Table of Contents
- Special Education Legal Alert. By Perry A. Zirkel
- Buzz from the Hub
- U.S. Department of Education’s “Raise the Bar: Lead the World” Initiative
- U.S. Department of Education Awards Grants to Improve Opportunities and Outcomes for Nation’s Postsecondary Students
- U.S. Department of Education Announces $63 Million to Expand Community Schools and Increase Social, Emotional, Mental Health, and Academic Support for Students, Educators, and Families
- Moving Upstream: Confronting Racism to Open Up Children’s Potential
- Sensory Processing Issues Explained
- Supporting the Whole Child through Trauma-Informed Practice
- Guide to Helping Children Cope After a Traumatic Event
- Latest Employment Opportunities Posted on NASET
- Acknowledgements
Special Education Legal Alert
By Perry A. Zirkel
© January 2023
This month’s update identifies recent court decisions that illustrate the intersection of the continuing IDEA issues of child find and least restrictive environment (LRE) with current concerns, such as threats of school shootings and interpretations of the Supreme Court’s Endrew F. decision, respectively. For related publications and earlier monthly updates, see perryzirkel.com.
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On December 20, 2022, the Tenth Circuit Court of Appeals issued an unpublished decision in D.T. v. Cherry Creek School District, addressingthe IDEA’s child find obligation for a student who threatened to “shoot up” his high school. In grade 9, the student earned a weighted grade point average (GPA) of 3.36, although his mother emailed his school counselor at the midpoint of the year that her son was depressed and struggling to acclimate to the high school. In grade 10, his GPA dropped to 2.42. In April of that school year, his mother emailed the school counselor reporting his struggles with suicidal ideation. The school psychologist promptly followed up with a suicide risk assessment resulting in high concern, a referral to the Colorado Crisis Center for a follow-up evaluation, and information for the parent to obtain financial assistance for his mental health counseling. His mother replied about 2 weeks later that the immediate risk had abated but that her son refused therapy. On September 17 of grade 11, his mother emailed the counselor, reiterating his behavioral issues at home. The school counselor met with him the next day, finding confirmation of his discontent with family life. Three days later, after an argument with his parents, he left home and checked himself into the local children’s hospital for a mental health evaluation and inpatient psychiatric treatment. The hospital discharged him a week later with diagnoses of Major Depressive Disorder and Unspecified Anxiety Disorder. The school counselor and school psychologist implemented a reentry plan in late September and further informal accommodations during October pending an evaluation for and formulation of a 504 plan. On November 10, a classmate reported that the student had threatened “to shoot up the school.” The school immediately contacted him, whereupon he admitted to the statements but denied any intent to take any such action. Soon thereafter, the district took two overlapping steps: (1) expelling him after determining that the offense was not a manifestation of his disability, and (2) conducting an initial evaluation under the IDEA that determined he was eligible for special education under the classification of emotional disturbance (ED) and, thus, entitled to FAPE in another placement. He eventually graduated from a high school in another district, but his parent filed a due process hearing based on their claim that his original district had reasonable suspicion of ED eligibility as early as April of grade 10 and, thus, violated child find under the IDEA. The hearing officer and the federal district court concluded that the district did not have the requisite reasonable suspicion until the time of the school-shooting threat. His parents appealed to the Tenth Circuit. |
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Focusing on the classification prong of suspected eligibility, the Tenth Circuit relied on the additional critical requirements for ED in Colorado’s corollary state law —(a) the criterion of at least 2 settings; (b) the prior use of general education interventions without success; and (c) the exclusion of isolated situational responses to the child’s environment. |
Finding no reason to suspect ED eligibility, the Tenth Circuit observed that (a) the purported red-flag emails focused on the student’s difficulties in the home setting at a time when he had “no substantial behavioral issues during school, and he continued to engage in his studies”; (b) the school provided a variety of responsive mental health accommodations and supports that seemed sufficient; and (c) the connection of his emotional episodes to environmental stressors, such as family conflicts and honors courses. |
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This case illustrates variation in applying the totality-of-the-circumstances approach and the potential role of state law in child find cases. |
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On December 20, 2022, the Ninth Circuit Court of Appeals issued an officially published decision in D.R. v. Redondo Beach Unified School District, addressing the IDEA presumption for the least restrictive environment (LRE). In this case, a student with autism made progress socially but fell increasingly behind his nondisabled classmates in a 75% inclusive placement, which included a 1:1 aide, in grades 3 and 4. Despite meeting 4 of the 6 academic goals on his IEP and making progress on the remaining 2, the school members of the IEP team at the end of grade 4 proposed changing his placement for grade 5 so that the majority (56%) of the school days would be in a special education class. They pointed out that he was several grades below his nondisabled peers in math and language arts and that he spent most of his time in the regular classroom working with his aide on a heavily modified general education curriculum. His parents, who had successfully resisted such proposals in grades 3 and 4, reached their frustration point, withdrew him and, after searching without success for a suitable private school, hired an instructor for a 1:1 educational program. They filed for a due process hearing, claiming that the district’s proposed placement violated LRE and seeking reimbursement for the costs of the private instructor. The hearing officer and the federal district court ruled in favor of the district, and the parents filed an appeal with the Ninth Circuit, which covers the 9 states in the Far West. Recognizing that the other factors in the Ninth Circuit’s long-standing Rachel H. test for LRE favored the parents, the school district focused on the most important first factor—comparing the child’s academic performance in the more inclusive placement with that in the less inclusive placement. |
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The defendant district argued that the child’s academic performance several grade levels below his peers meant that education in the regular education classroom could not be achieved satisfactorily, thus outweighing the other factors under the Ninth Circuit’s test for LRE. |
The Ninth Circuit disagreed, interpreting the Supreme Court’s Endrew F. decision to mean, for students whose disabilities preclude grade-level performance, that the appropriate academic benchmark is progress toward meeting their IEP’s academic goals. |
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Next, the defendant district argued that even if the IEP academic goals constituted the appropriate benchmark, the comparison for reasonably calculated progress was in favor of the more segregated placement. |
The Ninth Circuit again disagreed, here relying on “unrebutted expert testimony, based on a wealth of … peer-reviewed studies” that showed better academic outcomes in inclusive placements than in segregated settings. |
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The defendant district’s final argument was that due to the 1:1 aide and the substantively modified curriculum, the child was “effectively on an island in general education for academic purposes,” thus making the comparison a fiction. |
Once again disagreeing, the Ninth Circuit cited the IDEA regulations for LRE in concluding that the use of supplementary aides and services and curricular modifications are part and parcel of LRE, thus being irrelevant for applying the comparison factors. |
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Due to the resulting conclusion that the district’s proposed placement was not FAPE in the LRE, the parents argued that they were entitled to the remedy of reimbursement, which ultimately depends on the equitable assessment of the reasonableness of both parties’ conduct. |
The Ninth Circuit concluded that the parents’ unilateral removal and private arrangements were not reasonable under the circumstances because they could and should have relied on the applicable consent and stay-put protections. |
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This decision serves as a reminder of the sometimes surprising judicial outcomes in applying the multiple criteria for both the “strong preference” for LRE and the high-stakes remedy of reimbursement under the IDEA. Similarly, the Ninth Circuit’s interpretation of the LRE aspect of Endrew F. illustrates the inevitable variance in divining what the Supreme Court meant by “grade-level advancement.” |
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Buzz from the Hub
All articles below can be accessed through the following links:
https://www.parentcenterhub.org/buzz-nov2022-issue1/
https://www.parentcenterhub.org/buzz-oct2022-issue2/
https://www.parentcenterhub.org/buzz-oct2022-issue1/
RAISE the Standard
Culturally competent transition practices can play a significant role in improving post-school outcomes for youth with disabilities. The November issue of RAISE The Standard explores what it means to bring a culturally competent approach to transition planning and why it is vital to do so. Be sure to check out the great list of resources in the newsletter, such as the one listed below.
Life after High School: A Guide for Culturally and Linguistically Diverse Families of Youth with Disabilities
This guide is offered in nine languages: English, Arabic, Chinese, Korean, Russian, Somali, Spanish, Tagalog, and Vietnamese. Wow, eh? From Open Doors for Multicultural Families.
Addressing the Impacts of Parent and Caregiver Loss on Children
(Also available in Spanish: Cómo afrontar el impacto de la pérdida de padres y cuidadores en los niños)
This Dear Colleague Letter from the Administration for Children and Families (ACF) discusses the urgent need to support children and youth who’ve experienced the traumatic loss of a parent or caregiver. It also includes an astoundingly thorough list of programs and resources available to address the spectrum of needs a child or family might have, from economic supports to behavioral health, to kinship and family supports, and more.
How to Work With Your Child’s School
Children with emotional or learning challenges are entitled to support from their schools. Who should parents talk to? This suite of articles from the Child Mind Institute can sure help! It includes 6 separate briefs, with titles such as Building Your Education Team, Supporting Trans and Nonbinary Kids at School, How to Get Assistive Technology for Your Child in School, How to Make the Most of Your IEP Meeting, and About Section 504 Plans. All are also available in Spanish.
Treating Symptoms of Trauma in Children and Teenagers
(Available in Spanish: Tratar los síntomas de trauma en niños y adolescentes)
The 2022 Children’s Mental Health Report looks at the effects of psychological trauma on children and reviews the evidence for treatments aimed at helping them recover. From the Child Mind Institute, 15 pages.
Children’s Mental Health: A National Family Guide
This 26-page guide from the RAISE Center is packed with helpful info about mental health and a multitude of resources for families. Topics discussed include what parents and professionals need to know about mental health, when to get help, diagnosis, medication, supports and services, schools and mental health, state agencies, and much more.
Sensory Processing Issues Explained
(Available in Spanish: Los problemas de procesamiento sensorial explicados)
This series from the Child Mind Institute delves into the many aspects of sensory processing issues in children, and can come in handy as we approach the chaotic holidays and social gatherings. The series includes such articles as Treating Sensory Processing Issues; How Sensory Processing Issues Affect Kids in School; Sensory-Friendly Party Ideas; and Tips for Going Places With Sensory-Challenged Kids. All are available in English and Spanish.
Food Allergies in Children
(Similar info in Spanish: Alergias a los alimentos en niños)
Holiday and everyday feasting can be very tricky if your child has a food intolerance or allergy. This article from Johns Hopkins Medicine describes the most common types of such allergies, how to find out if and what types of allergies your child has, symptoms, and treatment, including tips for dining out with food allergies.
Navigating Food Allergies During the Holidays
Food allergies don’t have to dampen the spirit of the holidays. See tips for celebrating with allergy-free foods, so everyone has a place at the table.
Responding to Your Child’s Bite
(Available in Spanish: Maneras de tratar las mordidas de su hijo)
Many toddlers and young children bite. Developmentally, most toddlers don’t have enough words to express how they are feeling. Biting is one of the ways toddlers express their needs, desires, or feelings. This handout provides information on why children bite, what to do and what not to do, and when to seek professional help. From the National Center for Pyramid Model Innovations.
IEP Tip Sheet Series
Parents and family members are critical members of the IEP team and the IEP development process. It’s important that parents understand the IEP and its parts, why the IEP is important, and the valuable role that parents play in creating the IEP. This series begins with IEP Tip Sheet for Parents: An Overview of the IEP and then offers 7 fact sheets about specific components of the IEP. From the Progress Center.
Related Services Providers: Important Contributors to the Accommodations Decision-making Process
This 4-page brief from the National Center on Educational Outcomes suggests strategies for supporting related services providers so that they can participate more confidently as members of IEP teams when decisions are made about instructional and assessment accommodations.
Five Required Pre-ETS Services
For students with disabilities who are eligible or potentially eligible for VR services, pre-employment transition services includes a specific set of activities by law: job exploration counseling, work-based learning experiences, counseling on postsecondary education opportunities, workplace readiness training, and instruction in self-advocacy. Want to learn more about each of these activities? Take advantage of this series from the National Technical Assistance Center on Transition: The Collaborative.
Webinar | The Transformative Power of Engaging Parents as Partners
This hour-long webinar was held in September 2022, and explores how one unified school district completely transformed its relationships with families, re-established trust, and even more importantly, improved students’ learning experiences. Their intentional efforts to engage parents as partners also helped save the district millions of dollars in attorney fees and settlement costs. From CADRE, the TA&D’s expert on dispute resolution.
U.S. Department of Education’s “Raise the Bar: Lead the World” Initiative
As a way to encourage his vision, U.S. Deputy Secretary of Education Cindy Marten will kick-off her national “Raise the Bar: Lead the World” tour by traveling to Mesa, Arizona, to meet with students, parents, teachers and community members to discuss ways schools can promote academic excellence and prepare for global competitiveness.
“Education opens doors. As a student, as a teacher, school principal, and as a parent, I’ve seen firsthand the way it transforms lives. That’s why, when we talk about the future of education, I could not believe more strongly that we have to Raise the Bar,” said Secretary Cardona. “We have what it takes to lead the world in education, but it will take the collective will to challenge complacency and status quo in education and focus on substance, not sensationalism. Working together, I know we can do it.”
During his remarks, Secretary Cardona underscored the need for “Raise the Bar: Lead the World” to be a bipartisan effort. The passing of the American Rescue Plan (ARP) provided $130 billion in funding for states to reopen schools following the COVID-19 pandemic and began the work of providing resources aimed at closing long standing academic achievement gaps. Following the passing of ARP, the Bipartisan Safer Communities Act provided funds for the Department’s Stronger Connections Grant which allocated more than $1 billion for providing schools with community centered mental health support. Secretary Cardona laid out in his remarks that this is the moment to move forward even further in ensuring that P12 education provides excellent results for every student no matter their background.
After his speech, Secretary Cardona sat down with National PTA Executive Director Nathan Monell to discuss the focus areas in further detail.
“National PTA recognizes that rigorous education and support of students must be a priority to invest in the future of our nation,” said Nathan R. Monell, CAE, executive director of National PTA. “Every child has the potential to achieve at high standards and excel as global citizens if they have the opportunity and are encouraged to rise to new challenges. We are honored to join Secretary Cardona and the Department of Education in such an important and timely discussion.”
Secretary Cardona highlighted the key focus areas of “Raise the Bar: Lead the World”:
- Achieving Academic Excellence
- Accelerating learning for every student
- Deliver a comprehensive and rigorous education for every student
- Boldly Improve Learning Conditions
- Eliminate the educator shortage for every school
- Invest in every student’s mental health and well-being
- Creating Pathways for Global Engagements
- Ensure every student has a pathway to college and career
- Provide every student a pathway to multilingualism
U.S. Department of Education Awards Grants to Improve Opportunities and Outcomes for Nation’s Postsecondary Students
U.S. Secretary of Education Miguel Cardona today announced 38 awards totaling more than $30 million to colleges and universities from five competitive grant programs of the Fund for the Improvement of Postsecondary Education (FIPSE), which aims to improve higher education opportunities and outcomes for students from underrepresented communities.
“We cannot be complacent with a higher education system that leaves so many college students from diverse and underserved backgrounds without the supports and resources they need to succeed in school and, ultimately, graduate,” said U.S. Secretary of Education Miguel Cardona. “The $30 million in grants announced today – including those of the new Postsecondary Student Success Program — will help colleges and universities advance innovative and evidence-based strategies to better support their students and help address students’ basic needs, launch affordable open textbook programs, improve campus resources for veterans, and create opportunities for youth who’ve struggled with violence to get their lives back on track. These investments reflect the Biden-Harris Administration’s continued commitment to raising the bar for equitable outcomes in higher education and making sure students from all walks of life can thrive.”
The grants are awarded under five FIPSE programs that target critical needs in our higher education system and are described below: Postsecondary Student Success Program; Basic Needs for Postsecondary Students Program; Open Textbooks Pilot Program; Centers of Excellence for Veteran Student Success; and Transitioning Gang-Involved Youth to Higher Education Program.
Postsecondary Student Success Program
Announced in August 2022, the Postsecondary Student Success Program is a new FIPSE grant program established by Congress in response to the Biden-Harris Administration’s request for funding to address college completion issues. The Department recently received an additional $45 million in funding in the FY23 budget to expand the program to serve more students. The grants will help institutions invest in data-driven and evidence-based reforms to encourage postsecondary retention, transfer, and completion among students who are close to graduation, as well as those who temporarily withdrew from school because of challenges faced during the COVID-19 pandemic. The Department’s first awards under this grant program total more than $4.5 million to five Historically Black Colleges and Universities (HBCUs), Minority-Serving Institutions (MSIs), and community colleges.
Basic Needs for Postsecondary Students Program
The Basic Needs for Postsecondary Students Program provides grants to eligible institutions of higher education (IHEs) to address students’ basic needs, including food, housing, transportation, and child care. The Department made 14 awards totaling more than $13 million to MSIs and community colleges.
Open Textbooks Pilot Program
The Open Textbooks Pilot Program supports efforts to create new open textbooks, which are openly licensed teaching, learning, and research resources that freely reside in the public domain or have been released under a license that permits their free use, reuse, modification, and sharing with others. By encouraging grant competition applicants to prioritize resources for courses with high enrollment and for high-demand career fields, the program aims to emphasize initiatives with the greatest potential to generate the highest level of cost savings for students. The Department awarded more than $2.5 million in new awards this fiscal year to two institutions.
Centers of Excellence for Veteran Student Success Program
The Centers of Excellence for Veteran Student Success Program helps institutions support veteran student success by coordinating services to address their academic, financial, physical, and social needs. The Department made 15 awards for more than $8.5 million.
Transitioning Gang-Involved Youth to Higher Education Program
Transitioning Gang-Involved Youth to Higher Education Program provides resources to IHEs for projects aimed at re-directing gang-involved youth toward postsecondary education opportunities that will lead to certification or credentials. The Department awarded a total of nearly $1 million to two institutions to support the transition of gang-involved youth to higher education.
U.S. Department of Education Announces $63 Million to Expand Community Schools and Increase Social, Emotional, Mental Health, and Academic Support for Students, Educators, and Families
The U.S. Department of Education (Department) announced $63 million in new five-year Full-Service Community Schools (FSCS) grants to support 42 local educational agencies, non-profits, or other public or private organizations and institutions of higher education working to expand existing community schools or establish new programs in eight new states and territories, including Alabama, Alaska, Louisiana, Maryland, New Mexico, Oklahoma, Tennessee and Puerto Rico.
Meeting the needs of the whole child is essential to help America’s students grow academically and improve their well-being. That’s why the Biden-Harris Administration is committed to supporting the adoption of community school models across the country, which provide comprehensive, integrated supports to our nation’s students, their families, and their communities. Community schools meet the unique needs of the neighborhoods they serve by leveraging local non-profit, private sector, and agency partnerships to bring services into school buildings. This includes services such as high-quality tutoring, health, mental health and nutrition services, and high-quality early learning programs, among others, for students and the community.
“Community Schools are an essential component of accelerating our students’ learning and supporting their social, emotional, and mental health, and deepening community partnerships. At the height of the pandemic, community schools connected students and families with vital nutrition assistance, mental, physical, and other health services, and expanded learning opportunities. This work continues today because we know that students learn best when there is a comprehensive and holistic approach to meeting their needs,” said U.S. Secretary of Education Miguel Cardona. “I am thrilled that through the historic investment we’re announcing now, the Department is funding the largest cohort of grantees in the history of this grant program. This represents a huge step toward the Biden-Harris Administration’s goal of doubling the number of Full-Service Community Schools across the country and raising the bar for our support of children.”
This year’s grant competition received the largest number of applications in the history of the program, demonstrating the enormous need to have a continuum of coordinated support to address students’ academic, social, emotional and mental health needs. ?The new grantees are committed to implementing the four pillars of community schools: 1) integrated student supports that address out-of-school barriers to learning through partnerships with social and health service agencies and providers; 2) expanded and enriched learning time and opportunities; 3) active family and community engagement; and 4) collaborative leadership and practices.
Community schools provide a range of services to meet the unique needs of the students, families, and broader communities they serve. Studies have found that well-implemented community schools—with integrated student supports, active family and community engagement, expanded and enriched learning time, and collaborative leadership practices—can lead to improved student and school outcomes, particularly for students in high-poverty schools.
The White House today also released a new toolkit that outlines how federal grant funding from other government agencies, such as the Departments of Health and Human Services, Housing and Urban Development, and Transportation can be used to support the implementation of the community school model.
Today’s announcement comes while Secretary Cardona is at Turner Elementary School in Washington D.C., one of two District of Columbia Public Schools (DCPS) where FSCS funding will ensure a strong pipeline of services, and further demonstrate the Biden-Harris Administration’s commitment to providing a high-quality education for all students. DCPS is one of the 42 local educational agencies, non-profits, or other public or private entities and institutions of higher education to receive this funding.
The Department conducted robust outreach to expand interest, and almost half of grantees in this cohort are first-time grantees. Notably, this cohort includes the first set of grantees in the history of the program that have expressed a commitment to scaling the community school model across the grantee’s state.?With this award, the Department has awarded FSCS grants in 20 states and territories.
Moving Upstream: Confronting Racism to Open Up Children’s Potential
The scientific evidence is clear and growing: racism imposes unique and substantial stressors on the daily lives of families raising young children of color. Understanding how these stressors affect child health and development provides a compelling framework for new ideas about how communities, policies, programs, and funding streams might confront and dismantle these inequities and build a stronger future for us all.
This brief discusses how racism creates conditions that harm the well-being of children and families, and the need to go “upstream” and create policy solutions to address the source of structural, cultural, and interpersonal forms of racism.
Learn More:
Sensory Processing Issues Explained
Kids with sensory processing issues behave in ways that their parents often find confusing. They might react strongly to loud noises or bright lights or complain that their clothes are uncomfortable. They may be clumsy or have trouble with fine motor skills like fastening buttons. Some kids show extreme behaviors like screaming when their face gets wet.
These behaviors happen because the child is having trouble processing the information they receive from their senses. In addition to the traditional five senses, there are also two internal senses that give us information about movement and where our body is in space. Hyposensitive kids need more sensory stimulation. They often love to move around and crash into things. Hypersensitive kids avoid strong sensory stimulation and get overwhelmed easily.
Many parents of children with sensory issues call their behaviors sensory processing disorder, or SPD. But SPD is not currently a recognized psychiatric disorder. Sensory issues are considered a symptom of autism because many people on the autism spectrum experience them. But not everyone with sensory issues is on the spectrum. Some have ADHD, OCD or developmental delays. Or they may not have a diagnosis at all.
If you think a child’s behavior might be caused by a sensory issue, there is a detailed sensory checklist that you can use to learn more, as it covers responses to all different types of input. A lot of these responses are often misunderstood. Identifying the cause can bring relief to both child and parent.
Learn More
https://childmind.org/article/sensory-processing-issues-explained/
Supporting the Whole Child through Trauma-Informed Practice
Equipped with rapidly growing knowledge about how trauma can undermine young people’s healthy development and ability to learn, many youth-serving professionals, community leaders, and policymakers are infusing principles of trauma-informed practice into program design, implementation, and policy proposals. Creating Cultures of Care: Supporting the Whole Child through Trauma-Informed Practice shares important insights about trauma-informed practice, drawing from both the prevailing literature and on-the-ground community expertise.
Created by the Center for Promise, this 16-page brief offers a framework for how trauma-informed practice complements positive youth development, while illustrating the bridge between theory and practice. You’ll read about the work of two specific communities (one in Oregon and one in Missouri) that are engaged in collaborative, on-the-ground efforts to make healthy schools that support all young people the norm and not the exception. These communities serve as an inspiration to others across the country as they lead the way in creating healthier school environments where every child can thrive.
Guide to Helping Children Cope After a Traumatic Event
Communities around the world have been shocked by increasingly frequent reports of violence – in Paris, Nigeria, San Bernadino, and elsewhere. These events are hard even for adults to comprehend and, sadly, we can’t shield our children from pain and fear when they’re exposed to such tragedy. But we can help them process what they’re experiencing in the healthiest way possible.
The Child Mind Institute has prepared this 16-page guide to aid parents, educators, and other adults in talking to children and adolescents about potentially traumatic events and identifying those who might benefit from more focused professional attention. The guide describes signs of trauma and how to help children by age (0-2, 2-5, 6-11, 12-18). It concludes with a section on how teachers can do to help students.
The guide is available in English, Spanish, French, Arabic, German, Hebrew, and Italian.
Learn More(Access the guide; and additional supporting materials) at:
https://childmind.org/guide/helping-children-cope-after-a-traumatic-event/
Latest Employment Opportunities Posted on NASET
* Special Education Teacher in Arizona – $70,000/year – STARS is owned and operated by Occupational Therapists. You will be an employee and receive full benefits. Summers off with year-round pay and year-round appreciation. With a proven track record, STARS is able to offer you an unbeatable support system and resources. STARS places Special Education Teachers throughout the Phoenix, Tucson and the surrounding area public schools. To learn more- Click here
* Workplace Coach – The How Skills provides highly individualized workplace coaching services to corporate employees. We are a quickly growing startup, and excited to expand our team! This coaching role, primarily supporting adults and working professionals with ADHD, autism, learning disabilities, other neurodiversity, and mental health conditions. To learn more- Click here
* Special Education Teacher – Resource- Potential to extend and potential for temp to perm. Use assessments and data to inform instructional practices. Utilize IEP information to adapt instruction to reach the needs of students. To learn more- Click here
* Early Intervention Special Education Teacher – Early Intervention teachers provide early intervention strategies and supports in the areas of assessment, instruction, and consultation to staff and families of children age birth to three in natural environments as a primary service provider. Early Intervention teachers serve as a liaison with medical and community service providers on behalf of children with disabilities and their families. To learn more- Click here
* Teacher of the Deaf/Special Educator – Early Intervention – The Early Intervention preschool classroom teacher is a Teacher of the Deaf and Hard of Hearing, though candidates with Early Childhood Special Education certification will be considered, who works with students ages three to five in a classroom setting and is responsible for planning and leading all aspects of the daily learning environment. To learn more – Click here
* Fellow in Special Education: Specialism in Autism Studies – The Department of Special Education is seeking to fill a full-time, faculty fellow position to begin August 2023. The successful candidate will be responsible for teaching special education and autism courses at the undergraduate and graduate level. The fellow will be assigned to teach five courses per year. In addition to teaching responsibilities, the faculty fellow will be required to engage in scholarship, service to the department and University, professional participation and student advising. To learn more- Click here
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
