October 2019 - Special Educator e-Journal


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Special Education Legal Alert

By Perry A. Zirkel

© September 2019

This month’s update concerns issues that were subject to recent, published federal court decisions and are of general significance: (a) the longstanding but continuing application of the two-part test for eligibility under the IDEA, and (b) the new, difficult issue of medical marijuana when legally prescribed for students with disabilities.  For the first of these two issues, see recent publications on my website perryzirkel.com.

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Buzz from the Hub

All articles below can be accessed through login:

  • The Short and Sweet Overview of the IEP | (Also available in Spanish.)
  • Parental Right to Participate in Meetings | (Derecho de los Padres de Participar en Reuniones)
  • Special Factors in IEP Development
  • Questions Often Asked by Parents about Special Education Services | (Preguntas Comunes de los Padres sobre la Educación Especial)
  • Contents of the IEP | (Sobre Cada Componente del IEP)
  • Training Modules on the IEP Team, IEP Contents, and the IEP Meeting
  • Want a quick way to find other CPIR training modules on IDEA?

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My Reflection on Teaching a Student with Oppositional Defiant Disorder (ODD)

By Rocco Adrian

University of South Carolina

Abstract

Teachers face many challenges in their classrooms today.  Some of those challenges are how to best support students with special needs.  In this article I will define what Oppositional Defiant Disorder (ODD) is and give the characteristics of the disorder.  I will talk of my experience in the classroom with a student diagnosed with ODD, the challenges I faced and what I did wrong.  My aim is to give information to first year teachers on what ODD is, what ODD looks like in the classroom and then offer some strategies and places to get resources so  teachers with ODD students are better prepared to meet the needs of those students, giving the teacher and the student a much better chance for success in the classroom.

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Book Review: Hacking Leadership: 10 Ways Great Leaders Inspire Learning That Teachers, Students, and Parents Love

By Katherine Ramirez

Sanfelippo, Joe; Sinanis, Tony. Hacking Leadership: 10 ways great leaders inspire learning that teachers, students, and parents love. Times 10 Publications. 2016. 158 pp. $18.34.

“The label ‘hacker’ originated in the field of technology, referring to those who circumvented or subverted systems to make innovations” (10). When the term “hacker” is used, successful school leaders are not the typical individuals associated with the term. The book “Hacking Leadership” discusses ten hacks used by effective leaders to help inspire those they lead. 

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Book Review: School Leadership that Works

By Alicyn Fifield

Abstract

This is a book review of the book School Leadership that Works from Research to Results by Robert Marzano, Timothy Waters, and Brian McNulty.  This book explores the 21 responsibilities of an educational leader and proposes a plan in which to incorporate them in today’s schools.  The following is a review of the main topics and their potential utility for the educational leader.

Marzano, R.J., Waters, T., & McNulty, B.A. School Leadership that Works From Research to Results. Alexandria, VA: ASCD & McREL, 2005. 194 pp. $27.95.

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Differentiated Instruction and Students with Disabilities in a Co-Teach Inclusion Setting: A Review of the Literature

By Maria Frontela

Students with disabilities (SWD) placed in general education classrooms are at risk of increasing their knowledge gap. SWD in the least restrictive environment often need extra support to better understand objectives and content material. However, focusing on setting alone, the inclusion model can better support SWD.  Florian and Black-Hawkins (2011) focused on teaching strategies that increased typical students and SWD participation in the classroom as well as using the actions of the teachers to be presented in a format that can be useful for other teachers.  Florian and Black-Hawkins (2011) analyzed the teachers’ practices that were directly linked to the inclusion pedagogy. Florian and Black-Hawkins (2011) set observations and conducted interviews to discuss with the participating teachers. To conduct their study, Florian and Black-Hawkins (2011) brought together elements over their research together. As mentioned in the study, the researchers adapted and extended a framework from Black-Hawkins (2007) and Rouse’s (2008) insight.

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Autism Spectrum Disorder: The Correlation and Contribution to Parental Stress

By Kathrina Bridges

Abstract

As a parent, it is the norm to experience stress. However, for parents who are raising children with autism, everyday stressors are drastically increased. The review of the literature will examine five studies that were conducted to report that parents of children with autism experience more stress than parents of neurotypical children. An abundance of stress is detrimental to parents’ health who are highly stressed which can cause mental health problems, including depression and anxiety. The importance of examining this topic will provide caregivers, professionals, parents, doctors, and teachers the ability to understand how research supports that parents with children on the autism spectrum experience more stressors and provide strategies on how to best support those who are directly involved.

Keywords: autism spectrum disorder, stress, mental health

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Problems in Education of Children with Special Needs in Rural Areas in India

By Ajay Saha and Preeti Pachauri

Abstract

This review focuses on the status of special education in rural India. There are fewer committed teachers, a lack of proper textbooks and technology in classrooms. The study is done to highlight important challenges faced by educators of special children in rural India. It exposes the mindset of private schools and how they have marginalized special needs students by denying admission to them. It shows how some NGO’s struggle to reach out to the rural areas to alleviate the unmet needs of special education students. Most special needs students living in rural and tribal areas still have many barriers preventing them from receiving basic education.  This review also underlines the current conditions regarding how teachers working in rural areas are not trained in special education. They also lack technological support systems that are available in urban areas. In many rural areas, special needs students are provided training in traditional job skills, but these trainings are not part of their regular school curriculum.

Key Words:  Education in rural area, Challenges faced by special needs students, Special Education, Lack of teachers’ training/study materials, need of classroom technology and lack of funding

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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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