Decemeber 2019 - Special Educator e-Journal




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Special Education Legal Alert

By Perry A. Zirkel

© November 2019

This month’s alert summarizes an unpublished federal district court decision that illustrates various current issues, including the possible child find-RTI connection and a published federal appeals court decision that illustrated the generally nondramatic impact of Endrew F.  These various issues are further explained and updated in various articles listed in the “Publications” section of perryzirkel.com.

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Group Work Matters: Reducing Stigma in Special Education Students

By Clara West, DSW

Generalizations about special education students are based upon societal constructs. These stigma-induced concepts define these students in terms of their disabilities, as opposed to the strengths, which make them unique. Their social-emotional issues are similar to their non-disabled counterparts with few distinctions. This case study discusses how group intervention with adolescent special education girls reduces stigma and promotes emotional stability in the school. When viewed through the lens of shared narratives, group intervention becomes an enriching experience for students and those working with them.

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The Role of Educators in Using Play to Improve Social Skills Among Children with Autism

By Sarah Al-Sharif

Abstract

Children with ASD express solitary and lonely behavior. Such instincts can be related to their tendency to play a single game or play for a very long time. Again, it can be relating to their 'staring' behavior. Mainly, they have the propensity to stare at the same object such as a toy or direction. They have unusual interests, taste, and preferences. They may have a singular meal of interest, a typical play, playing ground, site, and even posture. They hardly change such behavior if unnecessary medical, psychological, or corrective dimensions are accordingly implied. In this paper I will illustrate the role of educators in using play to improve social skills among children with autism.

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Implementing the LRE Provision of the IDEA: Current Status in Florida Schools

By Gordon Brobbey, Abdulmajeed Alzahrani, and Aliyah Killion

Abstract

One of the key provisions of the Individuals with Disability Act (IDEA), the law governing the education of students with disabilities, is the least restrictive environment principle (LRE). This principle requires that all students with disabilities are educated in least restrictive settings on a continuum of services. While the proportion of students with disabilities receiving their education in the general education classes has increased in recent years, our review of the found that the interpretation and implementation of the LRE provision is beset with some difficulties and controversies including confusion over meaning and interpretation. We reviewed annuals LRE implementation targets for three school districts in Florida and found that districts struggles to meet annuals targets. Implications for practice and recommendations are discussed.

Keywords: special education, least restrictive environment, disability

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Book Review: Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement (Second Edition)

By Judith Tremble

Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement, second edition, by Lynne Schrum and Barbara B. Levin provide schools and district leaders with information and resources to help them be effective leaders of 21st century schools. This second edition suggest ways administrators and other leaders can use technology to enhance the engagement and achievement of students. In reviewing this book, the principal criteria included content, organization and references resources. This second edition have a substantially revised and updated about the 80% of information contained in the 2009 book, including : increasing use of tablets, smartphones, You Tube, and social networking tools in and out of school, the rise of BYOD( Bring your own device); online learning and flipped classrooms, twitter, MOOCs, Skype, digital textbooks, Common Core; innovative Makerspaces, including 3-D printers, fabrication, and goals of the “ maker” movements; the importance of STEM; and personalized learning. A new future of this book is a companion website that include active links to all the websites and webpages discussed and recommended through the book. Using this website will save time from typing long URLs and will allow readers to keep these links up-to-date.

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Book Review: Leading in a Culture of Change

By Lisa Johannes

In Michael Fullan’s book Leading in a Culture of Change he offers suggestions on how leaders can focus on the five key components of; moral purpose, understanding change, developing relationships, knowledge building, and coherence making. These suggested strategies are designed to offer guidance on how to lead effectively in muddled environments, foster leadership, commitment, and responsibilities in others, in pursuit of developing long-term successful educational and business organizations. He further drives home the point of how “It's important to make people feel part of a success story because that’s what they want to be.”(19). Here and throughout his book he illustrates how not only is it important to have team members feel empowered by self-accomplishments but leaders as well, and in turn creating a powerful learning community.

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Book Review: What Great Principals Do Differently

By Nicole Phillips

In the book, What Great Principals Do Differently by Todd Whitaker, the author starts the book by highlighting the importance of understanding and studying what makes effective principals successful. The rest of the book focuses on the specific things that set effective principals apart from ineffective ones. The author chose three different perspectives to use while defining his framework; research studies that visited schools with both effective and ineffective principals, personal observations in fifty schools he consults for, and the author’s personal core beliefs. The main purpose of this book is to emphasize fifteen trademarks of great principals concentrating on their attitudes, goals, decisions, and practices.

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Buzz from the Hub

All articles can be accessed through Login:

  • NEW! Resource Collection on Trauma-Informed Care
  • 1…2…3… CPIR Resources to Take Forward
  • 4…Co-Creation with Parent Center Staff
  • 5…Collaborations with TA&D Colleagues and Others
  • Ending Reflections

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NASET Sponsor


Latest Employment Opportunities Posted on NASET 

* Teacher Assistant - The Teacher Assistant assists the classroom teacher in carrying out the academic and behavioral objectives set forth in the child’s Individualized Education Plan (IEP) by providing direct instructional services to students and performing non-teaching support duties under the supervision of the classroom teacher. To learn more - Click here

* Resource Specialist - The Resource Specialist is a certificated, exempt position with Element Education, Inc. (EEI) which operates Dimensions Collaborative and Community Montessori Charter Schools. The Resource Specialist directly reports to the Director of Special Education. The Resource Specialist will work directly with the Director of Special Education to implement the EEI’s Special Education programs and provide support and guidance to Educational Facilitators and parents of students with special needs. To learn more - Click here

* Teacher for Children with Autism - NECC serves students between the ages of 3 and 22 diagnosed with autism, learning disabilities, language delays, intellectual disability, behavior disorders, and related disabilities. The Center provides a full range of educational, residential and treatment programs designed to help children reach their full potential. The goal of maximizing independence serves as the foundation of all Center programs. To learn more - Click here

* Special Education Teacher - Surprise, AZ - The Invo-Progressus Team has incredible opportunities for Special Education Teachers.  We are currently seeking full-time Special Education Teachers for a Structured Teaching 4-8 Classroom, a Preschool Classroom, and a SPED Resource Teacher for a K-8 classroom in Surprise, AZ. To learn more - Click here

* Special Education Teacher - Philadelphia, PA -Invo-Progressus Team has incredible opportunities for Special Education Teachers…or, as we like to call them, Superheroes.  If you use your super powers to help ensure that children have access to the best education possible in the least restrictive environment, we would love for you to join the Invo-Progressus team!  We are currently seeking full-time Special Education Teachers in Philadelphia, PA for the 2019-2020 School Year. To learn more - Click here

* Special Education Teacher - School Steps, an Invo Company, is hiring a Special Education Teacher in San Diego, CA.The qualified Special Education Teacher will teach elementary and/or secondary school subjects including social and prevocational skills to special education students with a variety of neurological, learning, and social/emotional disabilities. To learn more - Click here

* Special Education Teacher - The Pinnacle School, a private, special education day school for college-bound students in grades 2 through 12, seeks a Lower and Middle School Special Education Teacher for a full-time, school-based position (10 months). The Special Education Teacher will provide high quality, data-driven instruction to students aligned with the school’s mission and philosophy. To learn more - Click here

* Special Education Teacher - Eastern Illinois Area of Special Education (Charleston, IL). Spec. Ed. Teacher. Develop materials for indiv. programs, goals/objectives for students, and evaluate acad/therapeutic/social growth for Spec. Ed students (K – age 21). Keep records and progress reports. Give standardized tests, other evaluative materials, maintain IEPs. 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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