September 2019 - Special Educator e-Journal


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Special Education Legal Alert

By Perry A. Zirkel

© August 2019

This month’s update concerns issues that were subject to recent published federal court decisions and are of general significance: (a) exclusionary discipline of students with disabilities on the basis of school safety, and (b) attorneys’ fees for prevailing parents.  Both of these cases relate to other items available on my website perryzirkel.com.

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Buzz from the Hub

All articles below can be accessed through login:

  • Off to a Good Start! Back to School Checklist
  • What to Do the First Day, Week and Month Back to School When Your Kid Has an IEP
  • Need to Share Info on Early Childhood Development in Other Languages?
  • Using Family and Medical Leave Act (FMLA) to Attend IEP Meetings
  • Parent of Special Ed Student Spotlights Powerful Tool for Advocacy
  • Immigrants’ Guide to Navigating American Health Care
  • 7 Self-Care Tips for Nonprofit Professionals
  • The Types Of Self-Care You Should Be Practicing
  • 30 Ways To Treat Yourself No Matter What
  • This Is What Self-Care Looks Like for Parents of Kids With Disabilities

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Parent Advocacy in Special Education: A Review of the Literature

By Arianna Barroso

Parents of students with disabilities face many challenges when learning and understanding the needs of their students. One of the biggest challenges that most parents face is advocating for their child. Parents believe that advocacy leads to positive results in their child’s education. The Individuals with Disabilities Education Act (IDEA) allows children with disabilities to receive a free and appropriate public education. IDEA requires parent involvement in any decisions made about the child’s education. Parents should be included through the process of identifying, referring, assessing, and providing special education services.

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Parental Involvement and its Effect in Education

By Lymairy Checo

Abstract         

This paper reviews literature regarding parental involvement and its effect on education. Often parents are not as involved in their child’s education, which according to the literature could lead to less effective intervention for special needs students, as well as more referrals to special education programs. This paper also goes over some strategies to increase parental involvement in school programs. 

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Relationships between Family and Children with Disabilities: A Review of the Literature

By Stephanie Estrada

 

Parenting reflects greatly on the influence of a child’s academic and nonacademic success. A wide range of developmental factors may be affected, including brain development, socioemotional, motor, cognitive, and behavioral development, psychopathology, school adjustment, and later delinquency (Belsky & Haan, 2011).

Children, regardless of lack or presence of a disability, have caretakers that they refer to as parental figures. Based on the behavior of a specific child, the parenting style, or manner of disciplinary action, may vary. While cultural implications, as well as customary practices, may play a role in the methods that adults choose to reprimand their child. As much, it is evident that children with disabilities may exert behaviors that are not common, or otherwise distinct to their disability, and so approaches may alter even more severely in this case.

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Executive Functions and Students with Disabilities

By Maria Frontela

As the educational research continues to grow, pathways of classroom population and student learning outcomes stretch into various theories. Inclusion classroom populations vary in student demographics. Classrooms can include but are not limited to students with varying learning disabilities, students on the Autism Spectrum, and students who have Attention-Deficit/Hyperactive Disorder (AD/HD). Although disabilities are unique to one another, they may have common deficits amongst them. Teachers of inclusion classrooms would benefit from understanding the common deficits and targeting them through classroom instruction and management. The purpose of this literature review is to connect the research of executive functioning skills and students with disabilities, particularly AD/HD, reading disability (RD), and high functioning Autism (HFA).

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Stigmas Based on Mental Health Based on the Hispanic Community

By Samantha M. Groover

Mental health seems to be a topic of conversation that rarely talked about even though it affects many people. According to the National Institute of Mental Health (2017), nearly one in five adults in the United States have some form mental illness. Mental illness is a very broad condition and it can be categorized into two categories: Any Mental Illness (AMI) and Serious Mental Illness (SMI). AMI can be defined as a mental, behavioral, or emotional disorder that can vary in severity. SMI is defined as a mental, behavioral, or emotional disorder resulting in serious interreferences in daily activities.

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Parents Coping with Autism Spectrum Disorder: Literature Review

By Marisol Lorenzo

Abstract

The purpose of this literature review is to evaluate the effectiveness of different evidence-based practices implemented by parents of children with autism spectrum disorder to cope with the stress of controlling problem behaviors such as aggression, tantrums, inattention, and other challenging situations like disruptive behaviors and lack of communication skills.  This literature review provides evidence that parental training, Coping Self?Efficacy, Compass for Hope, and mindfulness-based interventions contribute to improved quality of live and concept of satisfaction with life of families that have children on the spectrum. In addition, studies reviewed in this manuscript suggest that when parents develop their stress coping styles and increase their levels of tolerance, they are more capable of managing and controlling their child’s maladaptive behaviors. 

Keywords: autism, challenging behaviors, parent stress, parental training, coping strategies.

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The Perceptions of Arab-American Parents of Children with Learning Disabilities

By Abdulmajeed Alzahrani

Abstract

Cultural background and the impact that individuals carry with themselves are depicted through their responses toward almost everything in life. The data in relation with the culture of the minorities present in the USA currently is difficult to find, while the data related to Arab-Americans specifically is non-existent. The proportion of the Arab-American population in the USA and their contribution toward society will always imply which cultural lineage they belong to (Housey, 2015). Their life in the USA, assorted contributions in raising a family, and settling in the cross-cultural environment shows a mindset that is informed by cultural practices. The lack of studies present on Arab-Americans and their culture halts the process of gathering their perceptions regarding raising a child with learning disabilities in their family. 

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NASET Sponsor


Latest Employment Opportunities Posted on NASET 

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* Accessibility Program Manager - This person will report to the Division Director of Professional Services.  The purpose of this position is to assist the Division Director with developing strategies for teachers to use in classroom settings, identifying and leading committees of STEM accessibility subject matter experts, planning outreach events and meetings and general administrative support. To learn more - Click here

* Special Education Intervention Methodology Advisor - Peace Corps Response Volunteers (PCRV) with a degree in special education, at least 2 years of experience working with children, adolescents, and young people with intellectual disabilities, and advanced Spanish skills are needed to serve  in Peru as a Special Education Intervention Methodology Advisor for Residential Care Centers (CAR) in the Unit of Services for the Protection of People with Disabilities (USPPD). To learn more - Click here

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* Math and Science Teacher - The Katherine Thomas School in Rockville, MD seeks to hire full-time high school Special Education Math and Science teachers for 2019/2020 school year. Responsibilities include: implement content area curricula, provide necessary accommodations to meet individual, group, and program needs, write and implement IEPs, create a supportive learning environment, implement Positive Behavior Interventions and Supports (PBIS) and create partnerships with parents and The Katherine Thomas High School Community. To learn more - Click here

* Chief Clinical Officer - Criterion Child Enrichment is conducting a search for a Chief Clinical Officer (CCO).  Founded in 1985 as a not-for-profit organization, Criterion has served families for over 30 years and is a leading provider of early childhood education and early intervention services in Massachusetts.  Each year the agency serves over 7000 families with a staff of over 400 through a program network that extends throughout the Commonwealth of Massachusetts. 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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