January 2019 - Special Educator e-Journal


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Special Education Legal Alert

By Perry A. Zirkel

© December 2018

This month’s update concerns two issues subject to recent court decisions and of practical significance: (a) juvenile justice proceedings for students with disabilities, as illustrated by Commonwealth v. Geordi G. (Mass. Ct. App. 2018); and (b) the interaction between the IDEA’s adjudicative and investigative dispute resolution mechanisms, as illustrated by Steven R.F. v. Harrison School District No. 2 (D. Colo. 2018).

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Design Thinking for School Leaders: A Book Review

By Tia DeCerbo

Gallagher, A. & Thordarson, K. Design Thinking for School Leaders: Five Roles and Mindsets

Across the country, educators and stakeholders are discussing the need for change. It is no secret that our education system needs to move beyond its outdated practices, a belief that is shared by Alyssa Gallagher and Kami Thordarson, as outlined in their book, Design Thinking for School Leaders: Five Roles and Mindsets That Ignite Positive Change. These two former public school educators have become experts on Design Thinking, a divergent approach to traditional educational leadership. They believe that when leaders shift from “accidental designers” to “design-inspired leaders” they are able to act more purposefully and have a greater impact on their school community. Rather than simply managing the staff and students in their schools, leaders who act as designers see the world differently and are able to spark positive change.

            

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Cover, Copy and Compare: A Spelling Intervention

By Hannah Sane

Winthrop University

Abstract

The present study used the intervention method called Cover, Copy, and Compare (CCC) with a single participant who struggles in spelling. The cover, copy compare (CCC) method requires the students to say the word, point to the word, repeat the word, cover the word, print the word, compare the word to the correct model, and correct errors if necessary. Overall, the CCC strategy was effective. By incorporating a simple, self-management component to spelling instruction, teachers will be able to improve spelling performance in the classroom through small group instruction or 1-on-1 sessions.

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Book Review: Teach Like A Champion: 49 Techniques that Put Students on the Path to College

By Felicha Saintine

Abstract

The book that is being reviewed in this paper is “Teach Like A Champion 49 Techniques that Put Students on the Path to College” by Doug Lemov. Mr. Lemov was a principal. Through his principal career Lemov used data to guide his decisions and ideas. After analyzing some data, Lemov (2010) found out that student test scores highly correlated with the zip code of where they live and the amount of money their parents make. Lemov was aware that his students’ demographics and environments severely affected their destiny. In Teach Like a Champion Lemov has presented several strategies that are suggested to be effective with students from low socioeconomic homes. The book also has strategies categorized by chapter based on when it can be utilized in the teaching process. Chapter 1 speaks about techniques for setting high academic expectations, chapter 2 includes techniques that should be used when planning to ensure academic achievement, and chapter 3 consists of structuring and delivering lesson techniques. There are 12 chapters which take on the theme of at least one step in the teaching process.

Keywords: special education, least restrictive environment, disability

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Transmath and Core Placement: Help or Hindrance?

By Kendra Pennington

Abstract

Core replacement refers to the class students with IEPs take in place of a general education course. For example, if a student has a learning disability in math, he/she will take a core replacement math class to “fill in the gaps” before the student can move to the general education population. In a core replacement class, the student does not learn grade level standards. Rather, they learn basic math skills that will help them be successful with grade level standards. In a large urban school district in South Carolina, students who are not severe enough to be in self-contained yet not performing on grade level, are placed in core replacement. If students cannot exit the core replacement, it becomes very difficult for them to get on track to receive a state issued high school diploma.

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Reading Mastery: An Examination of the Effectiveness of Direct Instruction in Elementary Inclusion Classes

By Vanessa P. Murphy

Winthrop University

Abstract

Numerous research projects have been completed in an attempt to determine the “best” method for teaching early reading skills. Educators recognize reading as a major component in every child’s education. Statistically, success in early reading leads to greater academic performance across all curriculum. In this overall attempt to locate the “best” method for teaching, remediating, or enhancing reading skills, students with disabilities in this study are considered. These students are at a disadvantage due to a specific disability. This study attempts to support the highly structured, explicit direct instruction Mastery Reading Program that benefits students with disabilities in inclusive settings. The goal is to provide research and information as a means to increase knowledge in the field of special education.

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Implementing Self-Regulated Strategy Development for a Student with Difficulties in Written Expression

By Emily Faulkenbery, B.A.

Winthrop University

Abstract

Students that experience difficulties in written expression often need intensive instruction and support to complete written assignments. By implementing the Self-Regulated Strategy Development (SRSD) instructional approach, teachers can help students manage their written expression skills as well as build self-efficacy. This study discusses the effect of using the SRSD instructional approach as an intervention for a fifth-grade student with difficulties in written expression. The PLAN and WRITE strategy under the SRSD method was taught to the student. Results from this study yielded better well-developed and correctly structured paragraphs than previously written assignments.

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Comparing: The End of Molasses Classes and Leading a Culture of Change

By Geancarlo Estrada

Abstract

The purpose of this book review is to describe the leadership qualities of both Ron Clark and Michael Fullan. Both authors and leaders, touch upon similar topics and share their individual views to implement meaningful and purposeful leadership. This paper is divided into four major sections where the reader will learn consequential strategies and mindsets which can inspire any teacher to become a student-centered leader.

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Book Review: Lead Like A Pirate

By Shari Coplin

Abstract

Lead Like a PIRATE: Make Schools AMAZING for Your Students and Staff, is a relatable, yet information text about leading change initiatives in school and education. The authors provide a relatable approach to leadership and influence, by pressing the importance of passion and relationship building in the role of a leader. Lead Like a PIRATE is an invaluable text that provides new and veteran leaders in every sector of education with strategies and examples of how to exemplify effective leadership.

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Buzz from the Hub

All articles below can be accessed through logging in to NASET:

  • DMDD: Extreme Tantrums and Irritability
  • 4 Parts of a Conversation: How to Help Kids With Social Skills Issues Navigate
  • Selecting Toys for Young Children with Disabilities
  • Inclusive PDFs by Design
  • Holiday Travel Tips for People with Disabilities
  • 13 Holiday Survival Tips For Your Child With Special Needs
  • Does Your Child Have Food Sensitivities?
  • 15 Tips for Surviving—and Enjoying—the Holidays with a Brain Injury
  • Keeping Your Sanity Intact

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Latest Employment Opportunities Posted on NASET 

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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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