June 2018 - Special Educator e-Journal


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Special Education Legal Alert

By Perry A. Zirkel

© May 2018

This monthly legal alert summarizes two recent articles, one that is an updated outcomes analysis of the aftermath of Endrew F. upon its first anniversary and the other that is a caselaw analysis of the obligations to students with disabilities in private schools. For automatic e-mailing of future legal alerts, sign up at perryzirkel.com; this website also provides free downloads of various related articles, including the two summarized in this legal alert.

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Underlying Factors and Solutions for the Achievement Gap

By Bonnie L. Rosenblum

Abstract

This paper will discuss the circumstances that occur to create an overrepresentation and underrepresentation of minority students in the special education system within the United States.  This disproportionality is referred to as the achievement gap.  The effects of the achievement gap are far reached.  Various strategies to minimize the achievement gap will be discussed as more solutions are identified.

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Book Review: Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them

By Janine Castro

The biggest concerns in most of the schools nationwide in education remains in behavior problems. The behavioral problems are associated with lower achievement, and affects the whole classroom. Students who have behavior problems prevent themselves and other students from learning, teachers addressing behavior issues spend precious instructional time on discipline and behavior management. The purpose of this book review, is to find the principal criteria, content, and organization as a resource to students, parents, educators, and administrators to use strategies and help behaviorally challenging students.

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The Use of Visual Support for Children with Autism Spectrum Disorders

By Nathalee Reyes

Abstract

This Literature Review will address the benefits of using visual support for students with Autism Spectrum Disorders. Here you will find a thorough review of different journal articles that have been published about this topic. At the end of this paper, the reader will have more information about the diverse ways in which visual support can be implemented to keep students engaged and to promote positive behavior in the classroom and out of the school.

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Book Review: Shattering the Stained-Glass Ceiling: A Coaching Strategy for Women Leaders in Ministry

By Phenelope Peña

Wilkerson, Robyn, DMIN. Shattering the Stained-Glass Ceiling: A Coaching Strategy for Woman Leaders in Ministry. Springfield, MO: Influence Resources, 2017. 251pp. $14.99.

“Our world is in desperate need of your unique leadership” (18). In Shattering the Stained-Glass Ceiling: A Coaching Strategy for Women Leaders in Ministry, Dr. Wilkerson writes to women leaders of today expressing to them that every woman has leadership qualities. Dr. Wilkerson is a co-pastor at Trinity Church in Miami, Florida.  This is her first publication from completing her doctrine in Ministry studies. Throughout her book she coaches and guides her readers in understanding how to stimulate their leadership potential.  She uses personal examples in the book and gives her perspective on how to cultivate your vision and how to have others buy into your vision.

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Book Review: Lead Like a Pirate

By Martha Nuñez

Who knew the secret to inspiring positive change in schools lay in channeling the life of a pirate?  Lead Like A Pirate was written by Shelly Burgess and Beth Houf as an extension to Teach Like A Pirate, which was authored by Shelly’s husband Dave. In Lead Like A Pirate, the writers try to impart what they term “the PIRATE spirit” into revamping school systems. Lead Like A Pirate sees effective leaders as charting their own course to be the leaders they always wanted to be.

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Coping Self-Efficacy, Outcome Expectancy Beliefs, and Parental Educational Attainment as Predictors of Parents’ Use of Coping Strategies When Their Child has Autism Spectrum Disorder

By Konabe Bene, PhD

The stress that parents of youngsters diagnosed with autism spectrum disorder (ASD) undergo is high. The researcher hypothesized that the stress that parents experience may reflexively add to the suffering that their child undergoes while impacting the parents' social, professional, and emotional functioning. In order to have a better understanding of how parents cope with their child's diagnosis of ASD and the factors that influence parents' coping behaviors the researcher collected data from 124 parents of children diagnosed with ASD using four instruments and then ran multiple regression analyses. Only the coping outcome expectancy beliefs scale and parental educational attainment predicted parental coping strategies significantly. In a post hoc analysis in which the researcher used the subscales of the predictor variables, two of the three subscales pertaining to the coping self-efficacy beliefs alongside parental educational attainment predicted parental coping strategies. The findings are discussed and recommendations are provided.

Key words: Autism spectrum disorder (ASD). Coping behaviors. Educational attainment. Outcome expectancy beliefs. Regression analysis. Self-efficacy beliefs. Stress

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Buzz from the Hub

10 articles can be accessed through the link (Login):

  • The Hub, the Hub!
  • Evidence-based Practice and Autism
  • Interpreting for Deaf Students: Facts and Fantasies
  • How to Talk to Teens About Dealing with Online Creeps
  • Latest Disciplinary Data: Restraint and Seclusion
  • Mom’s Emotional Video About IEP Frustration
  • How to Recognize and Celebrate Success at Work
  • Everything You Need to Know About Repeating Social Media Posts
  • How to Share Your Accomplishments
  • Data Dissemination

 

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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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