April 2022 – Special Educator e-Journal

Table of Contents

• Special Education Legal Alert. By Perry A. Zirkel
• Buzz from the Hub
• Questions Often Asked by Parents about Special Education Services
• Understanding Evaluation Results and Next Steps
• Information for Limited English Proficient (LEP) Parents and Guardians and for Schools and School Districts that Communicate with Them
• Protecting Youth Mental Health: The U.S. Surgeon General’s Advisory
• Education Department Launches Historic Real Pay for Real Jobs Initiative for People with Disabilities
• Statement by U.S. Secretary of Education Miguel Cardona on CDC Guidance and Keeping Schools Safely Open
• NASET Job Postings
• Acknowledgements

---

Special Education Legal Alert

By Perry A. Zirkel

© March 2022

This month’s update identifies court decisions that address current issues for students with disabilities, including not only eligibility, but also free appropriate public education (FAPE) under Endrew F. in the context of the high-stakes remedy of tuition reimbursement. For various related articles, special supplements, and earlier monthly updates, see perryzirkel.com.

In Rocklin Unified School District v. J.H., an unofficially published decision on February 15, 2022, a federal district court in California addressed the tuition reimbursement claim for a fifth grader with diagnoses of anxiety and ADHD. During third grade, the district responded to his diagnoses with a 504 plan, and he succeeded academically, socially, and behaviorally. During grade 4, he continued to meet academic standards with his 504 plan, but his teacher noted some behavioral issues and bullying by his peers, culminating in an altercation that resulted in his suspension. In grade 5, the district continued the 504 plan accommodations and provided a school-wide positive behavior intervention system, but his parent requested a special education evaluation upon reporting continued bullying. The evaluation concluded that he was eligible under § 504 but not the IDEA and recommended adding accommodations for his social and emotional challenges. Instead, the parent unilaterally placed him for sixth grade in a private school that provided small classes, school-wide supports, and § 504 accommodations, although no special education services. After exacerbated anxiety based on the school’s challenging curriculum and an independent educational evaluation at the end of the school year, the district reevaluated him upon the parent’s request and found him eligible under the IDEA classification of other health impairment (OHI). The district proposed an inclusionary placement, which included special education services, and the parent disagreed, keeping him at the private school. The parent filed for a hearing, which awarded reimbursement for grade 6 because the district should have found him eligible as OHI at the end of grade 5. However, the reimbursement did not extend to grade 7 because the proposed IEP was appropriate. The district appealed to federal court.
The district contended that even if his diagnoses met the criteria for OHI, he did not need special education due to his continuing academic success.	The court reasoned that the need for special education is not limited to academic considerations, here extending to the need to provide mental health services to address his continued and escalating interpersonal behavioral problems.
The district alternatively argued that even if there were a denial of FAPE, the unilateral placement was not appropriate due to its lack of special education services.	Citing precedents, the court concluded that the standard for a unilateral placement is limited to whether it was reasonably calculated to enable the child to make progress appropriate under his circumstances. Applying this standard, based on what the parent reasonably knew at the time, the placement passed muster.
This decision reinforces two points evident in the previous monthly updates. First, the boundaries between general education, including but not at all limited to 504 plans and tiered interventions, and special education are blurry. Second, although Endrew F. is not a lofty substantive standard, it effectively is the controlling criterion for unilateral placements in tuition reimbursement cases. Once again, the final determinations vary from case to case depending on the circumstances.

On February 7, 2022 in G.D. v. Swampscott Public Schools, the First Circuit Court of Appeals addressed the tuition reimbursement claim for an elementary school student with “severe dyslexia.” During first grade, while the student was in a local private school, the school district conducted an eligibility evaluation of the child upon the request and with the consent of the parents. The evaluation team concluded that the child qualified for special education under the classification of specific learning disabilities (SLD). The parents enrolled the child in the district for second grade. Although they sought a “substantially-separate school” for students with language-based disabilities, the IEP team decided on largely mainstreamed placement, which included some specially designed instruction in a “language-based classroom.” The IEP also provided ESY reading instruction services for the summer before grade 2 and an extended evaluation for the first 8 weeks of grade 2. The parents arranged for a private evaluator to test the child at the end of ESY and again after the 8-week period. He found improvement that he concluded was not statistically significant and recommended the parents’ requested placement. Instead, the November IEP meeting resulted in an amendment that reversed the time allocation between the regular and specialized, separate classrooms and included another extended evaluation. After this second evaluation period, the district reported progress based on its assessments. At the next IEP meeting, the district proposed continuing the amended IEP for grade 3. Dissatisfied with their child’s purported progress, the parents provided timely notification of unilateral placement for grade 3 in a private school exclusively focused on SLD and sought reimbursement via a due process hearing. After a prolonged hearing, the decision was in favor of the district, and the parents’ appeal to federal district court was also unsuccessful. Undaunted, they filed an appeal with the First Circuit, which covers Massachusetts and 3 other states in New England.
The parents contended that neither the hearing officer nor the district court showed that the child’s “slow gains” were appropriate “in light of the child’s [individual] circumstances,” per Endrew F.	The First Circuit rejected this claim, finding that the determination at both adjudicative levels took into consideration the child’s individual circumstances, which included that her disability was severe and she entered the district as a non-reader.
The parents alternatively argued that the state’s proficiency exams rather than the district’s qualitative and informal measures are the test for appropriate progress.	The First Circuit disagreed, pointing out that neither Endrew F. or its lower court progeny dictates reliance on standardized testing, much less any specified level of improvement via such testing.
Finally, the parents took issue with the exclusion of evidence of the child’s significant quantifiable progress at the private school.	The First Circuit distinguished the excluded evidence as post-hearing, contrary to the IDEA’s presumption for the least restrictive environment, and conflicting with the “snapshot” approach for determining FAPE.
This recent officially published decision illustrates, once again, the need to avoid stilted interpretations of Endrew F., here in the dyslexia context. The proper place for higher expectations is in the best-practice orientation that parents and districts potentially share for collaborative problem solving that is distinguishable from the foundational standards of legal requirements.

To top

---

Buzz from the Hub

All articles below can be accessed through the following links:

 

https://www.parentcenterhub.org/buzz-march2022-issue1/

https://www.parentcenterhub.org/buzz-feb2022-issue2/

https://www.parentcenterhub.org/buzz-feb2022-issue1/

https://www.parentcenterhub.org/buzz-jan2022-issue2/

Education Data 101
(Also available in Spanish: Datos educacionales: Nociones básicas)
This FAQ on data shares resources you need to understand why education data is a critical tool for supporting individuals, families, educators, and communities. From the Data Quality Campaign.

Parents Are Getting Access to Student Data, But How Can We Support Them to Use It?
With the right supports, parents can be savvy data consumers who actively engage with their students’ data. In many places around the country, school leaders are already taking creative measures to bridge this gap between simple communication and engagement. This article highlights examples.

Sharing Info about State Assessments with Families of Children with Disabilities
(Also available in Spanish)
In February, CPIR teamed with NCEO to spotlight NCEO’s amazing new resource, the Participation Communications Toolkit. The highly customizable toolkit is designed for stakeholders to use in discussing and making decisions about how children with disabilities will participate in state assessments.

Q&A on Serving Children with Disabilities Placed by Their Parents in Private Schools
(Also available in Spanish)
This OSEP webinar for Parent Centers answers questions about states’ obligations to provide equitable services (versus FAPE) to children with disabilities who are placed in private schools by their parents. Simultaneous Spanish interpretation was also provided. Find the 2 YouTube videos, a PDF of the presentation slides, the guidance document, and more at the link above.

The Importance of Community in Indigenous Peoples’ Healing
In this March 2022 blog post, the National Alliance for Mental Illness (NAMI) reflects on the power of community in Native American life, saying “Being an active part of a community that allows us to feel seen is truly an invaluable feeling. When we feel seen and connected as humans, our healing expands.”

The Incredible Power of Purpose
(Also available in Spanish: Cómo ayudar a un nino a encontrar su propósito)
Having a clear sense of purpose in life has unlimited benefits for a child. This Great Schools resource includes a worksheet/activity designed to help teens explore and define their unique purpose in life.

Mental Wellness in the Black Community
From the National Alliance on Mental Illness (NAMI), Sharing Hope is a 3-part video series that explores the journey of mental wellness in Black communities through dialogue, storytelling, and guided discussions.

Compartiendo Esperanza: Mental Wellness in the Latinx Community
Also from NAMI comes Compartiendo Esperanza. It, too, is a 3-part video series, this one focusing on mental wellness in Hispanic/Latino communities, through dialogue, storytelling, and guided discussions

Native Hope: Reflecting on Our Foundations
Understanding Native American culture is critical when conducting outreach to tribes, communities, and Native families with children who have disabilities. Native Hope is a resource that helps Native communities meet their needs. It also offers candid and poignant articles on its website that can enrich Parent Center understanding of Native American history, culture, and values, both historically and in the present. 

Sharing Info about State Assessments with Families
(Also available in Spanish) Riches, indeed, are shared in this Febrary 11th CPIR webinar, which focuses on NCEO’s new (and quite amazing!) resource, the Participation Communications Toolkit. You’ll love the toolkit; it’s designed for stakeholders of all stripes to use in discussing and making decisions about how children with disabilities will participate in state assessments. The webinar highlights the role that Parent Centers in particular can play in supporting the family’s role as one of the primary decision makers about their child’s participation.

Return to School | Child Find and Early Intervention Services
(Also available in Spanish) This February 2nd webinar features presenters from OSEP as they elaborate on two of OSEP’s recent Return to School Roadmaps, both focused on Part C: (1) Child Find, Referral, and Eligibility; and (2) Provision of Early Intervention Services. Both roadmaps are also available in Spanish, as is this webinar.

Introduction to the Vocational Rehabilitation Program
(Also available in Spanish) Want to learn more about the services available from the vocational rehabilitation system for people with disabilities? Check out this January 24th webinar from the RAISE Center. It covers eligibility, developing the Individualized Plan for Employment, available services, and financial factors to consider. Links to the captioned English and Spanish versions are given at the bottom of the page linked above.

Honoring Black History Month: Unsung Heroes of the Disability Rights Movement
The month of February is dedicated to honoring the long history of Black Americans and their many contributions to society. In this article, NCLD (National Center for Learning Disabilities) highlights the stories of Black heroes whose vision, commitment, and activism helped advance progress for people with disabilities.

Plain Language Made It Easy
(Also available in Spanish) | The RAISE Center and PEATC (Virginia’s PTI) collaborated to develop this resource guide and video in English and Spanish to assist people in making their documents accessible to everyone.

Federal Funding Support Specifics
In March 2021, the American Rescue Plan (ARP) Act was signed into law. It included $122 billion for states and school districts to help safely reopen and operate schools and address the impact of the pandemic on students. Want to know more about ARP funding for your state? How about what your state proposed to do with those funds? Find out at the link above, posted by the Office of Elementary and Secondary Education at the U.S. Department of Education.

The Department’s January 2022 press release on the approval of all state plans and the distribution of funds to states highlights what SEAs and school districts are doing to address the urgent needs of their schools with ventilation improvements, staff hiring and retention, mental health services, high-dosage tutoring programs, after-school and summer learning partnerships, and more.

Support for COVID-19 Screening Testing in Schools
Heard of the ELC at the CDC? In April 2021, it awarded $10 billion from the ARP on behalf of CDC to 62 recipients to support COVID-19 screening testing and other mitigation activities in K–12 schools for teachers, staff, and students. Use the USA map to find out about the screening programs and plans in your state. Funding is available through July 31, 2022.

Competitive Integrated Employment (CIE) Toolkit
This toolkit is a resource for educational and vocational rehabilitation agencies in improving post-school employment outcomes for students with disabilities. It’s meant to facilitate the collaboration necessary to implement secondary transition services across agencies at the state, community, and student levels and increase the use of evidence-based practices (EBPs). From NTACT, the National Technical Assistance Center on Transition.

Pros and Cons of Disclosing a Disability to Employers
(Also available in Spanish: Ventajas y desventajas de revelar a los empleadores que tiene una discapacidad)
Starting a new job can make teens and young adults feel excited, independent, and maybe nervous. They’re expected to learn new skills and routines, interact with new people, and make decisions. One of the biggest decisions is whether to tell their employer about any learning and thinking differences.

To top

---

Questions Often Asked by Parents about Special Education Services

When children are struggling in school, it’s important to find out why. It may be that a disability is affecting your child’s educational performance. If so, your child may be eligible for special education and related services that can help. To learn more about special education, keep reading. This publication will help you learn how you and the school can work together to help your child.

As a first step, the school may need to try sufficient interventions in the regular education classroom and modify instructional practices before referring your child for special education evaluation.

Read This Publication If You Want to Know…

• How to have your child evaluated (at no cost to you) to see why he or she is having difficulty in school
• What the evaluation process involves and how you can contribute to it
• How special education can support your child’s learning, if he or she is found eligible for services
• How your child’s eligibility is determined and your right to participate in making that decision
• What happens next, if your child is found eligible
• Hint: It involves writing an individualized education program, or IEP, for your child…

Read the article here:

https://www.parentcenterhub.org/lg1/

To top

---

---

Information for Limited English Proficient (LEP) Parents and Guardians and for Schools and School Districts that Communicate with Them

Schools must communicate information to limited English proficient parents in a language they can understand about any program, service, or activity that is called to the attention of parents who are proficient in English.   This fact sheet answers common questions about the rights of parents and guardians who do not speak, listen, read, or write English proficiently because it is not their primary language. Read the fact sheet here:

https://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-lep-parents-201501.pdf

To top

---

---

Education Department Launches Historic Real Pay for Real Jobs Initiative for People with Disabilities

The U.S. Department of Education’s Rehabilitation Services Administration (RSA) released the notice inviting applications for the Subminimum Wage to Competitive Integrated Employment (SWTCIE) demonstration project, aimed at increasing access for people with disabilities to jobs that pay good wages.

The SWTCIE project is the largest discretionary grant administered by RSA, with $167 million available to State Vocational Rehabilitation agencies and their partners.

“Economic security should be available to all Americans,” said U.S. Secretary of Education Miguel Cardona. “Providing individuals with disabilities with a high-quality education and the services that they need to thrive will result in real pay for real jobs, empowering them and leading to greater social and economic inclusion.”

SWTCIE is a step toward ending practices that have allowed some employers to pay less than the federal minimum wage to people with disabilities. The new grant program will sponsor innovative approaches that allow people with disabilities to successfully secure jobs working alongside their non-disabled peers while earning the same pay.

“More than 30 years after the passage of the Americans with Disabilities Act, far too many people with disabilities continue to be denied equal opportunity,” said U.S. Rep. Robert C. “Bobby” Scott of Virginia, chairman of the House Committee on Education and Labor. “The subminimum wage for workers with disabilities is a relic of a time when people with disabilities were viewed as unable to work and lacked federal protections. It is long past time that we help phase out the subminimum wage for people with disabilities and expand access to fulfilling employment and economic self-sufficiency. We must continue working to ensure every American can succeed and earn a fair wage.”

To help eliminate subminimum wage employment, this competition will award grants to as many as 18 State Vocational Rehabilitation agencies and their partners that will create employment opportunities for individuals with disabilities. The jobs will be in critical need areas, including home and community-based services, the arts, or transportation and related industries. In addition, applicants may submit proposals in other areas that will transition individuals from subminimum wage employment to competitive integrated employment.

“Some workers with disabilities spend decades earning a subminimum wage without the opportunity to gain new skills or move to a job that pays a higher wage. Today, the Department of Education took an important step to end this discriminatory practice,” said U.S. Sen. Bob Casey of Pennsylvania. “I applaud Secretary Cardona for his leadership and I will keep fighting to ensure all workers with disabilities are paid at least minimum wage and have the opportunity to succeed in the workplace.”

The SWTCIE project advances a key Biden-Harris Administration goal – strengthening the economic security of Americans with disabilities. This funding opportunity aligns existing and emerging employment opportunities with the needs of employers and the public infrastructure. Most notably, activities will ensure people with disabilities are earning real pay for real jobs.

The Department’s Rehabilitation Services Administration web page provides additional information about vocational rehabilitation opportunities for people with disabilities.

To top

---

Statement by U.S. Secretary of Education Miguel Cardona on CDC Guidance and Keeping Schools Safely Open

U.S. Secretary of Education Miguel Cardona issued the following statement on the release of new CDC guidance: 

 “Ninety-nine percent of schools are safely open for in-person learning and that is a testament to the hard work and partnership of school communities – particularly parents, educators, district leaders and school staff. With today’s announcement of updated CDC guidance, we can continue to keep schools safely open while allowing for educators and parents to get back to focusing on what is most important: our students’ futures. Moving forward, districts should continue to work with local health experts, parents, and educators to identify what works best for their communities and consider the appropriate mitigation strategies needed to keep students and staff safe. This work – in addition to the critical work of helping students catch up academically and providing emotional and mental health supports– can and should be done using American Rescue Plan funds. As we move forward into a new phase of recovery, the Department remains committed to our school communities and providing the guidance and resources they need to be successful.” 

Information on the new CDC guidance can be found at 

https://www.cdc.gov/coronavirus/2019-ncov/science/community-levels.html

To top

---

Latest Employment Opportunities Posted on NASET 

* Special Education Teacher – The SEED School of Los Angeles County is seeking a Founding Special Education Teacher. In this role, the  teacher will provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. The special education teacher will also develop or modify curricula and prepare lessons and other instructional materials to student ability levels. To learn more- Click here

* Upper School Special Education (Directed Studies) Language Arts Teacher – The Upper School Special Education (Directed Studies) Language Arts Teacher is given the duty of instructing students on such a level as to allow them to obtain proficiency in their subject levels at a grade-appropriate level. To learn more- Click here

* [2022-2023] Middle School Learning Specialist – Reporting to the Academic Dean, the Learning Specialist will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more- Click here

* [2022-2023] 7th Grade Learning Specialist – Reporting to the Academic Dean, the Learning Specialist will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more- Click here

* Assistant Professor of Special Education – Marian University is accepting applications for a tenure-track faculty position in the area of Special Education to begin fall 2022. Successful candidates will have a strong commitment to undergraduate education, student engagement and research, as well as service to the college and community. To learn more- Click here

* Autism Resource Specialist – DESE Project Access – The Autism Resource Specialist is responsible for assisting professional education staff and other related service providers in observing children demonstrating Autism Spectrum Disorder behaviors and identifying, developing, and/or referring curricula, materials, and equipment appropriate for students with Autism Spectrum Disorder. The Autism Resource Specialist assists in identifying and implementing appropriate behavior management and communication systems and occasionally will demonstrate evaluation and teaching procedures on-site in the classroom. To learn more- Click here

* Special Education Teacher – Salem Academy Charter School values a school culture that celebrates learning, and we believe that the adult culture in the school is the foundation of the school’s success. The culture is based on mutual respect, integrity, professionalism, a commitment to excellence, a collaborative spirit, and a sense of human kindness particularly as it relates to age-appropriate adolescent development. To learn more- Click here

* Special Education Teacher (2022-23 school year) Methow – The Special Education Teacher provides services to special education students with a range of moderate to severe disabilities ages three to 21 years of age. The Special Education Teacher leads the IEP team to develop data driven student learning and behavioral goals. To learn more- Click here

* Quest Academy Day Treatment Special Education Teacher (2022-23 School Year) – The Special Education Teacher designs a positive learning environment and delivers instruction to students whose educational needs are primarily the result of significant social, emotional and behavioral challenges. The teacher is responsible for assessment of each student’s individual academic and behavioral needs, individualization of the general education curriculum (K-12), development of IEPs as appropriate and coordination with agency and/or consulting behavioral staff to support achievement of school and treatment goals. To learn more- Click here

* Education Specialist – Social Emotional Learning (#8789) – Willamette Education Service District is accepting applications for a full-time (40 hours per week) Education Specialist – Social Emotional Learning position; bilingual Spanish preferred. Successful candidate will work as a member of the Cross-Functional Equity, Inclusion and Achievement Team in the School Improvement Services Department, and will follow a 205- day calendar. This position will be based at the Willamette ESD Marion Center in Salem, OR and will begin August 8, 2022. To learn more- Click here

* Education Specialist – Mental Health & Behavior (#8788) – Willamette Education Service District is accepting applications for a full-time (40 hours per week) Education Specialist – Mental Health and Behavior position; bilingual Spanish preferred. Successful candidate will work as a member of the Cross- Functional Equity, Inclusion and Achievement Team in the School Improvement Services Department, and will follow a 205-day calendar. This position will be based at the Willamette ESD Marion Center in Salem, OR and will begin as soon as possible upon conclusion of the selection process. To learn more- Click here

* Special Education Teacher – School Based – We are recruiting a Special Education Teacher for a local school district. This is a full-time, contract position. The district is currently conducting interviews and hiring immediately. To learn more- Click here

* Senior Researcher, Mathematics Disabilities – AIR is looking to hire a Senior Researcher to work with leading AIR scholars in the area of mathematics disabilities, joining our Learning Supports Program Area within AIR’s Human Services Division. Candidates hired for the new position might initially start working remotely but will ultimately have the option to work from one of our offices located in Crystal City, VA; Rockville, MD; Austin, TX; Chicago, IL; Chapel Hill, NC; or Sacramento, CA. To learn more – Click here

* Lecturer or Lecturer (Doctoral Schedule) – Special Education Program, Graduate School of Education – The Department of Counseling, Leadership Literacy and Special Education seeks applicants for a lecturer position in Special Education to teach in our CAEP-Accredited, hybrid M.S.Ed. programs at the early childhood, childhood, and adolescent levels. Successful candidates demonstrate excellence in teaching, service, administrative skills, and anti-racist, anti-oppressive advocacy and leadership to engage and inspire our economically, culturally, and linguistically diverse Bronx and surrounding community candidates, colleagues, and K-20 schools. Experience in working with diverse populations across intersectional identities is expected. To learn more- Click here

* Assistant Professor – Special Education (CLLSE) – The successful applicant will have a developed research agenda and experience in research and publication. This position may require program coordination of special education programs, so strong interpersonal skills with students and excellent administrative and organizational skills are encouraged. Preference for candidates with experience in adolescent special education. To learn more- Click here

* Self-Contained Classroom Teacher – The Educator’s role is to plan, organize, and implement an invigorating instructional program that guides and encourages students to fulfill their academic potential. The Educator will work in tandem with the Classroom Behavioral Specialist and will be responsible for developing the academic curriculum, delivering classroom instruction, and working closely with the administration, staff, specialists, and the students’ families to enable the optimal development of each student. To learn more- Click here

* Special Education Teacher – The job of CLASSROOM TEACHER is done for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines. To learn more- Click here

* Assistant Principal – DC Public Schools’ mission is to recruit, develop, and invest in a talented, caring, and diverse team. We know that when our educators are given the tools, opportunities, and recognition to thrive, our students will thrive in school and in life. RISE – Rigorous Instruction Supports Equity – is a new program to support educators through professional development, performance-based incentive awards, and support for new teachers at our highest-need schools. At its core, RISE is about honoring our educators as professionals and providing opportunities to learn and grow within the district. To learn more- Click here

* Principal – We work with Chicago Public Schools and with school districts from the Suburban Cook County, Lake County, and the Western Suburbs to serve students who are referred based on their need for a highly structured, therapeutic school setting and individualized approach to learning.  Students who are referred by a public school district are educated at Knapp School & Yeshiva at no cost to their families. In doing so we provide both academic and social and emotional supports that are aligned with each student’s specific strengths and needs. To learn more- Click here

* Strategist II: ID Teacher – Join Ames Community School District, where your journey matters! ACSD promotes an educational environment that is racially, ethnically, linguistically, and culturally diverse to broaden students’ academic experience and to enrich our District. We are focused on creating and supporting diversity, equity, and inclusion within the organizational culture and in our community. To learn more- Click here

* Integrated Services Teacher – Join Ames Community School District, where your journey matters! ACSD promotes an educational environment that is racially, ethnically, linguistically, and culturally diverse to broaden students’ academic experience and to enrich our District. We are focused on creating and supporting diversity, equity, and inclusion within the organizational culture and in our community. To learn more- Click here

* Strategist I Teacher – Join Ames Community School District, where your journey matters! ACSD promotes an educational environment that is racially, ethnically, linguistically, and culturally diverse to broaden students’ academic experience and to enrich our District. We are focused on creating and supporting diversity, equity, and inclusion within the organizational culture and in our community. To learn more- Click here

* Behavior Interventionist – Join Ames Community School District, where your journey matters! ACSD promotes an educational environment that is racially, ethnically, linguistically, and culturally diverse to broaden students’ academic experience and to enrich our District. We are focused on creating and supporting diversity, equity, and inclusion within the organizational culture and in our community. To learn more- Click here

* Special Education Teacher – Do you aspire to help children with diverse challenges build skills for their future? Are you ready to make a real impact in their lives? As a Special Education Teacher at Bancroft, you will draw upon a wealth of curriculum and clinical resources to design individualized student goals. To learn more- Click here

* Special Education Teacher (All Specializations) – 2022-23 School Year – DCPS serves approximately 49,000 students in the nation’s capital through the efforts of approximately 4,200 educators in 117 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid (Salary Range: $56,313 – $90,905), most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students. To learn more- Click here

* Middle School Special Education Teacher – The Halton School, an independent school for students with Asperger’s, is looking for a Middle School Special Education teacher. The teacher will provide special education instruction to students in a small multi-grade class. The teacher will utilize a variety of teaching methods to meet student’s educational needs and adapt and develop instructional materials accordingly. To learn more- Click here

* Director of McKay Academic Center (Academic Support) – The Dunham School is a PK-12, non-denominational Christian, independent school serving 785 students on one campus. The school offers fee paid tutoring, coaching, small group instruction and individual courses for students with a range of learning challenges including ADD, ADHD, dyslexia, dysgraphia and high functioning autism. To learn more – Click here

To top

Acknowledgements

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

• Center for Parent Information and Resources
• Committee on Education and the Workforce
• FirstGov.gov-The Official U.S. Government Web Portal
• Journal of the American Academy of Special Education Professionals (JAASEP)
• National Collaborative on Workforce and Disability for Youth
• 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 Health and Human Services
• U.S. Department of Labor
• U.S. Food and Drug Administration
• U.S. Office of Special Education

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

---

To top

Download a PDF Version of This e-Journal

To View or Download a PDF file for this issue of the Special Educator e-Journal  –  CLICK HERE

To top