiatives; notes how many out-of-school youth are involved in alternative education and how many need these options; reviews the current policy environment for alternative education; and describes funding streams available to support alternative education. Available in PDF (44 pages, 489 KB). CLICK HERE 

Best Practice Studies and Institutes: Findings from 20 States
After studying nearly 200 schools in 20 states, the National Center for Educational Accountability (NCEA) has released a study which helps to explain why some schools can help students reach higher standards while other, similarly situated schools cannot. NCEA used three years of performance data to identify average- and high-performing elementary, middle, and high schools in 20 states. Based on an examination of methods used in each school and interviews with district leaders, principals, and teachers, the report lists several practices that were common to many high-performing schools.
http://www.just4kids.org/jftk/twenty_states.cfm

Colleges with Programs for Students with Learning Disabilities
Almost all colleges and universities provide services and/or accommodations for students with learning disabilities as mandated by the Americans with Disabilities Act. The colleges and universities listed on this Web page from the American Educational Guidance Center go a step further—they offer programs, some quite comprehensive, designed specifically to support students with learning disabilities.
http://www.college-scholarships.com/learning_disabilities.htm

Positive Support: Mentoring and Depression Among High-Risk Youth
This report from Public/Private Ventures and the U.S. Office of Juvenile Justice and Delinquency Prevention addresses the question: “Can mentoring deter high-risk youth from risky behaviors?” It also describes findings from the National Faith-Based Initiative, in which high-risk youth matched with faith-based mentors were less likely to show signs of depression than youth who were not mentored. Available in PDF (49 pages, 353 KB).
http://www.ppv.org/ppv/premium-publications/assets/202_publication.pdf 

Transition to College: Strategic Planning to Ensure Success for Students with Learning Disabilities
This brief from the National Center for Learning Disabilities can help parents and teens understand the requirements and opportunities in the laws concerning transition from high school to college so that they can successfully plan for the future. Available in PDF (12 pages, 319 KB). CLICK HERE

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New: Special Education Websites and Listservs

International Inclusive Schools Research Lab
The International Inclusive Education Research Lab is a global network of researchers committed to facilitating the implementation of inclusive education in local communities throughout the world. Its Web site includes an annotated bibliography on international comparative inclusive education, links to recent issues of its e-News, and information about the project.
http://www.inclusiveschoolsforall.org/

NCCRESt/NIUSI Disproportionality Data Manager
On this Web site from the National Center for Culturally Responsive Education Systems (NCCRESt) and the National Institute for Urban School Improvement (NIUSI), interactive maps and tables present the distributions of students with disabilities across various disability categories by ethnic/racial category and teacher qualifications to help practitioners and policymakers at the local and state levels understand their own status in relationship to the disproportionate representation of children in certain ethnic/racial categories in special education.
http://niusi.eddata.net/

Teaching Every Student
The Teaching Every Student section of the Center for Applied Special Technology’s Web site supports educators in learning about and practicing Universal Design for Learning (UDL). Sections include Ideas & Information, Tools & Activities, Community & Support, UDL Toolkits, and Model Lessons. According to the site, “UDL is a framework that can help you turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student.”
http://www.cast.org/teachingeverystudent/

The World Institute on Disability
The World Institute on Disability is a nonprofit research, training, and public policy center promoting the civil rights and full societal inclusion of people with disabilities. Its work focuses on four areas: employment and economic development, accessible health care and Personal Assistance Services, inclusive technology design, and international disability and development. Its Web site includes publications and reports, information and resources, news, employment opportunities, and training and public education.
http://www.wid.org/

Accessible Book Collection: Providing Digital Text to Persons with Disabilities
This Web site is a collection of digital copies and e-books of age-appropriate reading materials for students reading below their grade level (these are often called high interest/low reading level materials). Students are eligible to use the e-books if they have a documented disability that prevents them from reading standard print effectively, such as blindness, a visual impairment, learning disabilities, or dyslexia.
http://www.accessiblebookcollection.org/

LD News: News You Can Use
LD News is a free monthly e-publication of the National Center for Learning Disabilities. It examines issues related to learning disabilities for parents, caregivers, educators, advocates, and individuals with learning disabilities.
http://www.ncld.org/content/view/754/480/

OVAE Review
OVAE Review is a monthly update from the Office of the Assistant Secretary at the Office of Vocational and Adult Education, U.S. Department of Education. The most recent issue includes sections on Community Colleges; Adult Education and Literacy; and Secondary, Career, and Technical Education.
http://www.ed.gov/news/newsletters/ovaereview/  
 
IESNews Listserv
The IESNews Listserv is a free service offered by the U.S. Institute of Education Sciences. Subscribers interested in education research, evaluation, and statistics automatically receive periodic notification of information available on the IES Web site, including the latest information on such topics as funding and training opportunities, IES-sponsored research, new publications, and education facts and figures from the National Center for Education Statistics.
http://www.ed.gov/about/offices/list/ies/signupform.html

Education Statistics Quarterly from the National Center for Education Statistics
Education Statistics Quarterly offers a comprehensive overview of work done by the National Center for Education Statistics (NCES). Each issue includes short publications and summaries of all NCES publications and data products released in the previous quarter as well as notices about training and funding opportunities. Each issue also includes a featured topic with invited commentary, and a note on the topic from NCES.
http://nces.ed.gov/programs/quarterly/

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

Impact: Feature Issue on Parenting Teens and Young Adults with Disabilities
This issue of Impact, a publication of the Institute on Community Integration, explores strategies for families of youth with disabilities to consider in navigating the transition years, and shares stories of those who are in the middle of this life change and those who have come out the other side successfully.
http://ici.umn.edu/products/impact/192/

Synthesis Report 60: Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities
This report from the National Center on Educational Outcomes examines the tension between flexibility and standardization in assessments for students with significant cognitive disabilities. Alternate assessments based on alternate achievement standards are necessarily less standardized than general assessments because of how the students who participate in these assessments learn and demonstrate their learning. As states develop alternate assessments, they must articulate and defend their choices. The report can help states recognize which aspects of their system should remain flexible and which might be more standardized, in the context of a framework for helping states conceptualize the evaluation of technical quality.
http://education.umn.edu/nceo/OnlinePubs/Synthesis60.html
 
Cultural and Linguistic Competence in Family Supports
This brief from the National Center for Cultural Competence at the Georgetown University Center for Child and Human Development discusses cultural factors that may impact supports and services for families of children with special health care needs. It is a resource for organizations interested in developing policies that promote and sustain cultural and linguistic competence in the provision of family support services. Available in PDF (14 pages, 260 KB).
http://gucchd.georgetown.edu/nccc/documents/final%20pdf%20fspb.pdf

DO-IT Knowledge Base
The Disabilities, Opportunities, Internetworking, and Technology (DO-IT) project at the University of Washington has created a comprehensive Web-based “Knowledge Base” database containing over 300 articles. Users can find answers to questions about assistive technology, accessible information technology, college and career transition, universal design of instruction, student services, and other topics, as well as case studies and promising practices.
http://www.washington.edu/doit/kb.html

Helping California Youths with Disabilities Transition to Work or Postsecondary Education
On June 20, 2006, the U.S. Government Accounting Office held a conference on California youth with disabilities in transition. This document summarizes that conference. Conference panelists offered a variety of perspectives on the challenges they face in serving youth with disabilities making the transition from high school to postsecondary education or employment. Available in PDF (27 pages, 381 KB).
http://www.gao.gov/new.items/d06759sp.pdf

Students with Non-Apparent Disabilities Go Abroad
This issue of A World Awaits You (AWAY), a publication of Mobility International USA and the U.S. Department of State, asks how effectively students with non-apparent disabilities are being served in the overseas programs. Articles cover foreign languages, parent perspectives, student preparation for study abroad, disclosure, accommodations, and the impact of international exchange.
http://www.miusa.org/ncde/away/nonapparentdisabilities

The Condition of Education 2006
This annual, congressionally-mandated report from the National Center for Education Statistics summarizes important developments and trends in education using the latest available data. It presents indicators on the status and condition of education and a special analysis on international assessments. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The report includes 50 indicators in five main areas: participation in education, learner outcomes, student effort and educational progress, the contexts of elementary and secondary education, and the contexts of postsecondary education.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006071

Topical Index from the RRFC Portal
The Regional Resource and Federal Centers Network has assembled a listing of resources on topics including annual performance report (APR), adequate yearly progress (AYP), assessment, behavior, child find, data sources and data management, disproportionate representation, graduation/dropout/suspension and expulsion, highly qualified teachers (HQT), IDEA 2004, inclusion, individualized education program (IEP), LEA accountability and public reporting of data, least restrictive environment (LRE), national instructional materials accessibility standard (NIMAS), No Child Left Behind (NCLB), OSEP Topical Briefs, parent involvement, postschool outcomes, progress monitoring, resolution sessions, Responsiveness to Intervention (RtI), sampling, transition, and SPP and APR Preparation.
http://www.rrfcnetwork.org/content/view/21/49/

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Seminars and Teleconferences

Teleconferences – Click Here

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<//span>Understanding Individuals With Asperger’s Syndrome Or High Functioning Autism – Course ID# – 367719
Location: Columbia, SC
Date: 9/15/2006
Regular Price: $319.00 – (NASET Member’s Price: $269.00)

Description: This seminar will provide an overview of Asperger?s Syndrome and high functioning autism (HFA). Students with Asperger?s Syndrome and HFA have complex profiles and diverse needs and abilities. This seminar will provide an overview of the characteristics of these students and of the challenges faced by those individuals who are responsible for their care and education. An overview of legal and practical issues surrounding the education of individuals with autism spectrum disorders will be provided. The second half of the seminar will focus on effective intervention strategies for supporting and educating students with Asperger’s Syndrome and HFA in the classroom.

Course ID# – 367719

CEU’s Available: APA 6.0 ; NBCC 6.00 ; SC SW 6.00 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE   

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Developing Behavioral Plans For Aggressive Children – Course ID#: 369004Location: Baton Rouge, LA
Date: 9/19/2006
Regular Price: $269.00 – (NASET Member’s Price: $219.00)

Description: Students who display inappropriate or problem behavior in the school setting require additional attention and valuable time from teachers and school staff. For a busy teacher, knowing how to effectively give this additional effort toward these students without jeopardizing the learning of the rest of the student body is essential.

Course ID#: 369004

CEUs Available: LA SCHOOL 6.0 ; APA 6.0 ; LA CLE (Pending) ; NBCC 6.00 ; LA SW 6.00 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE  

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Asperger’s Syndrome: Demystified From The Inside Out – Course ID#: 369363
Location: Atlanta,GA
Date: 9/29/2006
Regular Price: $279.00 – (NASET Member’s Price:,$229.00)

Description: This seminar will help attendees learn the characteristics that distinguish Asperger?s Syndrome from other disorders. We will discuss what components should be included in a comprehensive assessment of Asperger’s Syndrome. Attendees will learn what elements should be included in an effective intervention program for students with Asperger’s Syndrome.

Course ID#: 369363

CEU’s Available: APA 6.0 ; NBCC 6.00 ; GA SW 6.00 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Developing Behavioral Plans For Aggressive Children – Course ID#: 367722Location: Nashville, TN
Date: 9/29/2006
Regular Price: $299.00 – (NASET Member’s Price: $249.00)

Description: It seems that the demands on teachers have grown with each passing year. More and more is asked of our educational professionals and the tasks facing educators seem to become infinitely more complex and challenging. Often, teachers must work collectively with students, their pupils? families, colleagues and administrators in productive ways.  The aim of this seminar is to help the educational professional make sense of the complexities confronting them, especially when meeting the challenges of disruptive and aggressive student behavior in the classroom. Research on disordered behavior, learning disabilities and developmental delays has progressed, and new models have been forged that can help teachers better understand and manage hostile and challenging classroom behavior. In this seminar, teachers will learn to recognize pathways to disordered student behavior and how best to intervene based upon the strengths and limitations presented by the challenging student. Ultimately, it is hoped that each attendee will leave this seminar with a renewed appreciation of their invaluable work along with innovative and effective skills that will enrich their teaching experiences.

Course ID#: 367722

CEU’s Available: APA 6.0 ; TN CLE 6.00 ; NBCC 6.00 ; TN SW 6.0 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE  

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Understanding Individuals With Asperger’s Syndrome Or High Functioning Autism – Course ID#: 369001
Location: Rochester, NY
Date: 9/29/2006
Regular Price: $279.00 (NASET Member’s Price: $229.00)

Description: All attendees will benefit from this overview of high functioning autism and Asperger?s Syndrome. The goal of this seminar is to better prepare attendees to recognize the strengths and challenges of people affected by autistic spectrum disorders and to improve interactions with this population. A strong groundwork will be laid for understanding what a person?s behaviors are communicating, and implementing appropriate strategies and interventions more effectively. The course is highly recommended for general education teachers who will be educating learners with high functioning autism or Asperger’s Syndrome.

Course ID#: 369001

CEU’s Available: NY CLE 7.0 ; NBCC 6.00 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE

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Behavioral Assessment And Functional Analysis Of Problem Behavior In Children With Developmental Disabilities – Course ID#: 367241 
Location: Denver, CO
Date: 10/4/2006
Regular Price: $279.00 – (NASET Member’s Price: $229.00)

Description:  Participants in this workshop can expect an in-depth discussion of the principles of behavioral assessment and an introduction to an expanded behavioral assessment protocol for children with developmental disabilities and behavior disorders. Participants will learn the value of behavioral diagnosis, including recognizing diagnostic symptoms in children dually diagnosed with developmental delays and behavior disorders. Those attending will also become acquainted with the concept of behavioral phenotypes and how to assess neurodevelopmental disorders. An in-depth critique of descriptive/functional analysis as presently practiced in the school system will encourage participants to think more critically about the ethics of behavioral assessment; become familiar with common errors in interpreting behavioral data; and learn how to organize data and how to tie it into effective, positive behavioral interventions.

Course ID#:367241

CEU’s Available: NBCC 6.00 ; CCM 6.00 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE

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Creating A Brain Based Classroom – Course ID#: 365754
Location: Pittsburgh, PA
Date: 10/5/2006
Regular Price: $269.00 – (NASET Member’s Price: $219.00)

Description:  All students have unique brains; therefore, teaching must encompass all students? learning styles, intelligences and preferences. With the diversity that exists in today?s classrooms, teachers must possess the necessary pedagogical skills so that all students are successful. Utilizing the latest brain research to plan, instruct and assess students? learning will allow all students to improve achievement in all disciplines. Teaching for understanding while utilizing brain research will lead to long-term learning. The learning gap is the difference between what the research shows is effective teaching and what is happening in the classroom. Creating a brain-friendly classroom will close that learning gap.

Course ID#: 365754

CEU’s Available: PA SCHOOL 6.0 ; IACET 0.60 ; NBCC 6.00

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Crisis Intervention Techniques Within Schools: What You Need To Know When A Large Or Small Scale Disaster Strikes – Course ID#: 371047
Location: Sacramento, CA
Date: 10/6/2006
Regular Price: $279.00 – (NASET Member’s Price: $229.00)

Description:  This program will be presented by an experienced child and adult psychiatrist. He has founded a state-certified special education school in California, is an international literary prize winner and NIMH principal investigator. He will bring decades of experience, insight and practical knowledge to bear on the issues presented. Participants will be able to effectively respond to a group of children exposed to disaster or crisis situations. Teacher and administrator response, as well as family support, may be critical in the children?s eventual recovery and/or ability to cope with that event. The seminar leader has had direct research, scientific publication and practical experience with types of crises and will attempt to distill his experiences for the attendees. Many, but not all, of the principles of response may be learned from any one example. Many, but not all, techniques can be effectively used and carried through the spectrum of stressors, from individual family disaster to national disaster.

Course ID#: 371047

CEU’s Available: APA 6.0 ; CA MCLE 6.00 ; NBCC 6.00 ; CA SW 6.00 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE  

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Understanding Individuals With Asperger’s Syndrome Or High Functioning Autism – Course ID#: 368439
Location: Peoria, IL
Date: 10/6/2006
Regular Price: $289.00 – (NASET Member’s Price: $239.00)

Description:  Young people diagnosed with Asperger?s Syndrome or high functioning autism have complex profiles and needs. School personnel, emergency first responders and family members need to understand the assets and needs of individuals with this condition in order to work with them effectively. This seminar is designed to provide an overview, including challenges, ideas, strategies, models and interventions that will lay the groundwork for integrated, comprehensive, proactive services that will maximize the potential of individuals with Asperger?s Syndrome or high functioning autism.

Course ID#: 368439

CEU’s Available: NBCC 6.00 ; IL SCHOOL 6.0 ; IL SW 6.0 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Asperger’s Syndrome: Demystified From The Inside Out – Course ID#: 369370
Location: Madison,WI
Date: 10/13/2006
Regular Price: $279.00 – (NASET Member’s Price: $229.00)

Description:  This seminar provides all educators with the opportunity to learn more about an increasing population of students ? those with Asperger?s Syndrome. School personnel will gain an understanding of their responsibility in serving these students. School personnel will gain a better awareness of their needs and then will learn about practical educational strategies to meet their needs.

Course ID#: 369370

CEU’s Available: APA 6.0 ; NBCC 6.00 ; WI SCHOOL 0.0 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Developing Behavioral Plans For Aggressive Children – Course ID#: 368450Location: South Burlington, VT
Date: 10/13/2006
Regular Price: $299.00 – (NASET Member’s Price: $249.00)

Description:  Students who display inappropriate or problem behavior in the school setting require additional attention and valuable time from teachers and school staff. For a busy teacher, knowing how to effectively give this additional effort toward these students without jeopardizing the learning of the rest of the student body is essential. A written plan of behavior can be utilized to outline specific goals and set the standard for acceptable future behavior. When written effectively, this plan may be utilized to best serve the student?s learning interests and reduce classroom disruption. This seminar will discuss the developing of behavioral plans for students that demonstrate problem or inappropriate behavior in the school setting, as well as how such plans interact with the rights of students, teachers and parents, and applicable state and federal laws.
Course ID#: 368450

CEU’s Available: APA 6.0 ; VT CLE 6.00 ; NBCC 6.00 ; VT SW 6.00 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE

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Understanding Individuals With Asperger’s Syndrome Or High Functioning Autism – Course ID#: 368440

Location: Rockford, IL
Date: 10/13/2006
Regular Price: $279.00 – (NASET Member’s Price: $229.00)

Description:  Young people diagnosed with Asperger?s Syndrome or high functioning autism have complex profiles and needs. Psychotherapists, social workers, psychologists, school personnel and family members need to understand the assets and needs of individuals with this condition in order to work with them effectively. This seminar is designed to provide an overview, including challenges, ideas, strategies, models and interventions, which will lay the groundwork for integrated, comprehensive, proactive services that will maximize the potential of individuals with Asperger?s Syndrome or high functioning autism.

Course ID#: 368440

CEU’s Available: NBCC 6.00 ; IL SCHOOL 6.0 ; IL SW 6.0 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Keeping Current With Increasingly Common Diagnoses Of ADHD, Autism, Asperger’s, OCD And Tourette’s – Course ID#: 362611
Location: Phoenix, AZ
Date:  10/19/2006
Regular Price: $279.00 – (NASET Member’s Price: $229.00)

Description:  Litigation stemming from ADHD, autism, Asperger?s, OCD and Tourette?s is on the rise. The number of children diagnosed with such disorders has been on the increase over the past 10 years. This seminar will explore the latest research about these disorders and share teaching methodologies to help educators provide educational services for students with such disorders. The seminar will also review the latest case law on the most litigated issues.

Course ID#: 362611

CEU’s Available: APA 6.0 ; NBCC 6.50 ; AZ SW ; IACET 0.65 ; AZ CLE 6.50 ; AZ SCHOOL 7.0

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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A Clinical, School And Home-Based Approach To Working With Children With Auditory Processing Disorders – Course ID#: 361080 
Location: Parsippany, NJ
Date: 10/20/2006
Regular Price: $279.00 – (NASET Member’s Price: $229.00)

Description:  What is an auditory processing disorder? How do auditory processing disorders manifest in children, and how are they separated from other learning disorders? How does a child’s early auditory experience develop the auditory system, and how does it enable and enrich language and learning? What steps can be taken at home, in school and in therapy to treat auditory processing disorders and enable children to function more effectively in social and academic environments. This program will give attendees an understanding of the underlying principles of auditory processing and auditory-language development. Importantly, the program will provide practical activities and classroom modification strategies to foster children’s listening, learning and academic growth.

Course ID#: 361080

CEU’s Available: ASHA 0.6 ; NBCC 6.50 ; NJ SCHOOL 6.5 ; NJ SW 6.5 ; IACET 0.65 ; PA CLE 6.50 ; NY CLE 8.0 ; CCM 6.50

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Understanding Individuals With Asperger’s Syndrome Or High Functioning Autism – Course ID#: 369000
Location: Springfield, MO
Date: 10/20/2006
Regular Price: $299.00 – (NASET Member’s Price: $249.00)

Description:  All attendees will benefit from this overview of high functioning autism and Asperger?s Syndrome. The goal of this seminar is to better prepare attendees to recognize the strengths and challenges of people affected by autistic spectrum disorders and to improve interactions with this population. A strong groundwork will be laid for understanding what a person?s behaviors are communicating, and implementing appropriate strategies and interventions more effectively. The course is highly recommended for general education teachers who will be educating learners with high functioning autism or Asperger’s Syndrome.

Course ID#: 369000

CEU’s Available: NBCC 6.00 ; MO SCHOOL ; MO SW 6.00 ; IACET 0.60 ; MO CLE 7.2 ; APA 6.0

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Developing Behavioral Plans For Students With Aggressive Or Challenging Behaviors – Course ID#: 365448 
Location: St. Paul, MN
Date: 10/24/2006
Regular Price: $279.00 (NASET Member’s Price: $229.00)

Description:  This one-day workshop will provide information on factors that will lead to treatment success for those who work with children with aggressive or challenging behaviors. Participants will understand the components of a comprehensive treatment strategy for behavioral concerns, involving the use of functional behavioral assessment, a behavioral intervention plan, and the inclusion of factors in their treatment plan that contribute to success with interventions applied.

Course ID#: 365448

CEU’s Available: APA 6.0 ; NBCC 6.00 ; MN SCHOOL 6.0 ; MN SW 6.50 ; IACET 0.65 ; MN Psychologists 6.0

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE

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Educating Children With Neurosocial Disorders – Course ID#: 370563
Location: Atlanta, GA
Date: 10/24/2006
Regular Price: $279.00 – (NASET Member’s Price: $229.00)

Description:  Professionals and laypersons alike often have misperceptions regarding the lack of social skill possessed by persons with neurobiological disorders like ADD, ADHD, Tourette?s, major depression, etc. This seminar intends to address the misperception and provide treatment options to address this issue identified as neurosocial disorder.

Course ID#: 370563

CEU’s Available: APA 6.0 ; CCM 6.00 ; GA CLE 6.0 ; NBCC 6.00 ; GA SW 6.00 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Nonverbal Learning Disabilities – Course ID#: 366683
Location: Tinley Park, IL
Date: 10/24/2006
Regular Price: $269.00 (NASET Member’s Price: $219.00)

Description:  By learning about the typical social impacts a nonverbal learning disability has on the developing child, parents, educators and therapists can work together to teach skills that might not be learned in day-to-day life. It is crucial for these adults to learn techniques to teach a child how to predict what will happen in a social setting, how to read nonverbal cues such as facial expressions and body language, and how to manage anxiety while negotiating through a day. When caregivers can anticipate the struggles and learn to understand life from the NLD child?s point of view, their ability to connect with, teach and support the child increases. If you think of a child?s development as a trip down a long country road, you will learn that the NLD child?s path might be a bit bumpier, a little more difficult to traverse, but if you look closely, you will still see beautiful flowers, sunny skies and great scenery. While it might not be the same road, it?s just a bit different than what you expected, yet possibly more beautiful than you ever could have imagined.

Course ID#: 366683

CEU’s Available: NBCC 6.00 ; IL SCHOOL 6.0 ; IL SW 6.0 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE  

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Understanding Individuals With Asperger’s Syndrome Or High Functioning Autism – Course ID#: 368446
Location: Roanoke, VA
Date: 10/26/2006
Regular Price: $269.00 (NASET Member’s Price: $219.00)

Description:  Students diagnosed with Asperger?s Syndrome (AS) or high functioning autism (HFA) have complex profiles and needs. In order for these students to be successful, an integrated intervention program is necessary. Parents, teachers, speech-language pathologists, occupational therapists and others must work together to design individualized treatment plans that meet the unique needs of each child with AS or HFA.

Course ID#: 368446

CEU’s Available: APA 6.0 ; NBCC 6.00 ; VA SCHOOL ; VA SW (Pending) ; IACET 0.60 ; ASHA 0.6

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Developing Behavioral Plans For Aggressive Children – Course ID#: 368447
Location: Little Rock, AR
Date: 10/27/2006
Regular Price: $289.00 – (NASET Member’s Price: $239.00)

Description:  The purpose of this seminar is to help participants gain a greater knowledge in the development and implication of behavioral plans for students with challenging behaviors.

Course ID#: 368447

CEU’s Available: APA 6.0 ; NBCC 6.00 ; AR SW ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Identifying And Supporting Individuals With Autism Spectrum Disorders: Asperger’s Disorder And High Functioning Autism – Course ID#: 368442
Location: Duluth, MN
Date: 10/27/2006
Regular Price: $279.00 – (NASET Member’s Price: $229.00)

Description:  Individuals diagnosed with Asperger?s Disorder and autism have individualized and unique needs to be considered when working with them and their families. This seminar is designed for attendees with a broad understanding of strategies, models of intervention and proactive services to maximize the potential of individuals with Asperger?s Disorder and autism.

Course ID#: 368442

CEU’s Available: APA 6.0 ; NBCC 6.00 ; MN SCHOOL 6.0 ; MN SW 6.50 ; IACET 0.60 ; MN Psychologists 6.0

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Developing Behavioral Plans For Aggressive Children – Course ID#:368835Location: Cherry Hill, NJ
Date: 11/3/2006
Regular Price: $279.00 – (NASET Member’s Price: $229.00)

Description:  This interactive workshop will provide professionals with the opportunity to learn how to provide assessment if needed. The attendee will also be able to develop intervention strategies and their implementation.

Course ID#:368835

CEU’s Available: NBCC 6.00 ; NJ SCHOOL 6.5 ; NJ SW (Pending) ; IACET 0.65 ; NY CLE 8.0 ; PA CLE 6.50

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Understanding Individuals With Asperger’s Syndrome Or High Functioning Autism – Course ID#:368830
Location: Fort Worth, TX
Date: 11/8/2006
Regular Price: $299.00 – (NASET Member’s Price: $249.00)

Description:  Social awkwardness is prevalent among Asperger Syndrome sufferers, and can render then feeling isolated. The individualized education program for the Asperger?s student must serve the student?s perhaps gifted intellectual ability, yet provide the supports necessary to teach remedial level social and behavioral skills. The U.S. District Court decisions regarding Asperger Syndrome illustrate the difficulty courts have understanding the disorder and its ramifications.

Course ID#:368830

CEU’s Available: APA 6.0 ; NBCC 6.00 ; TX SCHOOL ; TX SW 0.60 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE  

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Developing Behavioral Plans For Aggressive Children – Course ID#:368832
Location: Phoenix, AZ
Date: 11/9/2006
Regular Price: $289.00 – (NASET Member’s Price: $239.00)

Description:  Participants will acquire knowledge and practical application skills for working with aggressive students. Seminar participants will be able to apply the principles of applied behavior analysis to accomplish a variety of objectives.

Course ID#:368832

CEU’s Available: APA 6.0 ; AZ CLE 6.00 ; NBCC 6.00 ; AZ SCHOOL 6.0 ; AZ SW ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE  

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Gold Standard Assessment – Course ID#:367562 
Location: Pasadena, CA
Date: 11/9/2006
Regular Price: $309.00 – (NASET Member’s Price: $259.00)

Description:  Conducting meaningful, valid assessments has become more important than ever as a result of the No Child Left Behind Act of 2001 and reauthorization of Individuals with Disabilities Education Improvement Act 2004. Clinicians need to have a thorough understanding of the entire assessment process, beyond just learning and administering psychological tests. School systems whose assessment results are challenged have been hit with judgments reaching nearly a half million dollars. Clinicians need to be aware of the new response to intervention requirements for schools, and the changes in how social-emotional behavior and learning disabilities are determined. Using a blend of lecture and numerous case examples, this seminar will present evidence-based methods of psychological and behavioral assessment using well-accepted assessment principles. Participants will also learn strategies for working with challenging students and adults plus how to avoid or manage adversarial situations. Useful technology to aid in the assessment and reporting process will be reviewed.

Course ID#:367562

CEU’s Available: IACET 0.60 ; CA SW 6.00 ; APA 6.0

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Developing Behavioral Plans For Aggressive Children – Course ID#:369005Location: Binghamton, NY
Date: 11/15/2006
Regular Price: $299.00 – (NASET Member’s Price: $249.00)

Description:  Students who display inappropriate or problem behavior in the school setting require additional attention and valuable time from teachers and school staff. For a busy teacher, knowing how to effectively give this additional effort toward these students without jeopardizing the learning of the rest of the student body is essential. A written plan of behavior can be utilized to outline specific goals and set the standard for acceptable future behavior. When written effectively, this plan may be utilized to best serve the student?s learning interests and reduce classroom disruption. This seminar will discuss the writing of behavioral plans for students who demonstrate problem or inappropriate behavior in the school setting.

Course ID#:369005

CEU’s Available: NY CLE 7.0 ; NBCC 6.00 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

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Thinking Outside The Box: Designing Creative Behavioral Plans To Deal With Aggressive Behavior In Schools – Course ID#: 369007
Location: Poughkeepsie, NY
Date: 11/15/2006
Regular Price: $299.00 – (NASET Member’s Price: $249.00)

Description:  Aggression in schools is a priority concern for all school officials, counselors, teachers and parents. This workshop will highlight two major forms of aggression that need to be recognized and effectively addressed in the school setting: impulsive-reactive aggression related to neurodevelopmental deficits and aggression that stems from rage that relates to invisible emotional wounds related to sociocultural stresses, and in some cases, trauma or unresolved grief and losses. These different forms of aggression require totally different approaches and understanding of the underlying factors if interventions are to be effective. Some children will exhibit both types, and that will need to be reflected in the planning and interventions.

Course ID#: 369007

CEU’s Available: NY CLE 7.0/Ethics and Professionalism 1.5 ; NBCC 6.00 ; IACET 0.60

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE 

 

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Teleconferences

Bipolar Disorder In Children And Adolescents – Course ID# 370674 

Date: 10/12/2006
Price: $149.00 – NASET Member’s Price $99.00 (With Early Bird Registration by 9-14-06)

Description: Participants will gain knowledge and skills in describing the characteristics for bipolar disorder. The program will review the methods used to diagnose bipolar disorder, as well as the barriers to successful intervention. Participants of this teleconference will be able to recognize the components of a successful intervention. Continuing Education Units (see course detail)

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE  

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Applied Behavior Analysis For Regular Education Classrooms – Course ID# 371307
Date: 10/18/2006
Price: $149.00 – NASET Member’s Price $99.00 (With Early Bird Registration by 9-20-06)

Description: This teleconference will help participants identify Applied Behavior Analysis and its origins. Participants will learn how to incorporate ABA into any setting for children with or without disabilities, and how to manage behavior and create behavior plans effectively. Continuing Education Units: (see course detail)

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE

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Strategies And Techniques For Working With Challenging Parents: Plan Your Work And Work Your Plan – Course ID# 372293
Date: 11/7/2006
Price: $79.00 –  NASET Member’s Price $29.00 (With Early Bird Registration by 10-10-06)
Description: Participants in this teleconference will learn verbal and nonverbal communication skills and the various barriers to communication. Participants will also be able to identify the sources of dispute, how to utilize skills for personality conflicts that arise and how to conduct meetings with challenging parents. Continuing Education Units (see course detail)

NASET Members Learn How to Register at the Member’s Reduced Price – CLICK HERE

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Acknowledgements

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

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

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

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