MAY 2008 – Special Educator e-Journal

Table of Contents

Message from the Executive Directors

NASET Launches New Online Job Service

NASET Launches New Resource: The Special Educator’s List of 100 Forms, Tables, Checklists, and Procedures

Letter to the Editor:  Autism Should Be a Singular Discipline for Undergraduate Study

This Just In……

Q and A: Individualized Education Programs (IEPs), Evaluations, and Reevaluations

News You Can Use from the National Dissemination Center for Children and Youth with Disabilities (NICHCY)

Calls to Participate and New Projects

Special Education Resources

Upcoming Conferences, Workshops, and Events

Get Wired!—Websites, Blogs and Listservs

Funding Forecast and Award Opportunities

Latest Career Center Classifieds

Acknowledgements

Message from the Executive Directors

Dr. Roger Pierangelo & Dr. George Giuliani

Welcome to the May 2008 edition of the NASETSpecial Educator e-Journal.  To those of you who are new members, this is NASET’s publication that keeps its members up to date with all of the latest news in special education that we feel is important for special education teachers, professors, and those seeking a career as a  special education teacher.

Membership in NASET is growing faster each day, both with renewals and new members. We thank all of you for referring your colleagues to us. NASET is dedicated to meeting all of the needs of special educators throughout the world. 

In March,NASET started a weekly publication to keep you current regarding topics of interest happening throughout the world in special education.  NASET’s WEEK in REVIEW is a weekly emailed publication that provides members with some of the most interesting stories, topics and issues reported during the week in the field of special education.  The feedback on NASET’sWEEK in REVIEW has been very positive, as members like the format and the weekly update on relevant topics affecting them on a professional basis.

In April, NASET provided another new e-Publication titled the NASET AUTISM SPECTRUM DISORDER SERIES. This NASET monthly e-publication will provide the latest information on autism spectrum disorders.  The NASET AUTISM SPECTRUM DISORDER SERIES is a monthly education resource that will focus on the research, writing, and practical information that we have obtained on causes, characteristics, eligibility, assessment, and teaching strategies. The feedback on this publication has been very strong, as members have thanked us for keeping them abreast of the most current topic in the field of special education today.  We are very glad to know that you are finding the series on autism both informative and helpful.

In May, we are offering two new professional development items for our members.  First, we will be launching our new interactive job board, the NASETCareer Center. With its focus on field of Special Education companies and professionals, the NASETCareer Center offers its members—and the industry at large—an easy-to-use and highly targeted resource for online employment connections.  You can read more about the new Career Center in this edition of the Special Educator e-Journal.

NASET is also proud to announce a brand new addition to our extensive list of resources. This new resource is The Special Educator’s List of 100 Forms, Tables, Checklists, and Procedures. This list is provided to all members of NASET to help facilitate the numerous tasks required on a daily basis.  You can read more about The Special Educator’s List of 100 Forms, Tables, Checklists, and Procedures in this edition of the Special Educator e-Journal.

Take a look at the Home Page of our website (www.naset.org) and get good look at just how much NASET is now offering to our members.  We cannot thank you enough for all of the great ideas for our publications and resources.
Remember that NASET is your organization, and anything we can do to enhance your professional development, we will take very seriously.  NASET is working very hard to meet all of your needs, and we hope to continue to furnish you with professional and practical resources.

We hope you enjoy the May, 2008 edition of the NASETSpecial Educator e-Journal.

Sincerely,

Dr. Roger Pierangelo and Dr. George Giuliani
Executive Directors

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NASET Launches New Online Job Service

The National Association of Special Education Teachers (NASET) announces the launch of its interactive job board, the NASET Career Center. With its focus on field of Special Education companies and professionals, the NASET Career Center offers its members—and the field of Special Education at large—an easy-to-use and highly targeted resource for online employment connections.

“We’re very excited about NASET Career Center, because we know how critical it is for employers in the field of Special Education to attract first-rate talent with a minimum expenditure of time and resources,” said Contact: Dr. Giuliani, Executive Director for NASET.  “And it’s important for us help enable smooth career transitions for those seeking jobs in Special Education.”

Both members and non-members can use NASET Career Center to reach qualified candidates.  Employers can post jobs online, search for qualified candidates based on specific job criteria, and create an online resume agent to email qualified candidates daily.  They also benefit from online reporting that provides job activity statistics.

For job seekers, NASET Career Center is a free service that provides access to employers and jobs in the field of Special Education.  In addition to posting their resumes, job seekers can browse and view available jobs based on their criteria and save those jobs for later review if they choose. Job seekers can also create a search agent to provide email notifications of jobs that match their criteria.

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NASET Launches New Resource

The Special Educator’s List of 100 Forms, Tables, Checklists, and Procedures

NASET is proud to announce a brand new addition to our extensive list of resources. This new resource is The Special Educator’s List of 100 Charts, Checklists, Procedures, Forms and Tables. This list is provided to all members of NASET to help facilitate the numerous tasks required on a daily basis. The 100 Charts, Checklists, Procedures, Forms and Tables are divided into 14 sections as follows:

• Section I-Adapting the Curriculum
• Section II-Assessment
• Section III-Child Development Information
• Section IV-Child Study Team
• Section V-Classroom Management
• Section VI-Identification of High Risk Students or Special Needs Students
• Section VII-IEP (Individual Education Program)
• Section VIII-IEP Committee
• Section IX-Medical Information
• Section X-Related Services
• Section XI-Suspected Abuse and Neglect
• Section XII-Transition Services
• Section XIII-Working with Parents
• Section XIV-Working with Staff

All the Charts, Checklists, Procedures, Forms and Tables are geared to the needs of special educators and their students. This resource will help you with collaboration, educating general education staff, facilitating legal processes, classroom management, assisting parents, and much, much, more. We hope you enjoy this new addition and thank you again for being part of the NASET community, where our goal is to assist you in any way we can to help you in the education of children with special nee

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Letter to the Editor

Autism Should Be a Singular Discipline for Undergraduate Study
Sara E. Nixon

Given its pervasive nature and the amount of knowledge required to appropriately address the individual needs of children on the Autism Spectrum, professionals who assist in treating this disorder medically and educationally should have more than a certificate. This area of study should be a complete college Major, with course outlines specific to the disorder, the research behind them and the options available to support the multitude of complications and complexities relative thereto.

PROFILE OF AUTISM:

Autism Spectrum includes a range of IQ and abilities, consistently regarded with the following:

Asperger’s  Rhett Syndrome  Child Disintegrative Disorder  Pervasive Developmental Disorder, NOS  Autistic Disorder

Each carries a manifestation of behavioral indications, cognitive ability and degrees of social awareness.

Introduction

Research in Autism Spectrum Disorders is a burgeoning field, with special interest groups and university specialists promulgating its exposure. However, for any professional in the field working with this population, it is more than likely that their background is in Psychology, Special Education or Applied Behavioral Analysis – there is not currently an Autism Major. Thus the creative stitch-work of universities results in a blanket overview of therapies that can be used to treat Autism and some educative practices that would be effective measures for Special Education programs. Even pediatricians who are certified DAN (Defeat Autism Now!) doctors receive only a seminar, subsequently qualifying them as Autism Specialists. This is not the case for cardiologists, thoracic surgeons or chiropractors, why should it be for a disintegrative disorder like ASD?

Post graduation, it is up to the individuals to read the research and apply the methods in their practice, as is typical for professional development endeavors. However, this type of individualized study coupled with a solid university-bred concept of a pervasive and broad disorder would be substantially more effective. If research has come this far without the study operating as its own major at any university, this position serves to indicate a dramatic increase in the quality of how children with ASD are taught and treated medically when such an introduction at the undergraduate level exists.

Explication

Teaching children with disabilities is a rewarding and valuable career. Special Education Teacher certifications in the United States have grown to cover the wide range of abilities, disabilities, exceptionalities and pedagogical strategies to effectively run an inclusive or self-contained classroom.

Undergraduate students participate in coursework boasting 10-page syllabi, credentialed maximally with names like Piaget, Vygotsky, Levine and Wiggins. Autism might appear as one to three courses, or perhaps even stand as a separate certificate at schools like Gwynedd-Marcy College or Penn State University. But not all professionals take advantage of these offerings, and not all coursework is built the same, begging the question, is it enough? Does this deserve a more thorough investigation into a complex mind that learns differently from typical minds, differently from children with Down Syndrome, differently from other children with the same diagnosis?

The research alone substantiates the answer to that question. It is not currently enough, and thus, the epidemic continues, schools continue to run without appropriately certified teachers and children continue to struggle with how to evaporate the cloudiness of a mind consumed by itself, how to come out, and how to let others in.

Undergraduates who maintain the intellectual fortitude to know exactly what they want to do should be offered the opportunity to specialize early. Not all pediatricians want to only perform physicals on healthy kids, not all Special Education teachers want to work in public schools and not all ABA therapists want to baby-sit in regular education classrooms ‘in case something happens.’

The Other Side of the Argument

Oppositional accoutrements to this position include how to fund these programs and why other disabilities shouldn’t be given the same attention.

Funding: Though costly in its initial stages, financing an opportunity that will likely reduce the cost of and need for supplementary programs will prove more logical. Tuition-charging universities should not balk at this type of inset, as it will generate more interest.

Special Education programs have been successful in educating children with all types of disabilities, so why is a change necessary?

Down Syndrome is currently genetically identifiable and has consistent features in most individuals with this disability. While there are variations in personalities – as with any single human being – the education of these individuals is far more lucid than for those with Autism.

ADD & ADHD are both easily identified the more that research has provided for professionals and parents (fidgeting, daydreaming, exhibits high intellect but low performance, etc). Since this rarely indicates a deficit in a child’s capacity to learn but rather how the child’s behavior and tendencies can affect learning, small measures can be easily inserted into a teacher’s management and differentiated instruction implementation.

Yet…
Speech and Language Delays are most commonly treated by Speech Pathologists and sometimes Reading Specialists. Both professionals are specifically trained to treat these types of problems. This indicates narrowly focused education for the purpose of identifying and rectifying similar issues in learning acquisition – another consideration on the part of Autism as a major.

What will this look like educationally?

General Education Requirements, peculiar to individual universities, usually comprise 3-4 semesters-worth of work in Art, Science, English, basic Psychology, Mathematics, History and sometimes Foreign Language. After completion of Gen Ed’s, a sample of what could follow:

Any methods course can be replaced with the typical education equivalent, provided lessons are constructed with regard to how children with ASD learn. Autism Therapy students may exchange methods courses for Occupational Therapy, ABA or Psychology courses.

All practical experiences will be monitored and advised by a professor. Students are responsible for their transportation to and from the location.

* Teaching certification only. Pre-medical and therapy students will perform a different, advisor-chosen practicum or internship.

Elective courses would include:

• Psychology Courses
• Physical Education or Physical Therapy Courses
• Education Courses
• Art Therapy or Art Education Courses

Suggesting Reading Materials:

1.) Ellen Notbohm. Ten Things Your Student with Autism Wishes You Knew. October 2006.
2.) Leslie V. Sinclair. Autism Spectrum Disorder: A Supplemental Curriculum for Life’s Lessons. June 2008.
3.) Ellen Sabin. The Autism Acceptance Book: Being a Friend to Someone with Autism. March 2006.
4.) John J. Ratey and Eric Hagerman. Spark. January 2008.
5.) Lisa Lewis. Special Diets for Special People: Understanding and Implementing the GFCF Diet to Aid in the Treatment of Autism and Related Developmental Disorders. August 2005.
6.) The Healing Project. Voices of Autism: The Healing Companion: Stories of Courage, Comfort and Strength. June 2008.

After completing the minimum number of university credits, including General Education requirements, students will be eligible for graduation. The degree will be either a Bachelor of Autism Education with Teacher Certification or Autism Therapy.

PRAXIS tests will be required for certification completion according to state licensure prerequisites.

Conclusion:

While Special Education Degrees are wonderful for inclusive and self-contained programs addressing a wide variety of needs, they are not specific enough to significantly impact the learning of children with ASD [unless an individual performs a large amount of independent research on Autism]. The programs that are available for certificates in Autism offer an immediate solution to a growing problem, but are not currently mandated for entrance into the field.

Placing strict emphasis on the disorder at the undergraduate level, with implications for research and development, will improve the chances that this disorder decreases in reach and that more causes are soon identified. Preparing teachers, therapists and doctors with this advanced process for specialization will improve the quality of treatment children with ASD receive in school, at home and medically.

Cooperation from Public and Special Education schools will be necessary in recruiting individuals to this major. Positive economic forecasts and appropriate compensation will ensure that graduates from this field, when highly qualified, will be attracted to these positions. Such salary and benefits should be commensurate with a Bachelor of Education and reflective of the economic resources of a geographic area.

Later, a Post-baccalaureate option for individuals already possessing a Bachelor of Education or Special education should be made available. Further, a Graduate option for professionals in the field who wish to specialize should be arranged by professors of the undergraduate program(s).

Author Bio:
Sara E. Nixon is a certified Elementary Education teacher with multiple years of experience in public school Special Education. Currently, Mrs. Nixon is the Grant Writer at The Vanguard School in Paoli, PA where 62% of the students have exceptionalities on the Spectrum. She is also completing a Master of Science at West Chester University of PA.

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This Just In……

Neurofeedback May Help ‘Retrain’ Brainwaves in Children With Autism
Playing a video game called ‘Space Race’ that requires nothing more than brainpower to make rockets on a computer screen move forward is more than just fun and games. A University of Missouri researcher is using video games to see if the brainwaves of children with autism can be ‘retrained’ to improve focus and concentration. “We are trying to awaken their brains. Often children with autism disconnect and we want to use neurofeedback to teach them how it feels to pay attention and be more alert. We want to teach them to regulate their own brain function,” said Guy McCormack, chair of the occupational therapy and occupational science department in the MU School of Health Professions. “The ultimate goal is to lay down new neural pathways and, hopefully, see changes in focus and attention span, social interaction, improved sleep, and appetite.” To read more, click below:
http://www.sciencedaily.com/releases/2008/04/080423175535.htm 

First Dedicated School for Deaf in State of Nevada to Open
Robert Daniels taught for 12 years at Gallaudet University in Washington, D.C., the world’s first higher education institution for the deaf, and doesn’t recall ever coming across a Gallaudet student who had graduated from a Nevada high school.

That’s one of the reasons why, after moving to Nevada a year ago, he volunteered for the governing board of the new Las Vegas Charter School of the Deaf. After more than six years of planning, the school is set to open this fall.  Nevada is one of just a few states without a dedicated campus for students who are deaf or hard of hearing, representing a “huge, gaping hole” in the state’s public education system, Daniels said. And it hurts those students later on when it comes to their post-high school opportunities, Daniels said.  To read more, click below: http://www.lasvegassun.com/news/2008/apr/24/first-dedicated-school-deaf-state-open/

Autistic Mannerisms Reduced By Sensory Treatment
Parents of children with autism are increasingly turning to sensory integration treatment to help their children deal with the disorder, and they’re seeing good results. In 2007, 71 percent of parents who pursued alternatives to traditional treatment used sensory integration methods, and 91 percent found these methods helpful.  A new study from Temple University researchers, presented this month at the American Occupational Therapy Association’s 2008 conference, found that children with autistic spectrum disorders who underwent sensory integration therapy exhibited fewer autistic mannerisms compared to children who received standard treatments. Such mannerisms, including repetitive hand movements or actions, making noises, jumping or having highly restricted interests, often interfere with paying attention and learning.  To read more, click below:
http://www.sciencedaily.com/releases/2008/04/080425102403.htm 

School’s inclusion of special education students into mainstream classrooms is working
At one desk sits a boy who’s got such emotional problems he’s been taken into protective custody before. Beside him sits a boy who’s angling to ace the sixth-grade math curriculum before the end of fifth grade.
Some of the children in Christine Kostrzewa’s classroom couldn’t read a word at the start of the school year. Others read at a high school level.
The thing that struck a visitor most was that, in watching the San Antonio Elementary fifth-grade class during math, she couldn’t determine which students were part of the school’s special education program and which weren’t.

“I can’t tell who is who,” said Erica Hayden, a special education teacher in training who sat in on Kostrzewa’s class. “When you have an ESE student who can participate in a basic education class with simple modifications, it makes all the difference in the world.”  To read more, click below: http://www.tampabay.com/news/education/k12/article474462.ece 

Man with Parapalegia Gets Hole-in-One:  Aces 139-yard, Par 3
While relatively new to the game, Frank Peter has become a familiar presence at city golf courses. One aspect of the game that has eluded him, however, was the coveted hole-in-one. All that changed last week when he aced the 139-yard, Par 3 14th hole on the Battlefield course at Legends on the Niagara. “I have always dreamed of getting a hole-in-one. I grabbed the flag stick and yelled out a big, ‘woo hoo,’ ” Peter said with a laugh. What makes his accomplishment all the more rewarding is the fact the 41-year-old Niagara Falls man is a paraplegic and uses a specially designed golf cart to play his new-found favorite game. Last year, Legends on the Niagara became the first golf course in Ontario to offer the Solo Rider golf cart for customers with mobility impairments. To read more, click below: http://cnews.canoe.ca/CNEWS/WeirdNews/2008/04/25/5385241-sun.html

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Q and A: Questions and Answers On Individualized Education Programs (IEPs), Evaluations, and Reevaluations

The development and implementation of an individualized education program (IEP) that addresses the unique needs of each child with a disability and that assists schools and parents in focusing instruction are at the core of the IDEA.  IDEA and the final Part B regulations include significant changes related to the content of IEPs (including content related to secondary transition and State and districtwide assessments), IEPs for children with disabilities who transfer from one public agency to another public agency within the same school year, IEP meetings and participants in those meetings, and changes to IEPs following the annual IEP meeting.  The reauthorized IDEA also includes significant changes related to parental consent for initial evaluations and reevaluations.

A. Secondary Transition

Authority: The requirements for the content of the IEP related to secondary transition are found in the regulations at 34 CFR §300.320(b).

Question A-1: Must an IEP include measurable postsecondary goals based on age appropriate transition assessments for every 16-year-old student with a disability regardless of the student’s skill levels  relating to education, employment and training?

Answer: Yes.  Under 34 CFR §300.320(b), the IEP for each child with a disability, must, beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually thereafter, include: (1) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (2) the transition services (including courses of study) needed to assist the child in reaching those goals. This requirement applies, whether or not the child’s skill levels related to training, education, and employment are age appropriate.  The IEP Team must, however, develop the specific postsecondary goals for the child, in light of the unique needs of the child as determined based on age appropriate transition assessments of the child’s skills in these areas.

Question A-2: May community access skills be included in the IEP as independent living skills?

Answer: It depends.  The IEP Team must determine whether it is necessary to include appropriate measurable postsecondary goals related to independent living skills in the IEP for a particular child, and – if so – what transition services are needed to assist the child in reaching those goals.  Under 34 CFR §300.43, “transition services” are defined as “a coordinated set of activities for a child with a disability” “to facilitate movement from school to post-school activities,” and include among other activities, “independent living, or community participation.”  Based on the assessment of the student’s independent living skills, the IEP Team would need to determine whether transition services in the form of community access skills are necessary for the child to receive a free appropriate public education (FAPE). If so, those skills must be reflected in the transition services in the child’s IEP.

Question A-3: If an IEP Team chooses to address transition before age 16 (for example, at age 14) are the same standards required?

Answer: Yes.  The regulations provide, at 34 CFR §300.320(b), that beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include– (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (2) The transition services (including courses of study) needed to assist the child in reaching those goals.  If the IEP Team for a particular child with a disability determines that it is appropriate to address the requirements of  34 CFR §300.320(b) for a child who is younger than age 16, then the IEP for that child must meet the requirements of 34 CFR §300.320(b).

Question A-4: Section 300.320(b)(1) requires that appropriate postsecondary transition goals be measurable.  Must we measure goals once a student has graduated or has aged out?

Answer: There is no requirement for public agencies to measure postsecondary goals once a child is no longer eligible for FAPE under Part B of the Act.  Under  34 CFR §300.101, FAPE must be made available to all children residing in the State in mandatory age ranges.  However, the obligation to make FAPE available does not apply to children who have graduated from high school with a regular high school diploma (34 CFR §300.102(a)(3)) or to children who have exceeded the mandatory age range for provision of FAPE under State law (34 CFR §300.102(a)(2)).  When a child’s eligibility for FAPE pursuant to Part B terminates under these circumstances, in accordance with 34 CFR §300.305(e)(3), the local educational agency (LEA) must provide a “summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.”  However, this provision does not require the LEA to provide services to the child to meet these goals.

B. Transfer of Students with IEPs from One Public Agency to a New Public Agency

Authority: The requirements for IEPs for students who transfer from one public agency to another public agency within the same school year are found in the regulations at 34 CFR §300.323(e), (f), and (g).

Question B-1: What if a student whose IEP has not been subject to a timely annual review, but who continues to receive services under that IEP, transfers to another public agency in the same State?  Is the new public agency required to provide FAPE from the time the student arrives?

Answer: If a child with a disability was receiving special education and related services pursuant to an IEP in a previous public agency (even if that public agency failed to meet the annual review requirements at 34 CFR §300.324(b)(1)(i)), and transfers to a new public agency in the same State and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must, pursuant to 34 CFR §300.323(e) provide FAPE to the child (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency either  – (1) Adopts the child’s IEP from the previous public agency; or (2) Develops, adopts, and implements a new IEP that meets the applicable requirements in 34 CFR §§300.320 through 300.324.

Question B-2: What options are available when an out-of-state transfer student cannot produce an IEP, and the parent is the source for identifying “comparable” services?

Answer: The regulations require, at 34 CFR §300.323(g), that, to facilitate the transition for a child described in 34 CFR §300.323(e) and (f) – (1) the new public agency in which the child enrolls must take reasonable steps to promptly obtain the child’s records, including the IEP and supporting documents and any other records relating to the provision of special education or related services to the child, from the previous public agency in which the child was enrolled, pursuant to 34 CFR §99.31(a)(2); and (2) The previous public agency in which the child was enrolled must take reasonable steps to promptly respond to the request from the new public agency.

If, after taking reasonable steps to obtain the child’s records from the public agency in which the child was previously enrolled, including the IEP and any other records relating to the provision of special education or related services to the child, the new public agency is not able to obtain the IEP from the previous public agency or from the parent, the new public agency is not required to provide services to the child pursuant to 34 CFR §300.323(f).  This is because the new public agency, in consultation with the parents, would be unable to determine what constitutes comparable services for the child, since that determination must be based on the services contained in the child’s IEP from the previous public agency.   However, the new public agency must place the child in the regular school program and conduct an evaluation pursuant to 34 CFR §§300.304 through 300.306, if determined to be necessary by the new public agency.  If there is a dispute between the parent and the new public agency regarding whether an evaluation is necessary or regarding what special education and related services are needed to provide FAPE to the child, the dispute could be resolved through the mediation procedures in 34 CFR §300.506 or, as appropriate, the due process procedures in 34 CFR §§300.507 through 300.516.  Once a due process complaint notice requesting a due process hearing is filed, under 34 CFR §300.518(b), the child would remain in the regular school program during the  pendency of the due process proceedings.

Question B-3: Is it permissible for a public agency to require that a student with a disability who transfers from another State with a current IEP that is provided to the new public agency remain at home without receiving services until a new IEP is developed by the public agency?

Answer: Under 34 CFR §300.323(f), if a child with a disability (who had an IEP that was in effect in a previous public agency in another State) transfers to a public agency in a new State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide the child with FAPE (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency – (1) Conducts an evaluation pursuant to 34 CFR §§300.304 through 300.306 (if determined to be necessary by the new public agency); and (2) Develops, adopts, and implements a new IEP, if appropriate, that meets the applicable requirements in 34 CFR §§300.320 through 300.324.

Thus, the public agency must provide FAPE to the child when the child enrolls in the school in the public agency in the new State, and may not deny services to the child pending the development of a new IEP.

Question B-4: What is the timeline for the receiving public agency to adopt an IEP from a previous public agency or to develop and implement a new IEP?

Answer: Neither the Act nor the regulations establish timelines for the new public agency to adopt the child’s IEP from the previous public agency; or to develop, adopt, and implement a new IEP.  However, consistent with 34 CFR §300.323(e) and (f), the new public agency must take these steps within a reasonable period of time to avoid any undue interruption in the provision of required services.

C. IEP Team Membership and IEP Meetings

Authority: The requirements for IEP Team membership are found in the regulations at 34 CFR §300.321.

The requirements for IEP meetings are found in the regulations at 34 CFR §300.323(c)(1), and §300.324(a), (b) and (c).

Question C-1: May the representative of the public agency be excused from an IEP Team meeting?

Answer: Under 34 CFR §300.321(e)(1), the public agency representative is not required to attend an IEP Team meeting in whole or in part, if the parent of the child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the meeting will not be dealing with curriculum or related services about which this member is knowledgeable.

As provided at 34 CFR §300.321(e)(2) (see also §300.321(a)(4)), a representative of the public agency may be excused from an IEP meeting, in whole or in part, when the meeting does involve a modification to or discussion of the member’s area of the curriculum or related services, if– (i) The parent, in writing, and the public agency consent to the excusal; and (ii) The member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting.

Allowing IEP Team members to be excused from attending an IEP Team meeting is intended to provide additional flexibility to parents in scheduling IEP Team meetings and to avoid delays in holding an IEP Team meeting when an IEP Team member cannot attend due to a scheduling conflict.  Although the public agency, not the parent, determines the specific personnel to fill the roles of the public agency’s required participants at the IEP Team meeting, the public agency remains responsible for conducting IEP meetings that are consistent with the IEP requirements of the Act and the regulations.  Accordingly, it may not be reasonable for a public agency to agree or consent to the excusal of the public agency representative if that individual is needed to ensure that decisions can be made at the meeting about commitment of agency resources that are necessary to implement the child’s IEP that would be developed, reviewed, or revised at the IEP Team meeting.

Question C-2: Must the public agency receive consent from a parent to excuse multiple regular education teachers if at least one regular education teacher will be in attendance?

Answer: No.  As provided in 34 CFR §300.321(a)(2), the public agency must ensure that the IEP Team includes “[n]ot less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment) …”  Neither the Act nor the regulations require that an IEP Team include more than one regular education teacher.  Therefore, if the IEP Team includes not less than one regular education teacher of the child, the excusal provisions of 34 CFR §300.321(e)(2) would not apply to additional regular education teachers.

Question C-3: If the regular education teacher were excused from attending the IEP meeting, would an alternate regular education teacher be required to attend?

Answer: If the public agency designates a particular regular education teacher as the person who will participate in the IEP Team meeting pursuant to 34 CFR §300.321(a)(2), and that individual is excused from the meeting consistent with the requirements of 34 CFR §300.321(e)(1)-(2), the public agency is not required to include a different regular education teacher in the IEP Team meeting.

Question C-4: May a State establish additional regulations to ensure parents’ rights are protected with regard to excusal of IEP Team members?

Answer: Yes, but with certain caveats. A State may establish additional requirements to ensure that parents’ rights are protected with regard to excusal of IEP Team members, so long as those additional requirements are consistent with the requirements of 34 CFR §300.321(e)(1) and (2), and do not diminish the right of parents to agree in writing or consent in writing to such excusal.  Further, if a State establishes requirements that exceed those required by Part B of the Act and the Federal regulations, the State would be required by 34 CFR §300.199(a)(2), to identify in writing to the local educational agencies (LEAs) located in the State and to the Secretary that such rule, regulation or policy is a State-imposed requirement, which is not required by Part B of the Act and Federal regulations.  However, a State must allow a parent and a public agency to agree in writing or consent in writing to excuse a member of the IEP Team, and this provision cannot be made optional for States.  A State may not restrict, or otherwise determine, when an IEP Team member can be excused from attending an IEP Team  meeting, or prohibit the excusal of an IEP Team member when the public agency and parent agree or consent to the excusal.

Question C-5: May State law or regulations regarding IEP Team membership and IEP Team meeting attendance requirements exceed those of IDEA?

Answer: Yes, but with certain caveats.  A State may establish laws or regulations for IEP Team membership and IEP Team meeting attendance, but must ensure that in doing so it does not establish provisions that reduce parent rights or are otherwise in conflict with the requirements of Part B of the Act and the Federal regulations.  Further, as required by 34 CFR §300.199(a), each State that receives funds under Part B of the Act must–
(1) Ensure that any State rules, regulations, and policies conform to the purposes of this part; (2) Identify in writing to LEAs located in the State and the Secretary any such rule, regulation, or policy as a State-imposed requirement that is not required by Part B of the Act and Federal regulations; and (3) Minimize the number of rules, regulations, and policies to which the LEAs and schools located in the State are subject under Part B of the Act.

Question C-6:   Must an IEP Team document in writing that they considered all of the requirements of 34 CFR §300.324, regarding the development, review, and revision of IEPs?

Answer: Section 300.112 requires that the State ensure that an IEP, or an individualized family service plan (IFSP) that meets the requirements of section 636(d) of the Act, is developed, reviewed, and revised for each child with a disability.  Section 300.201 requires public agencies to have in effect policies and procedures established under 34 CFR §§300.101 through 300.163 and §§300.165 through 300.174, which include the requirements related to developing, reviewing, and revising an IEP for each child with a disability in 34 CFR §300.324.  While the Act and these regulations generally do not specify what documentation must be maintained consistent with the requirements of 34 CFR §300.324, States and public agencies are required to maintain records to show compliance with the Act and the regulations, in accordance with 34 CFR §76.731 of the Education Department General Administrative Regulations (EDGAR).

Question C-7: How must a public agency document that IEP Team members have been informed of changes to the IEP?

Answer: The regulations provide, at 34 CFR §300.324(a)(4)(i), that, in making changes to a child’s IEP after the annual IEP Team meeting for a school year, the parent of a child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child’s current IEP.  The regulations require, at 34 CFR §300.324(a)(4)(ii), that if changes are made to the child’s IEP in accordance with 34 CFR §300.324(a)(4)(i), the public agency must ensure that the child’s IEP Team is informed of those changes.  While the Act and the regulations do not specify the manner in which public agencies must document compliance with the requirements of 34 CFR §300.324(a)(4)(ii), they must maintain records to show compliance with the requirements of the Act and regulations, in accordance with 34 CFR §76.731 of EDGAR.

Question C-8:  Who must participate when an IEP is amended without convening the IEP Team?

Answer: The regulations provide, at 34 CFR §300.324(a)(4)(i) that, in making changes to a child’s IEP after the annual IEP Team meeting for a school year, the parent of a child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child’s current IEP.  The Act and the regulations are silent as to which individuals must participate in making changes to the IEP where there is agreement between the parent and the public agency not to convene a meeting for the purpose of making the changes.

Question C-9:  Must a public agency provide a parent with prior written notice when amending an IEP without convening the IEP Team?

Answer: The regulations require, at 34 CFR §300.503(a), that written notice that meets the requirements of 34 CFR §300.503(b) must be given to the parents of a child with a disability a reasonable time before the public agency– (1) Proposes to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE to the child; or (2) Refuses to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE to the child.  This provision applies, even if the IEP is revised without convening an IEP Team meeting, pursuant to 34 CFR §300.324(a)(4).

D. Consent for Initial Evaluation and Reevaluation

Authority: The requirements for consent for initial evaluations and reevaluations are found in the regulations at 34 CFR §300.300(a), (c), and (d)(4).  The requirements for reevaluations are found in the regulations at 34 CFR §300.303.

Question D-1: What may a public agency do if a parent does not respond to the public agency’s request for the parent’s consent to a reevaluation?

Answer: Under 34 CFR §300.300(c)(2), the public agency need not obtain informed parent consent for the reevaluation if the public agency can demonstrate that it made reasonable efforts to obtain consent for the reevaluation, and the child’s parent has failed to respond to the request for such consent. Thus, under this regulation, a public agency may conduct a reevaluation of a child with a disability if the public agency can demonstrate that it made reasonable efforts to obtain parent consent for the reevaluation, and the child’s parent has failed to respond to the request for consent.

Question D-2: The regulations provide, at 34 CFR §300.303(b)(2), that a reevaluation must occur at least once every three years, unless the parent and the public agency agree that a reevaluation is unnecessary. What options are available to a public agency if a parent refuses to consent to a three-year reevaluation under 34 CFR §300.303(b)(2)?

Answer: The regulations provide, at 34 CFR §300.300(c)(1), that subject to 34 CFR §300.300(c)(2), each public agency– (i) Must obtain informed parental consent, in accordance with 34 CFR §300.300(a)(1), prior to conducting any reevaluation of a child with a disability. (ii) If the parent refuses to consent to the reevaluation, the public agency may, but is not required to, pursue the reevaluation by using the consent override procedures described in 34 CFR §300.300(a)(3). (iii) The public agency does not violate its obligation under 34 CFR §300.111 and §§300.301 through 300.311 if it declines to pursue the evaluation or reevaluation.

If a parent refuses to consent to a three-year reevaluation under 34 CFR §300.303(b)(2), the public agency has the following options:

1. The public agency and the parent may, as provided at 34 CFR §300.303(b)(2), agree that the reevaluation is unnecessary.  If such an agreement is reached, the three-year reevaluation need not be conducted. However, the public agency must continue to provide FAPE to the child.

2. If the public agency and the parent do not agree that the reevaluation is unnecessary, and the parent refuses to consent to the reevaluation, the public agency may, but is not required to, pursue the reevaluation by using the consent override procedures described in 34 CFR §300.300(a)(3) (the procedural safeguards in subpart E of Part B, including the mediation procedures under 34 CFR §300.506 or the due process procedures under 34 CFR §§300.507 through 300.516), if appropriate, except to the extent inconsistent with State law relating to such parental consent.

3. If the public agency chooses not to pursue the reevaluation by using the consent override procedures described in 34 CFR §300.300(a)(3), and the public agency believes based on existing data that the child does not continue to have a disability or does not continue to need special education and related services, the public agency may determine that it will not continue to provide special education and related services to the child.  If the public agency determines that it will not continue to provide special education and related services to the child, the public agency must provide the parent with prior written notice of its proposal to discontinue the provision of FAPE to the child consistent with 34 CFR §300.503(a)(2).

Question D-3: At an initial IEP meeting, may a parent give consent to provide some or all of the services in the IEP?

Answer: If a public agency has provided prior written notice, consistent with 34 CFR §300.503(a)(1), of its proposal to initiate the provision of FAPE, the parent may provide informed consent to the initial provision of special education and related services, consistent with 34 CFR §300.300(b).

Question D-4: May a foster parent provide consent for an initial evaluation even if the biological parent refuses to provide such consent?

Answer: If the biological parent of the child refuses consent for an initial evaluation of the child, and the parental rights of the biological parent have not been terminated in accordance with State law or a court has not designated a foster parent to make educational decisions for the child in accordance with State law, a foster parent may not provide consent for an initial evaluation.  See 34 CFR §300.30(b)(1).

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News You Can Use from the National Dissemination Center for Children and Youth with Disabilities (NICHCY)

The Social Security Administration has just announced the release of Social Security Update–a newsletter designed to keep you up to date about Social Security issues that may be of interest to you. To read the inaugural issue, simply click here www.socialsecurity.gov/newsletter.  The Social Security Administration also offers information in Spanish. To see what is available go to: www.socialsecurity.gov/español 

The Federal Register has a notice of proposed rulemaking (NPRM) regarding the Family and Educational Rights and Privacy Act (FERPA). Revisions to the regulations would clarify permissible disclosures to parents of eligible students and conditions that apply to disclosures in health and safety emergencies; clarify permissible disclosures of student identifiers as directory information; allow disclosures to contractors and other outside parties in connection with the outsourcing of institutional services and functions; revise the definitions of attendance, disclosure, education records, personally identifiable information, and other key terms; clarify permissible redisclosures by state and federal officials; and update investigation and enforcement provisions. Comments on the proposed regulations are due on or before May 8th.  To access the Federal Register notice: CLICK HERE 

From the National Early Childhood Technical Assistance Center (NECTAC)
Two new multimedia presentations and recorded webinars are now available on the following topics:

• Implementing Professional Development Strategies with Direct Service Providers Using Positive Behavior Supports, available at:
  www.nectac.org/~calls/2008/sec619/call2.asp 
• Professional Development and Inclusion: A Definition and Framework to Guide Cross-Sector Planning, available at:
  http://www1.fpg.unc.edu/community/npdci/pd/webinar-march2008/index.cfm

From the National Center for Culturally Responsive Educational Systems (NCCRESt)
A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English LanguageLearners
The focus of this brief is to provide an initial framework in the use of RTI that considers students’ life experiences, including their language proficiencies in their first and second language, as well as the contexts in which they are taught. To read the brief, go to: http://nccrest.org/Briefs/Framework_for_RTI.pdf 

From the What Works Clearinghouse (WWC)
WWC is continuing its review of research in the area of dropout prevention by releasing a new intervention report. Job Corps is a federally funded education and job training program offering support to economically disadvantaged youth including remedial education, GED preparation, vocational training, and job placement assistance. See the WWC rating of Job Corps and read the report at: http://ies.ed.gov/ncee/wwc/reports/dropout/jobcorps/ .

From the Education Sector
Rush to Judgment: Teacher Evaluation in Public Education
This report examines the causes and consequences of the crisis in teacher evaluation, as well as its implications for the current national debate about performance pay for teachers. To read the report, go to: www.educationsector.org/research/research_show.htm?doc_id=656300.

From the National Council on Disability
This report from January 28, 2008 analyzes the progress of the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Act (IDEA). It reports that NCLB and IDEA have had a significant, positive impact. The report states, “students with disabilities appear to be doing better academically, and they also appear to be graduating with diplomas and certificates at higher rates than in prior years. Data suggests, however, that there is still cause for concern about the dropout levels of students with disabilities nationwide…” The report is available in different formats at: http://www.ncd.gov/newsroom/premium-publications/index.htm.

From the Education Development Center, Inc. (EDC)
Inclusive Schools Network (ISN)
This new web-based resource for families, schools and communities helps promote inclusive educational practices. This resource has grown out of Inclusive Schools Week and with the development of ISN, educators and families around the world will have a year-round resource to facilitate networking and resource-sharing around inclusive educational practices. To learn more, go to: www.inclusiveschools.org.

FreeFrom the Washington Learning Systems
Download free materials to promote early literacy skills to use with infants and children up to age 3. The kits feature dozens of activities appropriate for children with disabilities and those who are developing typically. Each includes a description of the activity as well as hints for making the activity fun and developmentally appropriate. The materials—available in English and Spanish—focus on language development, sounds and rhythm skills, and general book and print awareness. The kits are funded by the U.S. Department of Education and are available at: www.walearning.com/Guide.html.

From the Foundation for Child Development
Challenging Common Myths About Young English Language Learners
This new policy brief challenges six common myths about young children who are learning English as their second language. Research evidence from a variety of disciplines is presented. It is available online at: www.fcd-us.org/resources/resources_show.htm?doc_id=669789 .

From the Laruent Clerc National Deaf education Center
The Clerc Center has a wealth of information on transition topics including: travel training, voaction rehabilitation, and resources in Spanish. to read more about the newest additions to their transition series, go to: http://clerccenter.gallaudet.edu/Transition/.

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Calls to Participate and New Projects

America’s Promise Alliance Launches National Dropout Prevention Campaign
http://www.americaspromise.org/APAPage.aspx?id=9172
On the 25th Anniversary of the landmark education report, A Nation at Risk, the America’s Promise Alliance warns that “our educational system remains in peril — with more than one-third of high school students dropping out before graduation.” On April 1, 2008, the Alliance launched a two-year national campaign that will include more than 100 summits nationwide to prepare our youth for college, work, and life.

Georgetown University and Casey Family Programs Partner to Help At-Risk Youth
http://tinyurl.com/23cyqj
Two of the nation’s leading organizations helping young people in the foster care and juvenile justice systems have joined forces to improve the lives of at-risk youth. The Georgetown University Center for Juvenile Justice Reform and Casey Family Programs have formed a three-year partnership to test innovative ideas that can improve and reform America’s child welfare and juvenile justice systems.

Challenge 20/20 Partnership
http://www.nais.org/resources/index.cfm?ItemNumber=147262
The National Association of Independent Schools has created Challenge 20/20, a program that brings together two schools: one from the U.S. and one from outside the country. Teacher-student teams from both schools work together throughout the fall 2008 school semester to come up with a solution to a global problem. Challenge 20/20 is based on Jean Francois Rischard’s book, High Noon: 20 Global Problems, 20 Years to Solve Them. Maximum Award: n/a. Eligibility: All U.S. schools, elementary and secondary, public or private. Deadline: August 15, 2008.

Fordham Fellows
http://www.edexcellence.net/foundation/fordhamfellows/index.cfm
The Thomas B. Fordham Foundation Fellowship program seeks to bring bright and ambitious people into the world of education policy. Five fellows will come to Washington, DC in fall 2008 to work full-time for nine months (Labor Day to Memorial Day) at a different education policy organization in the city. Each will be integrated into that organization, be involved in a challenging project, have access to organization leaders, and contribute to fulfilling the organization’s mission and goals. Maximum Award: $25,000. Eligibility: applicants must have an undergraduate degree. Registration deadline: April 30, 2008.

Global Youth Service Day
http://www.gysd.net/home/index.html?width=1440
April 25 – 27 is Global Youth Service Day where young volunteers from around the world will take action and celebrate youth service and community engagement.

Paid Summer Internships for Science, Tech, Engineering, and Math Student with Disabilities
http://ehrweb.aaas.org/entrypoint/index.htm
Through a program called Entrypoint!, the American Association for the Advancement of Science (AAAS) offers paid summer internship opportunities for college students with disabilities who are pursuing degrees in science, engineering, mathematics, computer science, and some fields of business. Through partnerships with IBM, NASA, Merck, NOAA, Google, Lockheed Martin, CVS, NAVAIR, and university science laboratories, AAAS identifies and screens fulltime undergraduate and graduate students with disabilities, with at least a B average to place them in paid summer internships in both the private industry and government agencies. Interested students are encouraged to apply asap.

SABE 2008 Conference Call for Presentations
http://www.sabe2008.org/register/presenter.aspx
Self-advocates are invited to submit proposals to lead one of over 70 workshops at the SABE 2008 conference. All sessions are led by self-advocates, on topics of their own choosing. Don’t miss out on being part of the largest gathering of self-advocates in the country! There is no limit to the number of presentations a proposer can submit. Proposals must be received by May 15, 2008 and follow the criteria listed on the website. Notification of acceptance will be mailed on June 15, 2008. To fill out and submit a proposal go to the url.

Secretary of Labor’s New Freedom Initiative Award
http://www.dol.gov/opa/media/press/odep/odep2008103.htm
U.S. Secretary of Labor Elaine L. Chao has called upon nonprofit organizations, small businesses, corporations, and individuals that have demonstrated exemplary and innovative efforts in advancing the employment and workplace environment of people with disabilities to submit entries for the 2008 Secretary of Labor’s New Freedom Initiative Award. Nomination deadline: May 30, 2008.

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Special Education Resources

Foster Youth Who Have Succeeded in Higher Education: Common Themes 
http://www.ncset.org/premium-publications/viewdesc.asp?id=4195
All young people, including foster youth and youth with disabilities, can succeed academically given adequate support and advocacy from educators, professionals, and their caregivers. Casey Family Programs interviewed eight former foster youth who recently graduated from college. Their perspectives on going to college and obtaining a degree despite numerous barriers presents an opportunity learn how other young adults like them might be better supported.

Improving Access, Transition, and Success: Meeting the Challenges Facing College Students with Disabilities 
http://occrl.ed.uiuc.edu/Newsletter/2007/fall/fall2007_2.asp
This article, from the Office of Community College Research and Leadership at the University of Illinois, Urbana-Champaign, explores rates of participation by students with disabilities in postsecondary education, some of the barriers they encounter, and ways to improve access. Postsecondary education has been shown to lead to better employment and improved life outcomes, but for many individuals with disabilities, college remains an unrealized dream. Compared to those without disabilities, only two-thirds as many working-age adults with disabilities have attended college, and fewer than half as many have attained a bachelor’s degree or higher.

Addressing Barriers to Learning  
http://smhp.psych.ucla.edu/pdfdocs/Newsletter/spring08.pdf
The UCLA Center’s School Mental Health Project’s spring issue features “Rethinking How Schools Address Student Misbehavior & Disengagement.” This issue underscores the relationship between student disengagement at school and subsequent misbehavior and explores the importance of developing school improvement plans balancing social control strategies with a greater emphasis on intrinsic motivation. The discussion also highlights Positive Behavioral Interventions and Supports (PBIS), the need to focus on underlying motivation in addressing concerns about engagement, and the opportunities to promote social and emotional learning and mental health. Available in PDF (16 p, 230 KB).

Closing the Expectations Gap 2008: An Annual 50-state Progress Report on the Alignment of High School Policies with the Demands of College and Careers  
http://achieve.org/files/50-state-2008-prepub
This report from Achieve reports that a majority of states have committed to raise expectations for high school students, and more than one third have already adopted college- and career-ready standards and graduation requirements. However, only nine states expect to have college- and career-ready testing systems in place by the end of 2008, and only four will hold high schools accountable for their students’ readiness. Available in PDF (24 p, 2.60MB).

Digest of Education Statistics 2007
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008022
The National Center for Education Statistics (NCES) in the Institute of Education Sciences (IES) has released the “Digest of Education Statistics, 2007”. The 43rd in a series of publications initiated in 1962, the Digest provides a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. It contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.

Frameworks for Systemic Transformation of Student and Learning Supports 
http://smhp.psych.ucla.edu/pdfdocs/systemic/frameworksforsystemictransformation.pdf
This report from the Center for Mental Health in Schools, discusses how to improve schools to be effective in enabling all students to have an equal opportunity to succeed at school. Available in PDF (51 pages, 396 KB).

It Doesn’t Take a Rocket Scientist to Understand and Use Social Security Work Incentives: A Manual for Social Security Work Incentives Training
http://www.heath.gwu.edu/node/685
(12th Ed.) (2008) This training manual provides a basic overview of Work Incentives and their parent programs; it is designed to help you decipher the SSA forms and regulations. Available in PDF (see bottom of page) (40 pages, 347 KB).

Native Education 101:Basic Facts about American Indian, Alaska Native, and Native Hawaiian Education
http://www.niea.org/sa/uploads/researchtopics/10.42.NativeEducation101.pdf
This report from the National Indian Education Association and the National Education Association looks at achievement barriers facing American Indians, Alaska natives, and Native Hawaiians in schools. It finds that policies and resources are needed to preserve indigenous languages and cultures, recruit and retain quality teachers, and support safe, effective schools. Available in PDF (26 pages, 912 KB).

Project Forum Summary of Performance  
http://projectforum.org/docs/SummaryofPerformance.pdf
This Policy Analysis is based on a survey of all state education agencies. Findings include information regarding variation among states establishing policy and staffing patterns for administering the IDEA summary of performance (SOP) requirement. The survey protocol and individual state SOP Web sites are included as appendices. (13 p, 152 KB).

Report Says High School Dropouts Cost States Millions  
http://www.all4ed.org/press_room/press_releases/04152008_0
The Alliance for Excellent Education reports that states could save by increasing their graduation rates. Bob Wise, president of the Alliance and former governor of West Virginia, says dropouts are more costly health care consumers and more likely to use government paid health care such as Medicaid.

The Nation’s Report Card: Writing 2007  
http://nces.ed.gov/nationsreportcard/pubs/main2007/2008468.asp
Results from the 2007 national test of writing performance of eighth- and 12th-graders nationally show improvements across many student groups since previous assessments in 2002 and 1998. Results are also reported for eighth-graders in 45 participating states, the Department of Defense schools, and 10 urban school districts. Since the last assessment, 19 states, three districts, and the Department of Defense schools made gains. (72 p, 3,901 KB).

Wordgathering:A Journal of Disability Poetry
http://www.wordgathering.com/index.html
Wordgathering, a journal of disability-oriented poetry, provides an opportunity for those both talented in writing poetry and interested in the growing field of disabilities literature. It offers the work of many poets, both old and new and seeks the work of poets with disabilities or poets with a particular perspective on disability that they feel contributes to disability literature as a genre.

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Get Wired! — Websites, Blogs and Listservs

Web Sites

Child Development Institute
http://www.childdevelopmentinfo.com/
This Web site from the Child Development Institute contains information on child development, parenting, family life, teenagers, learning, health & safety, child psychology, and mental health including ADHD.

Global Youth Action Network
http://www.youthlink.org/gyanv5/index.htm
The Global Youth Action Network (GYAN) is a youth-led organization that unites the efforts of young people working to improve our world. The Network connects many thousands of organizations in over 190 countries and a growing membership is now helping to shape the future direction of GYAN. GYAN works to: facilitate youth participation and intergenerational partnership in global decision-making; support collaboration among diverse youth organizations; and provide tools, resources, and recognition for positive youth action.

Recording for the Blind and Dyslexic
http://www.rfbd.org/
For 60 years, Recording for the Blind & Dyslexic (RFB&D), a national nonprofit, volunteer organization, has been the leading producer of accessible educational materials for students with disabilities such as visual impairment or dyslexia that make reading standard print difficult or impossible. With titles available in every subject area and grade level from kindergarten through graduate studies, RFB&D’s digitally recorded textbooks are effective learning tools for students challenged by the printed page.

Resource Highlights Community’s Role in Educating All Children
http://www.publicschoolinsights.org/
Publicschoolinsights.org shows how teachers, administrators, parents, and others are finding common ground and crafting innovative, 21st-century solutions to help all students succeed. Features include a wide variety of success stories about U.S. schools and districts that have adopted successful strategies for addressing key challenges in education. The site’s ultimate goal: to build a sense of community among those who are working at the local level to strengthen their public schools, while showcasing proven strategies.

Technical Education Research Centers (TERC)
http://www.terc.edu
TERC works to generate awareness of how learning in the real world and the classroom overlap. This Web site offers useful resources for engaging students in meaningful activities and learning outside of school where students can participate in math and science activities in their daily lives without even realizing it. The Web site also offers games and activities that can get students excited about learning outside of the classroom.

Annie E. Casey Foundation Print and E-Newsletters
http://www.aecf.org/Newsroom/NewsletterSubscribe.aspx
The Annie E. Casey Foundation periodically distributes print and e-mail newsletters highlighting new information and resources on a variety of topics, including leadership development, education and early care, and family economic success.

Blogs

Special Education Blog from Education Week
http://blogs.edweek.org/edweek/speced/
In her blog, Education Week reporter Christina A. Samuels tracks local, state, and national news and trends in the special education community.

Juvenile Justice Connection Blog
http://community.nicic.org/blogs/juvenilejustice/default.aspx
The U.S. Department of Justice’s National Institute of Corrections (NIC) has established a blog to facilitate the exchange of information among juvenile justice professionals. Juvenile Justice Connection will feature news from NIC, the Office of Juvenile Justice and Delinquency Prevention, and other federal, state, and local sources, including information about professional training opportunities and juvenile justice-related research. The blog also offers RSS and other syndication feeds.

Listservs

Weekly Insider from The Center for Health and Health Care in Schools
http://www.healthinschools.org/News-Room/Weekly-Insider/April-1-2008.aspx
The Center for Health and Health Care in Schools Weekly Insider is a weekly e-newsletter that offers news alerts, grant announcements, and general web site updates. The Center is located at the School of Public Health and Health Services at The George Washington University Medical Center in Washington, DC.

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Funding Forecast, Grants, and Award Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2008
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 2007-2008 Discretionary Grant Application Packages
http://www.ed.gov/fund/grant/apply/grantapps/index.html
This site, from the Department of Education, provides information on grant competitions that are currently open.

Academic Enrichment and Teacher Development Grants, McCarthey Dressman Education Foundation
http://www.mccartheydressman.org/
Grants of up $10,000 a year for a maximum of three years will be awarded to K-12 teachers who are working to increase the educational experiences of a wide range of students, especially those from low-income households. Deadline: May 1, 2008

Award for Breakthrough Middle and Secondary Schools
http://www.principals.org/s_nassp/sec_inside.asp?CID=66&DID=66
The National Association of Secondary School Principals (NASSP) and the MetLife Foundation are calling for entries in the search for the nation’s top “Breakthrough Schools.” Applicants should be high achieving middle or high schools, or schools that are making dramatic improvements in student achievement, whose best practices and outstanding results can inform other schools as they further their own improvement efforts. Honorees will be chosen based upon documented success in implementing strategies aligned with the three core areas of NASSP’s Breaking Ranks II publication: collaborative leadership; personalization; and curriculum, instruction, and assessment. Eligibility: high-achieving middle and high schools where 40% or more of students are eligible for free or reduced-priced meals. Maximum Award: $5,000. Deadline: May 15, 2008.

Awards for Excellence in Mathematics and Science Teaching
http://www.nsf.gov/div/index.jsp?div=drl
National Science Foundation Presidential Awards for Excellence in Mathematics and Science Teaching recognize outstanding mathematics and science teachers. Awardees serve as models for their colleagues, inspirations to their communities, and leaders in improving mathematics and science education. Maximum Award: $10,000. Eligibility: Teachers K-12 with at least five years of mathematics and/or science teaching experience prior to application, assigned to teach mathematics and/or science during the current year at a public or private school. Elementary (K-6) teachers must be assigned, at least half time during the year, to classroom teaching of mathematics or science or be grade K-6 teachers in self-contained classrooms. Deadline: May 1, 2008.

Gale/Library Media Connection TEAMS Award Honors Teacher and Media Specialist Collaborations
http://www.galeschools.com/TEAMS/
The Gale/Library Media Connection TEAMS Award recognizes and encourages the critical collaboration between the teacher and media specialist to promote learning and increase student achievement. All K-12 public and private schools in the U.S. and Canada are eligible to enter. The nomination may be submitted by library media specialist(s), teacher(s), principal(s), student(s) or parent(s). Cash awards of $2,500 plus reading materials will be given to three K-12 public and private schools in the United States and/or Canada that are working to improve student literacy through electronic and print means. Nomination deadline: April 28, 2008.

Grants for Athletics for Young Women
http://www.womenssportsfoundation.org/cgi-bin/iowa/funding/featured.html?record=40
Women’s Sports Foundation GoGirlGo! Grants provide financial assistance to sports/physical activity programs seeking to add new or expand program participation opportunities for an under-served population of girls, particularly economically disadvantaged girls and/or girls from populations with high incidences of health-risk behaviors. School, amateur, community, and/or nonprofit organization whose program members are female, in 9th-12th grade and residents of the U.S are eligible to apply. Some area restrictions apply. Applicants must provide a minimum eight-week sports/physical activity program with preference given to organizations working consistently with girls throughout the year. Average Award: $5,700. Deadline: May 9, 2008.

Grants for Music Education
http://www.musicisrevolution.org/
The Music is Revolution Foundation administers a grant program for activities designed by teachers to implement, support, and/or improve their ability to provide quality music education for their students. Funds may be used for supplies, materials, equipment, and transportation for a field trip and/or to bring a performer or musical group to the school. Maximum Award: $500. Deadline: April 15, 2008.

ING Unsung Heroes
http://tinyurl.com/2fo88f
The ING Unsung Heroes awards program recognizes innovative and progressive thinking in education through monetary awards. Full-time educators, teachers, principals, paraprofessionals, classified staff members with effective projects that improve student learning at accredited K-12 public or private schools are eligible to apply. Maximum Award: $25,000. Application deadline: April 30, 2008.

LIVESTRONG at School
http://www.livestrong.org/school
The Lance Armstrong Foundation is challenging educators to get students involved in the fight against cancer. Participating classes will have the opportunity to win a visit from champion cyclist and cancer survivor Lance Armstrong. Through LIVESTRONG at School, the foundation offers free online lessons to teach K-12 students about cancer in an age-appropriate and empowering way. To enter the LIVESTRONG at School contest, educators must complete a lesson from the LIVESTRONG at School curriculum and answer the question with their students, “What does LIVESTRONG mean to you?” Maximum Award: visit from Lance Armstrong. Eligibility: classes in schools K-12. Deadline: May 1, 2008.

Share Our Strength’s Great American Bake Sale
http://gabs.strength.org/site/PageServer?pagename=GABS_grants
Grants support efforts to increase participation among low-income school-age children in afterschool and summer meal programs. Awards range from $1,000 to $10,000. Deadline: May 30, 2008.

Staples Foundation Education Programs for Disadvantaged Youth
http://www.staplesfoundation.org/foundhome2.html
This fund supports programs that provide job skills and/or education for all people, with a special emphasis on disadvantaged youth. Deadline: June 16, 2008.

Target Stores Local Store Grants Program
http://sites.target.com/site/en/corporate/page.jsp?contentId=PRD03-001818
Target Corporation’s Local Store Grants provide funding support to “Target” communities in the areas of arts, reading programs, and family violence prevention. To be eligible, organizations must be located in communities where Target does business. Grants will be awarded to nonprofit 501©(3) organizations, schools, libraries, or public agencies for nonprofit programs that impact arts, early childhood reading, or family violence prevention. For communities offering unique opportunities outside the scope of the program’s focus areas, Target provides each store limited funds for Target GiftCard donations. GiftCard donations are available March through December, as funding permits. The average grant amount is between $1,000 and $3,000. Application deadline: May 31, 2008.

International Youth Foundation YouthActionNet Fellows
http://youthactionnet.org/index.php?fuse=aboutfellowship
YouthActionNet Fellows are social entrepreneurs who participate in a week-long capacity-building workshop in Washington, DC. A key focus of the workshop is facilitating peer-to-peer learning and networking opportunities. Participants develop a customized learning plan based on individual leadership learning needs that is focused on six dimensions of leadership (personal, visionary, political, collaborative, organizational and societal). Eligibility: people ages 18 to 29; applicants should be founders of existing projects/organizations or leading a project within an organization. Maximum Award: all-expenses-paid trip to Washington DC, November 1-8, 2008. Deadline: May 15, 2008.

Scholarships for High School Students in Financial Need
http://www.jackkentcookefoundation.org/jkcf_web/content.aspx?page=YounSch
The Jack Kent Cooke Foundation Young Scholars Program selects high-achieving youth in the U.S. with financial needs and provides them, throughout their high school years, with individualized educational services that enable them to develop their talents and abilities. Eligibility: students entering the eighth grade in fall 2008 and planning to enter a U.S. high school, who also demonstrate financial need. Deadline: May 5, 2008.

Young Social Entrepreneurs Invited to Apply for YouthActionNet Global Fellowship Program
http://youthactionnet.org/index.php?fuse=apply
Young People working to bring about positive societal change in their communities are invited to apply for the YouthActionNet Global Fellows Program. Each year, 20 exceptional young social entrepreneurs are selected as YouthActionNet Global Fellows. The year-long fellowship program provides opportunities in skill-building, networking, and advocacy and is open to all young people between the ages of 18 and 29. Applicants should be founders of existing projects/organizations or leading a project within an organization. Proficiency in English is required; applications must be submitted in English. Applicants also must be available to attend the full retreat, November 1-8, 2008, in Washington, D.C. Application deadline: May 15, 2008.

Youth Award for Outstanding Activism in Environmental and Social Justice
http://www.broweryouthawards.org/article.php?list=type&type=12
The Earth Island Institute Brower Youth Award recognizes young people for their outstanding activism and achievements in the fields of environmental and social justice advocacy. Maximum Award: $3,000, a trip to California for the awards ceremony and a wilderness camping trip. Eligibility: youth ages 13 to 22. Deadline: May 15, 2008.

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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

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

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