December 2023 - Special Educator e-Journal

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Special Education Legal Alert

By Perry A. Zirkel

© November 2023

This month’s update identifies recent court decisions that illustrate the issues of eligibility, FAPE, and hearing officer remedial authority.  For related publications and earlier monthly updates, see perryzirkel.com.

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    Buzz from the Hub

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    OCR Releases Dear Colleague Letter on Race and School Programming
    OCR’s 13-page DCL on Race and School Programming is intended to guide schools on lawful programs to promote racially inclusive school communities. This resource clarifies the circumstances under which schools can develop curricula and programs or engage in activities that promote racially inclusive school communities.

    The English Learner Family Toolkit
    (Available in English, Arabic, Chinese, and Spanish)
    This family toolkit (from the National Clearinghouse for English Language Acquisition) is meant to support families of English learners in the U.S. education system. It consists of 6 chapters, and each chapter contains 5 sections: an overview, family and student rights, questions to ask schools, tips, and resources.

    IEP Tip Sheet: Age of Majority
    This tip sheet introduces and briefly defines age of majority. The age of majority is defined by state law and is the age at which the child is no longer a minor and assumes rights and responsibilities to make certain legal decisions. The tip sheet includes a brief summary of federal regulations, common questions, and additional resources. Check with state law for specific information about age of majority in your state.

    Student-Centered Transition Planning
    This IRIS module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings.

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    Addressing the Underrepresentation of Limited English Proficiency Learners in Special Education

    By Lesline Charles

    Abstract

    The underrepresentation of limited English proficiency learners (LEP) in special education is a growing concern. It is imperative for educators and families to understand how language proficiency impacts students in a variety of ways. The primary way LEP learners are affected is within their academics and the secondary way is in relation to the adaptation of social norms in western society. Often, this population of students are highly overlooked and may not be referred due to limited English proficiency. It also hinders accessibility to special education services for families of LEP learners. According to the Individuals with Disabilities Education Act (“IDEA”) a child is deemed as ineligible for special education services if the primary basis of the disability is limited English proficiency. This is important to address so that students who are of minoritized backgrounds can have equal opportunity to access special education services even with LEP. 

    Key Words:  Special Education, Language Proficiency, Disability, and Accessibility

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    Exploring Intersectionality of Trauma and Special Education

    By Kaitlyn Weaver

    Abstract

    Children with disabilities are at an increased risk of experiencing abuse, neglect, and trauma. Additionally, abuse is more likely to go unnoticed and unmediated due to the decreased likelihood of reporting as well as the difficulty of differentiating signs of abuse and behavioral symptoms of disabilities.  Understanding this increased risk of abuse and neglect, as well as the signs is important as educators to ensure that students are protected. This review hopes to analyze the different increased risks as well as why reporting may not happen as quickly in these cases. It also hopes to add to the academic discussion of trauma informed prevention and intervention strategies for children with disabilities who may experience abuse or neglect.

    Key Words:Trauma-informed, Abuse, Disabilities, trauma intervention for youth

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    An Examination of Black Students’ and their Families' Experiences in Navigating their Autism Spectrum Disorder Diagnosis within the School Environment

    By Jessica Paul

    The purpose of this literature review is to analyze and examine black students’ and their families' experiences in navigating their autism spectrum disorder diagnosis within the school environment. It is important that we explore this topic because black individuals face multiple barriers when it comes to seeking care for mental, developmental, and physical disorders. Such barriers include socioeconomic, educational, and racial obstacles that can make obtaining care such as screening, diagnosis, and interventions very difficult for these students and their families. In addition, these students are likely to face disparities and difficulties such as bullying and victimization by other students in the classroom. It is important that educators and service providers are not only aware of the barriers and difficulties that these students face, but also are informed on inclusion practices and know how to implement culturally responsive interventions with these students.

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    Latest Employment Opportunities Posted on NASET 

    * Special Education Teacher - Ready to join a team of exceptional certified educators at Paterson Public Schools – the fourth largest school district in New Jersey. We are looking for teachers who are experts in their content area, are committed to improving student achievement, and will bring enthusiasm to the classroom.  To be considered for an interview, please apply! To learn more- Click here

    * Autism Resource Specialist-BCBA - The Autism Resource Specialist-BCBA (ARS-BCBA) provides a comprehensive, sustained, and intensive approach to improving school-based personnel ability to effect measurable educational progress by students with autism or a related developmental disability. This position coordinates and develops three primary activities: performing consultations with school personnel, providing professional development for school personnel, and by creating and providing resources and expertise to school personnel. To learn more- Click here

    * High School Special Education Math Teacher - Special Education Teachers work with students with learning, mental, emotional, or physical disabilities by providing specially designed instruction aligned with individualized education plans and 504s. Working alongside general classroom teachers and in coordination with related service providers, Special Education Teachers serve as case managers, assess and monitor students' progress, design and update IEPs, and collaborate with parents and other school staff to track students' progress. To learn more- Click here

    * High School Special Education Math Teacher - Working alongside general classroom teachers and in coordination with related service providers, Special Education Teachers serve as case managers, assess and monitor students' progress, design and update IEPs, and collaborate with parents and other school staff to track students' progress. To learn more- Click here

    * High School Special Education Math Teacher - Special Education Teachers work with students with learning, mental, emotional, or physical disabilities by providing specially designed instruction aligned with individualized education plans and 504s. Working alongside general classroom teachers and in coordination with related service providers, Special Education Teachers serve as case managers, assess and monitor students' progress, design and update IEPs, and collaborate with parents and other school staff to track students' progress. To learn more- Click here

    * Special Education Teacher $2,500 Hiring Incentive (Intergrated Early Learning Center) - The Special Education Teacher will teach students with typical and atypical development in a full day, year round inclusive classroom setting. To learn more- Click here

    * SPED Teacher - District of Columbia International School (DCI) is a public charter school serving over 1600 racially and economically diverse students in grades 6-12 from across the District of Columbia. We aim to provide our students with a world-class education that empowers them to follow their passions and change the world. To learn more- Click here

    * High School Special Education Teacher - New Visions seeks the most talented and dedicated educators to bring their skills, experience, and energy to a collaborative and innovative learning environment where teachers are empowered to meet each student's unique learning needs and open the doors to new and rich opportunities. Our teachers are dynamic and innovative pedagogues who are committed to urban students and the issues they face every day. To learn more- Click here

    * Special Education Teacher - We are seeking a Special Education teacher for Thresholds High School! Thresholds High School is an Illinois State Board of Education certified Therapeutic Day School for students ages 16 to 21 years old with ongoing serious mental health needs. The Thresholds High School provides a distinct combination of flexibility and support in order to help students achieve both their high school diploma and their transition goals. To learn more- Click here

    * Special Education Teachers - Successful candidate must be able to plan, organize, and implement an appropriate instructional program in an environment that prepares students for lives as informed and engaged citizens in a global society. To learn more- Click here

    * Special Education Teacher - Propel Schools - Propel Schools is the largest network of public charter schools in Allegheny County consisting of 13 schools and approximately 4,000 scholars. Our mission is to provide high-quality schools to underserved communities. Each of our schools provide a rigorous academic environment and small class sizes where educators focus on providing each scholar with support and individualized attention. To learn more- Click here

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    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

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