August 2013 – Special Educator e-Journal

Table of Contents

• Update from the U.S. Department of Education

• Book Review: Shut Up About Your Perfect Kid: A Survival Guide for Ordinary Parents of Special Children. By Trisha Spencer, Florida International University

• Special Education Resources

• Update From The National Dissemination Center for Children with Disabilities

• Latest Employment Opportunities Posted on NASET

• Upcoming Conferences and Events

• Funding Forecast and Award Opportunities

• Acknowledgements

• Download a PDF or XPS Version of This Issue

To learn more click on the image above or – Click here

Update from the U.S. Department of Education

Statement from U.S. Secretary of Education Secretary Duncan on House ESEA Reauthorization Bill H.R. 5

“America’s families, students and teachers deserve an education law that advances progress for all students—especially our most vulnerable children. The bill that the House passed today is not that law. The Elementary and Secondary Education Act, better known as No Child Left Behind (NCLB), is 6 years overdue for Congressional reauthorization, and has changed from an instrument of reform to a barrier. I have met and spoken many times with Congressional leaders to try to create a new version of law that would fix NCLB’s most burdensome and broken elements. But, in the absence of a workable new law, we have worked together with 39 states and the District of Columbia, and are working with other states, to provide them with flexibility from the one-size-fits-all mandates of NCLB – a process that has unleashed pent-up energy for productive, state and locally designed reforms. I continue to support a strong, bipartisan reauthorization that helps to prepare students for a globally competitive economy. That reauthorization would continue the significant progress states are making in establishing standards that prepare students for college and careers, developing systems to support excellent teaching and leadership in our schools, and creating fairer, flexible, and focused accountability for the learning of all students, including low-income and minority students, students with disabilities, and English language learners.

“The bill passed by the House today does none of those things. It marks a retreat from high standards for all students and would virtually eliminate accountability for the learning of historically underserved students – a huge step backward for efforts to improve academic achievement. It would lock in major cuts to education funding at a time when continued investments in education are the only way we can remain competitive on the world stage. For all of these reasons, I and other senior advisors to the President would recommend that he veto H.R. 5 if it were presented to him.”

Secretary Duncan Issues Statement in Response to Senate Subcommittee Vote to Invest in Early Learning Programs

U.S. Secretary of Education Arne Duncan issued the following statement in response to the Senate Labor, Health and Human Services, Education, and Related Agencies Appropriations Subcommittee voting to invest in early learning programs.

“I thank Chairman Harkin and the Subcommittee for producing a bill that makes strong investments in education, including early learning programs. With today’s action, the Subcommittee has taken the first steps to recognize the important need for investing in high-quality preschool programs. Providing families with this tremendous opportunity for kids to excel will be critical to our national success for decades to come. The $750 million requested by the President and provided by the Subcommittee is a healthy contribution to help states develop and strengthen their early learning programs. I hope Congress will continue to listen to business leaders, military officials, members of the faith community, educators and America’s families, who are all in agreement about the importance of giving our children a strong start.”

Nearly Three Million Students from over 30,000 Schools Recognized by the 2013 President’s Education Awards Program

The U.S. Department of Education announced the 2013 President’s Education Awards Program (PEAP) recipients, honoring nearly three million students from more than 30,000 public and private schools from all 50 states, the District of Columbia, Puerto Rico, Guam and the Virgin Islands. Each year K-12 students from across the country are eligible to receive individual recognition from President Obama and U.S. Secretary of Education Arne Duncan for their achievements toward educational excellence and outstanding educational growth. The award includes a congratulatory letter and certificate signed by the President, the Secretary of Education and the school principal.

“The President’s Education Award Program recognizes student achievement and hard work in the classroom,” said U.S. Secretary of Education Arne Duncan. “It honors students who meet high standards of academic excellence, while also rewarding students who work hard and give it their best shot, often overcoming tough obstacles to their learning.”

The program has two categories that honor students graduating from elementary, middle or high schools:

• A gold seal certificate for educational excellence recognizes students’ academic success in the classroom based on grade point average or school-specific criteria and standards, such as high motivation, initiative, integrity, intellectual depth, leadership qualities, and exceptional judgment; plus high scores on nationally normed achievement or state tests or recommendations from a teacher plus one other staff member;
• A silver seal certificate for outstanding educational achievement recognizes students’ hard work, often in the face of special obstacles to their learning. A school’s principal determines this award based on criteria developed at the school, such as showing outstanding growth, improvement, commitment, or intellectual development in particular subjects; demonstrating achievement in the arts; and demonstrating unusual commitment to learning in academics despite various obstacles.

The school’s principal is the final authority on which students receive awards and determines the number of qualifying students based on eligibility and selection requirements found here. There is no limit on the number of awards, as long as students meet the criteria for each award.

PEAP started in 1983 and is sponsored by the Department, in partnership with the National Association of Elementary School Principals and the National Association of Secondary School Principals.

Statement by Secretary Duncan on Senate Passage of Immigration Reform

U.S. Secretary of Education Arne Duncan issued the following statement in reaction to the Senate’s vote on immigration reform yesterday:

“Since our early days as a nation, immigration has helped spur innovation and strengthen our economy. It will continue to do so in the 21st century. The vote in the Senate is a great step toward reforming the nation’s broken immigration system and providing a pathway for DREAMers and their families. It is encouraging to see our country’s political leadership set aside partisanship and come together to do what’s in the best interest of the country.

“If we are going to meet President Obama’s goal of leading the world in college graduates by 2020, we must support the education and growth of every student. We must also ensure that America remains a beacon for the most promising minds, by making it easier for foreign graduate students in science and math to stay in this country, rather than taking their skills elsewhere. Our country’s best and brightest include students and families of every culture and creed, who deserve a fair shot at success whether they were born in the United States or chosen it as their home.”

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Shut Up About Your Perfect Kid: A Survival Guide for Ordinary Parents of Special Children

By: Trisha Spencer

Florida International University

trishaspencer@dadeschools.net

Abstract

A review of Shut Up About Your Perfect Kid: A Survival Guide for Ordinary Parents of Special Children by Gina Gallagher and Patricia Konjoian is presented.  Shut Up About Your Perfect Kid is written by two mothers who happen to be sisters with children with special needs.  The book is about their journey and how they have been able to see the good in the world through their children. The book offers insight for any parent and even those working with children with special needs on the reality of having a child with special needs.  The review is written from the perspective of a special education educator and evaluates how educators need to be aware of parents’ views, tribulations, and blessings of raising a child with special needs.

Book Review

As an educator of children of special needs, the views and stresses of parents often become minimal when considering what happens in the classroom.  As educators, we all know the importance of parent-teacher collaboration, however, often times we get “annoyed” when we feel parents are not collaborating the way we think they should.  After reading Shut Up About Your Perfect Kid through the eyes of an educator, the realization that maybe the collaboration we are looking for is not there because we are the ones at fault.  Without knowing and understanding what the family as a whole is going through, an educator will never see the whole picture and failure to collaborate will solely be the fault of the educator.  Gina Gallagher and Patricia (Patty) Konjoian have written a wonderful book full of laughter and tears about their children with special needs and what they have gone through over the years.  After reading this book, any parent who is feeling lost will surely feel they have the power to rise above the taboo or rough moments brought on by having a child with special needs and any educator will empathize with parents on an even greater level.

Gina and Patty are sisters who both have children with special needs. They start their book with humor and wit that follows throughout.  Their charisma is evident through the words they write.  Any reader will feel as if they are having a conversation with the sisters.  Any medical terminology they have in the book is outlined in the glossary so all readers can understand.

In the book an essay written by Emily Perl Kingsley is presented.  The essay is titled, “Welcome to Holland.”  It is about one mother’s comparison of having a child with a disability to a trip to Italy.  She talks about how she has always dreamed of going to Italy so she plans a trip there. She buys books, plans adventures, learns the language, and fantasizes about the trip. However, when the plane lands she finds out she is in Holland.  At first she is upset and confused because she has to go buy new books, make new plans, and learn a new language. After a while she begins to realize all the beautiful things Holland has to offer and although it is different than Italy and not what she dreamed of, she still is able to see all the lovely things around her.  Educators are parents as well, most have dreams of having or already have children.  It is perfectly normal to have plans for your child, read books to know what to expect, and think of all the wonderful things your child will do.  However, most educators do not realize a parent of a child with special needs may never attain all they dreamed of for their child.  As educators, we only see the child in the classroom and know them for who they are now not for whom their parents thought they might be.  This is something extremely important for educators to understand.  Parents have had their world turned upside down and some of them may not realize their child is like “Holland.”  We need to first understand what a parent is feeling and then help show them the wonderful and lovely things their child can do and accomplish.  In the book they talk about how they should be able to brag to other parents that their child with autism told a lie. Most parents would be mortified to have their child’s teacher tell them their child told a lie or to hear them tell a lie but these mothers understand and have accepted their child’s disability.  Parents need to know for their child with autism, telling a lie is an accomplishment and something to be proud of because this means they are growing and developing.

Throughout the book Gina and Patty discuss their “coming to terms” with their children’s special needs.  Gina explains how she tried to blame others and herself for her daughter having Asperger’s Syndrome.  She then tried to educate herself but forgot about everything else.  Then she became very depressed.  Eventually she was able to talk a neighbor.  In her neighbor, she found the hope she needed.  Patty describes her process as being one of trying to be silent and cope with her daughter’s Bipolar Disorder on her own until she eventually broke down.  She went to her daughter’s psychiatrist and started taking an antidepressant.  Both of these sisters dealt with their issues in different ways.  When working with parents as an educator, it is important to realize how hard of a time a parent may be going through.  We need to reassure them it is not their fault, we need to offer them different resources to support groups, we need to provide them with information on how to work with their child at home, and remind them we are on their side.

In the book Gina and Patty offer some tips from parents to teachers during team meetings for students:

• “Call us or send an e-mail before the meeting to tell us what to expect and who will attend.
• Sit next to us; we don’t have fleas.  Sitting all together across from us makes us feel like you’re not on our side, or that we’re contestants on America’s Top Bad Parent.
• Show compassion-not pity.  Imagine how you would feel if had to hear difficult things about someone you loved.  Choose your words carefully.
• Use language parents understand and try to explain complex terms.
• If you want to compliment the child, make sure you do so on relevant topics.  While every parent loves to hear their child has the most colorful backpack, it isn’t really helpful when it comes to educational matters.  Telling them that their child decodes words well is.
• Follow up with parents after the meeting with an e-mail or a phone call and ask them if they have any questions or concerns.”

These tips go back to what was mentioned at the beginning of the review.  This is how parents are seeing us as collaborators.  They want to work together but if educators use terms parents do not understand, how can they help?  If the team all sits on one side of the table, the parents feel intimidated.  Educators do not need to tell parents how “cute” their kid is, they want to hear about their academics. These tips are something every educator should print and post on their desk so every time they prepare for a team meeting they can remember parents want to work together and they truly want the best for their child.

Throughout the book Gina and Patty discuss many ways parents can get help and talk about different support groups.  Educators should not only be advocating for the child but also for the parents.  Educators should find resources, support groups, therapists, etc. that families may benefit from and offer them as a resource only, do not tell parents they have to do anything.

The end of the book discusses how Gina and Patty’s children have helped them see what is really important in life- family and being united.  It has helped all of their family develop empathy and understand one small step may be a great milestone.  Overall, this book is a wonderful resource for any parent and any educator.  This book brings light into anyone’s world who is struggling with a child with special needs and even more importantly it brings hope that with a lot of laughter and tears life can still be wonderful.

To learn more click on the image above or – Click here

Special Education Resources

A Collaborative Interagency, Interdisciplinary Approach to Transition from Adolescence to Adulthood (April 2013)
Report
http://www.aucd.org/docs/premium-publications/transition2013_full_sm.pdf
“A Collaborative Interagency, Interdisciplinary Approach to Transition from Adolescence to Adulthood” is a new report from the Association of University Centers on Disabilities (AUCD) about the transition from adolescence to adult life for youth with disabilities. Available in pdf (776 KB, 56 pp).

ACT Condition of College & Career Readiness 2012 (2012)
Report
http://tinyurl.com/m236fp7
The 2012 “Condition of College & Career Readiness” report provides national and state information on college readiness of ACT-tested U.S. high school graduating class of 2012, representing 52% of all 2012 graduates in the United States, and offers suggestions for policy and practice. This year, ACT has produced additional college readiness reports to focus on the college readiness of African American, American Indian, Asian, Hispanic, Pacific Islander, and Low-Income students.

Creating an Inclusive School Environment: A Model for School Leaders (2013)
Module
http://www.iriscenter.com/inc/chalcycle.htm
IRIS Center’s “Creating an Inclusive School Environment: A Model for School Leaders” provides free, online, interactive training enhancements that translate research about the education of students with disabilities into practice, to create an inclusive school environment for all students.

Getting Parents and Families Involved in School (June 2013)
Article
http://www.readingrockets.org/article/25979/
Research shows that parent involvement can improve student behavior, attendance, and achievement when schools foster high-quality, successful parent involvement. The Center for Comprehensive School Reform and Improvement’s “Getting Parents and Families Involved in School” offers research-based advice and resources to help schools in getting this involvement.

Implementing Ninth Grade Academies in Broward County, Florida (June 2013)
Report
http://tinyurl.com/kzgcwc2
“Implementing Ninth Grade Academies in Broward County, Florida” is a report of a study evaluating the Broward district’s initiative to implement Ninth Grade Academies in every district high school. Many students lose their way academically in ninth grade, never recover, and never graduate high school. Ninth Grade Academies aim to ease the transition into high school by creating smaller learning communities for ninth-graders.

Kids Count Databook (2013)

Report
http://datacenter.kidscount.org/premium-publications/databook/2013
As the nation’s economy recovers, America’s children are showing some signs of improvement despite an ever-growing poverty rate, according to new data in the Annie E. Casey Foundation’s “Kids Count® Databook.” Children continue to progress in the areas of education and health. Although the economic well-being of the nation’s children improved slightly from 2010 to 2011, the negative impact of the recession remains evident. (In 2011, the child poverty rate was 23%, or 16.4 million children, an increase of 3 million since 2005.

Peer Mentoring in Postsecondary Settings: Experiences at the College of Charleston (2013)
Brief
http://www.thinkcollege.net/images/stories/Insight_21_mentoringCofC_F.pdf
At its most basic level, mentoring assumes some type of collaborative relationship between two people. It can be a formal arrangement or an informal partnership. It can be short-lived or longstanding. What qualifies a person to become a mentor may be professional standing, personal knowledge, life experience, or any one of many other characteristics. On college campuses, mentoring has become a popular way of supporting the transition of new students to postsecondary education. Peer mentoring, where current students are matched with new students, can have a significant impact on the ease with which this transition occurs. “Peer Mentoring in Postsecondary Settings” details the importance of mentoring in supporting students with intellectual disabilities on the college campus, using strategies from the REACH Program at Charleston College as examples of effective practice. Available in pdf (133 KB, 4 pp).

The Importance of Collaborating on Concurrent Work and Education Experiences: Kentucky Experiences (2013)
Brief
http://www.thinkcollege.net/images/stories/Insight_22_F.pdf
Exclusion and segregation have fed a cycle of low expectations and curtailed opportunities cross all life domains for people with intellectual disabilities (ID). By coordinating supports and services across agencies and disciplines, however, individuals with ID are now being afforded opportunities rarely provided in the past, increasing their meaningful inclusion in work, education, and society in general. “The Importance of Collaborating on Concurrent Work and Education Experiences” describes how Kentucky postsecondary programs are working with vocational rehabilitation to provide employment opportunities to students with ID who are participating in postsecondary programs. Available in pdf (152 KB, 4 pp).

The Nation’s Report Card: Trends in Academic Progress 2012 (June 2013)
Report
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013456
“The Nation’s Report Card: Trends in Academic Progress 2012” presents the results of the National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics administered during the 2011–12 school year to 9-, 13-, and 17-year-old students. Long-term trend assessments were first administered in the early 1970s; results are available for reading assessments dating to 1971 and mathematics assessments dating to 1973. NAEP is a product of the National Center for Education Statistics at the Institute of Education Sciences, part of the U.S. Department of Education.

Using Early Warning Data to Keep Students on Track toward College and Careers (June 2013)
Report
http://tinyurl.com/mh934l4
“Using Early Warning Data to Keep Students on Track toward College and Careers” is a primer for state policymakers. Early warning systems (EWS) provide educators, administrators, and policymakers with actionable information that they can use to prepare all students to succeed in college and careers. EWS combine multiple data points, translate them into predictive indicators that are based on research, and communicate them to stakeholders, so they can examine which students are or are not on track for postsecondary success and intervene accordingly.

Using Individualized Learning Plans to Increase College & Career Readiness of All Students (May 2013)
Archived Webinar
http://www.ncwd-youth.info/webinars#ncwdyouth
“Using Individualized Learning Plans to Increase College & Career Readiness of All Students” is an archived webinar that webinar presents the findings from the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) longitudinal research project to determine whether and how Individualized Learning Plans (ILPs) could be considered as a promising strategy for developing college and career readiness. Presenters also recommend actions for educational leaders at the state and local levels interested in successful transitions of youth from adolescence to adulthood and share lessons on implementing ILPs statewide for all students.

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Update from the National Dissemination Center for Children with Disabilities

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Latest Employment Opportunities Posted on NASET

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To learn more click on the image above or – Click here

Funding Forecast and Award Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2013
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 2014 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 2013 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.

Dollar General: Beyond Words Library Disaster Relief
http://www.ala.org/awardsgrants/awards/166/apply
Dollar General, in collaboration with the American Library Association (ALA), the American Association of School Librarians (AASL) and the National Education Association (NEA), is sponsoring a school library disaster relief fund for public school libraries in the states served by Dollar General. The fund will provide grants to public schools whose school library program has been affected by a disaster. Grants are to replace or supplement books, media and/or library equipment in the school library setting. Maximum award: up to $15,000 to replace or supplement books, media and/or library equipment. Eligibility: public school libraries Pre K-12 located within 20 miles of a Dollar General store, distribution center or corporate office that have lost their building or incurred substantial damage or hardship due to a natural disaster (tornado, earthquake, hurricane, flood, avalanche, mudslide), fire or an act recognized by the federal government as terrorism; or have absorbed a significant number (more than 10% enrollment) of displaced/evacuee students. Deadline: none.

Fender Music Foundation: Grants
http://www.fendermusicfoundation.org/grants/?sec=info
Fender Music Foundation grants of instruments and equipment are awarded to music academies, schools, local music programs and national music programs across America, particularly in-school music classes, in which the students make music; after-school music programs that are not run by the school; and music therapy programs, in which the participants make the music. Maximum award: up to 8 instruments. Eligibility: established, ongoing and sustainable music programs in the United States, which provide music instruction for people of any age who would not otherwise have the opportunity to make music. Deadline: rolling.

AASA: National Superintendent of the Year
http://www.aasa.org/content.aspx?id=3404
The American Association of School Administrators (AASA) National Superintendent of the Year Program pays tribute to the talent and vision of the men and women who lead the nation’s public schools. Maximum award: recognition; a $10,000 scholarship to a student in the high school from which the National Superintendent of the Year graduated. Eligibility: Any superintendent, chancellor, or top leader of a school system in the United States, Canada, or international school who plans to continue in the profession. Deadline: varies by state.

William T. Grant Foundation Invites Applications for Youth Social Setting Research Projects
http://www.wtgrantfoundation.org/funding_opportunities/research_grants/social-settings
The William T. Grant Foundation is accepting applications from organizations for research projects related to understanding how youth settings work, how they affect youth development, and how they can be improved. Grants of $100,000-$600,000 will be awarded for projects that address theory, policy, and/or practice affecting the settings of youth ages 8-25 in the United States. Social settings are defined as the social environments in which youth experience daily life. These include environments with clear boundaries such as classrooms, schools, and youth-serving organizations, and those with less prescribed boundaries such as neighborhoods or other settings in which youth interact with peers, family members, and other adults. To be eligible, organizations must be tax exempt under Section 501(c)(3) of the Internal Revenue Code. Deadline: August 2, 2013.

Open Meadows Foundation: Grants for Women and Girls
http://openmeadows.org/
The Open Meadows Foundation is a grant-making organization for projects that are led by and benefit women and girls. It funds projects that: reflect the diversity of the community served by the project in both its leadership and organization; build community power; promote racial, social, economic, and environmental justice; and have limited financial access or have encountered obstacles in their search for funding. Maximum award: $2,000. Eligibility: 501(c)3 organizations with an organizational budget no larger than $150,000. Projects must be designed and implemented by women and girls. Deadline: August 15, 2013.

NAIS: Challenge 20/20 Program
http://www.nais.org/Articles/Pages/Challenge-20-20.aspx
The National Association of Independent Schools Challenge 20/20 Program provides an opportunity for schools to develop globally based, experiential curricula and to build educational partnerships with schools around the world. Challenge 20/20 students form bonds with students from across the globe and learn first-hand about cross-cultural communication; together, teams tackle real problems. Maximum award: participation in the program. Eligibility: elementary and secondary schools, public or private, located anywhere in the world. Deadline: August 16, 2013.

P. Buckley Moss Foundation: Grants for Teachers of Children Who Learn Differently
http://www.mossfoundation.org/national-educators-grants-0
P. Buckley Moss Foundation Education Grants aid and support teachers who wish to establish an effective learning tool using the arts in teaching children with learning disabilities and other special needs. Maximum award: $1,000. Eligibility: new or evolving programs that integrate the arts into educational programming. Deadline: September 30, 2013.

Foundation for Technology and Engineering Educators Invites Applications
http://www.iteea.org/Awards/granthearlihy.htm
The Foundation for Technology and Engineering Educators, in partnership with Pitsco/Hearlihy & Company, is accepting applications for technology and engineering education programs at any grade level. Through its Excellence in Teaching Technology and Engineering grant program, the foundation will award grants of $2,000 each to K-12 technology and engineering teachers to encourage the integration of a quality technology and engineering education program within their school’s curriculum. Applicants must be teachers (elementary or secondary) who are successfully integrating technology and engineering education within their school’s curriculum. In addition, teachers must be ITEEA members and be registered for the ITEEA annual conference. Membership materials may be enclosed with the scholarship application. Deadline for applications: December 1, 2013.

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Acknowledgements

Portions of this month’s NASET 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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