August 2018 - Special Educator e-Journal


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Special Education Legal Alert

By Perry A. Zirkel

© July 2018

This monthly legal alert addresses Section 504 and IDEA issues, respectively. First is an update of the national and state-by-state percentages of "504-only" students. Second is the summary of a recent federal appellate court decision concerning child find and eligibility IDEA. For automatic e-mailing of future legal alerts, sign up at perryzirkel.com.

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Creating a Climate of Achievement in Secondary Inclusive Classrooms for Students with Behavioral and Learning Difficulties: Features of an Effective Instructional and Classroom Management System

Craig Darch, Auburn University
Sean Wachsmuth, University of Missouri
Eric Darch and Kate Simmons, Auburn University at Montgomery
Vanessa Hinton and Danny Owes, Auburn University

Abstract

Demands on teachers have increased with new levels of accountability, diminishing resources, and an increase in the diversity of learners. Effective instruction and classroom management practices should benefit all students including those with learning and behavioral problems. Strategies to improve instructional and classroom management involve school climate, student achievement, and must be evidence based-practices proven effective across a variety of content areas.  This article discusses instructional classroom management strategies to promote a climate of achievement, encourage respect and responsibility, and maximize student learning and positive behavior among students who are at risk for failure. These methods are applicable across disciplines and grade levels in middle and high school.

Keywords: expectations, pre-correction, active supervison

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Model Special Education Letters

There are times when parents may want to communicate in writing with their child’s school about some problem or concern with their child’s education or well-being. In this article there are a series of model letter templates for you to have on file.

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Buzz from the Hub

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

  • She Will Never…
  • What Matters Most: Research on Elevating Parent Expectations
  • The Effects of Training on Parent Knowledge and Expectations of Student Post-School Outcomes
  • Do We Really Have High Expectations for All?
  • Establishing a Culture of High Expectations

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Students Get Involved!

There’s a very simple and common sense reason why IDEA 2004 requires that students with disabilities be invited to attend every IEP meeting where postsecondary transition goals will be considered: It’s their lives.

And those lives are changing. Adulthood is approaching, and with it will come a world of responsibilities and choices. Who’s the primary stakeholder in that life ahead? The student. Who better to choose the path ahead, the job or the next schooling, than the student? Who better to ponder what career, what leisure past-times, what community participation?  Student involvement in planning ahead makes all the sense in the world.

This resource page will connect you and yours with resources you can use to involve students with disabilities in planning their own transitions into adulthood.

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The Barriers to Collaboration, Inclusion and Teamwork within the Special Education Community

Cecilia Scott-Croff, Ed.D. SAS, SDA, CPAC
Borough of Manhattan Community College Early Childhood Center Inc.

Abstract

This manuscript details the challenges for children with special needs and their families. This text highlights the complexity of integrating children with special needs into inclusive settings. This article also incorporates the teamwork and collaboration principles and practices of the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC). As per its principles the most important aspect of the Council is to work across systems to meet the needs of children and families. Lastly this manuscript examines inclusion, advocacy and support while reviewing a study that seeks to evaluate the way we view relationships between parents of children on the autism spectrum and the role of pediatricians.

Key Terms: Special Education, parents, inclusion, children, teamwork and advocacy

 

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From the Latest Issue of the Journal of the American Academy of Special Education Professionals (JAASEP)

The Impact of Assistive Technology on Autism Spectrum Disorder: A Systematic Review

By
Angela Bollin, BS TR, CTRS
Julia VanderMolen, Ph.D
Taylor Bierwagen

Abstract

The purpose of this research was to review the assistive technology (AT) specific assessment models and instruments that have been developed for children with Autism Spectrum Disorder (ASD) in order to provide an overview of the strategies to be employed in rehabilitation and education. Three electronic databases were searched for peer-reviewed studies investigating children with Autism Spectrum Disorder (ASD) and the use of assistive technology to assist with speech difficulties, little social interaction, and poor motor skills. Relevant studies were independently reviewed and appraised by three reviewers. Methodological quality was quantified using the American Speech-Language-Hearing Association's levels of evidence. In total, 21 studies were included in the review. We argue that there is a need to develop a more thorough guide for AT professionals in the process of AT assessment for children with Autism Spectrum Disorder.

Keywords: innovative technology, autism spectrum disorder, assistive technology, social skills, speech difficulties, motor skills

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Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS) in Children: Fact Sheet for Education Professionals

Myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) can affect a child’s experience at school. This fact sheet provides information for education professionals such as teachers, guidance counselors, and other school staff about supporting students with ME/CFS and other chronic conditions in the school environment. For the purposes of this fact sheet, adolescents are defined as children between 11 and 18 years old and “parent” refers to adults who are either parents or guardians.

Helping Students Who Have Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS)

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Latest Employment Opportunities Posted on NASET

* Special Education Teacher - Oakes Children's Center’s Counseling Enriched Education Program, or CEEP, is a school-based mental health program for children in grades K – 8, who present with significant emotional and academic needs. Most students are referred to Oakes’ CEEP because they have been unsuccessful in small classrooms within their district and need a school with on-site mental health providers. To learn more - Click here

* Special Education Teacher - Chester Community Charter School (CCCS) proudly serves students in grades K-8 on four campuses in nine school buildings in the Chester Upland Community. More than 4,000 students — two thirds of the district — call CCCS their school. We are offering competitive salaries AND a $6,000 signing bonus for full-time Special Education teachers hired for the 2018-2019 school year! To learn more - Click here

* Director of Diverse Learners/Special Education - Responsibilities include; Supervise, direct, coach SPED teachers, Supervise, direct, coach paraprofessionals, Create/oversee all SpEd team structures Support teachers in progress monitoring for IEPs and Attend all Chicago Public Schools SpEd policy meetings and communicate outcomes/updates to team. To learn more - Click here

* Special Education Teacher - will provide support to the instructional process by serving as a teacher with specific responsibility for developing diverse learners success in academics, interpersonal skills and other activities. The special education teacher will collaborate closely with all other teachers at Moving Everest Charter School to ensure the success of diverse learners. To learn more - Click here

* Special Education Teacher - EdTheory is currently looking for Special Educational Teachers (SPED) for multiple full-time positions in the Hollister,Santa Rosa and San Jose area in California. Candidates with certification and experience working with children preferably in school based settings are welcome to apply!. To learn more - Click here

* Special Education Teacher - AppleTree Early Learning Public Charter School seeks a motivated, passionate, and experienced Special Education Teacher to provide case management and direct services to children identified for special education and related services. The Special Education Teacher ensures that all children and families with special needs receive optimal developmentally appropriate educational experiences. The Special Education Teacher will implement students’ Individual Education Plans (IEPs) in inclusion, push in and/or pullout settings.To learn more - Click here

* Special Education Coordinator - AppleTree Early Learning Public Charter School seeks a motivated, passionate, and experienced Special Education Coordinator to provide case management for students identified for special education and related services. The Special Education Coordinator ensures that all children and families with special needs receive optimal developmentally appropriate educational experiences. To learn more - Click here

* Certified Special Education Teachers: K-12 (TEXAS) - Uplift Education has Special Education Teacher positions open at primary, middle, and high school levels at our schools in the Dallas/Fort Worth, Texas area. Uplift Education is the largest public charter school network in North Texas. Our schools have received national recognition and 100% of our graduates have been accepted to college.To learn more - Click here

* Special Education Teacher - Rivermont Schools are now hiring special education teachers at multiple locations throughout Virginia. Sign on bonus of $2,000 and relocation assistance of $5,000 are available for those who qualify. To learn more - Click here

* Special Education Manager - The Special Education Manager supports teachers, administrators, and staff in ensuring that AppleTree Early Learning Public Charter School and AppleTree@ programs (collectively “AppleTree”) provides optimal support to all children. The Special Education Manager develops knowledge of all stakeholders of the inclusion setting in order to best support students with disabilities. The Special Education Manager ensures high quality specialized instruction and optimal compliance within special education law. This is a supervisory position. To learn more - Click here

* Special Education Teacher - Primary Level - The duties of this job include providing specialized instruction to meet the unique needs of students with disabilities. The teacher will evaluate and assess student progress. The teacher will be responsible for classroom instructional activities and implementation of IEP's, including behavior plans. To learn more - Click here

* Special Education Teacher - DCD Center Based at Roosevelt Elementary School - Provides research-based specialized instruction to address the instructional goals and objectives contained within each student's IEP. Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques. Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals. To learn more - Click here

* Head of School - The Parish School www.parishschool.org is a private, non-profit, coeducational school, for children ages 2-12, with a maximum enrollment of 150. The person chosen to assume the Head of School will be offered an extraordinary opportunity.  This national search will identify a candidate who will inherit a qualified and tenured faculty, devoted families, and excellent institutional reputation.  To learn more - Click here

* Special Education Teachers-All Areas - Stafford County Public Schools is actively seeking certified Special Education-All Areas Teachers for the upcoming 2018-2019 school year. We also offer Travel Reimbursement for out of state applicants available ONLY with a signed contract. 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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