June 2020 - Special Educator e-Journal



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Special Education Legal Alert

By Perry A. Zirkel

© May 2020

This month’s update concerns two issues that were subject to recent court decisions of general significance: (a) the school district of residence’s IDEA obligations to students in private schools, and (b) liability for defamation arising from the special education context.  For further examination of such issues, see Publications section at perryzirkel.com

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Buzz from the Hub

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  • Framing the Issue of Equity
  • Data Sources Reveal Current Realities
  • Stuck at Home No More
  • Also for Parents Schooling at Home
  • Coronavirus Resources
  • Tips for Working Remotely

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The ‘Life Passport’ – Transition Support For Young People with Special Needs

By Thomas Richardson

Abstract

In this article, a Scottish teacher of Special Education, Thomas Richardson, discusses transition support in Scotland and beyond for children and young people with special needs. He refers to his doctoral research in which he examined the effect of new legislation in Scotland upon the transition experiences of children and young people there with special needs. He found, for example, that while transition planning meetings had diminished in frequency since the legislation was introduced in the mid-2000s, the remaining meetings were now centred more upon the needs of the person than formerly. He also found that a need for a co-ordinator or link person to guide the young person through transition processes recurred in legislation and research and he wonders if an electronic ‘life passport’ might make this process easier and lead to earlier identification of needs for children and more personalised support throughout their childhood.

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Transfer of Learning Key Elements

By Marissa Desiree Pardo and Natasha Quesada

Abstract

Students with disabilities (SWD) have difficulties transferring learned skills into different contexts. Transfer of learning is more likely to occur when interventions are implemented to explicitly teach skills, monitored to determine effectiveness, and supported for students to achieve objectives and apply the skills in other areas. Using levels of learning gives students opportunities to to acquire knowledge and then eventually apply it to different areas. On-task behavior and participation increases when multiple steps are used to complete tasks.

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A Push for Inclusion: Meeting Students with Disabilities’ Needs

By Yariana Bushman

Abstract

Due to the Individuals with Disabilities Education Act (IDEA), we are seeing an increase of students with disabilities (SWD) in an inclusive and collaborative general education setting, changing the role of the general education teacher. This push for the Least Restrictive Environment (LRE) has been a victory in the view of families of students with disabilities. However, this push has not been as ideal as some parents would have hoped. Many questioning whether or not teachers have sufficient knowledge of their child's disability or how to meet their academic and behavioral needs best. These are meaningful discussions to be had to make the least restrictive environment a more responsive one for learners with disabilities.

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PMeeting the Educational Needs of Students with Disabilities

By Olivia Perez

Abstract

Under the Individuals with Disabilities Act (IDEA), the federal government is required to provide public schools with funding so all students with disabilities (SWD) have access to a free and appropriate education (FAPE).  Also, the education should be tailored to their individual needs and with necessary related services. Despite the law being signed over 40 years ago, schools receive about half of the support that was originally assured.  As a result, students with disabilities do not receive appropriate services.  Therefore, their needs will not be met in or out of the classroom.  Also, of importance are IDEA Procedural Safeguards designed to protect the rights of parents.  Parents of many SWD come from different cultures and backgrounds.  They may not understand the language used in legal documents such as IEPs.  Accordingly, parents cannot take a meaningful part in the educational decisions about their child.  Both issues are of concern to many researchers and educators alike. 

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Self-Regulation Interventions for Students with Disabilities

By Caroline E Ibanez

Abstract

This literature review seeks to examines different aspects of self-regulation interventions for students with disabilities and identify strategies to increase self-regulation which will improvement behavior and academics. Self-regulation is a crucial skill that children develop from infancy through adolescence that helps monitor thoughts, behavior, and emotions. Students with disabilities have difficulties recognizing when circumstances around them are causing them to become less regulated. When they are less regulated, it can cause challenging behaviors or withdrawing from an academic task. This is a concern within an educational setting due to the negative effects of having limited self-regulation skills can have on academic progress and behavioral expectations.

Keywords: self-regulation, disabilities, challenging behaviors, academic progress, behavioral expectations

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Parents’ Experiences in Special Education: A Literature Review

By Larybett Pirela Moreno

Abstract

Amid the diverse experiences of parents in special education, there are commonalities that imply the existence of issues which transcend the specific situation of any child, parent, or professional. The moment parents perceive or are informed that their child has a special need, they are thrown down the rabbit hole of the special education system. Parents’ experiences in this system are fraught with feelings of uncertainty, unmet expectations, and confusion. In order to better support students with disabilities, teachers and parents need to form meaningful partnerships. However, in order to effectively partner with parents, teachers must understand the experiences in the special education system from parents’ perspectives. This paper provides a review of the literature of parents’ experiences in the special education system with the aim to inform teachers’ approaches to form partnerships with parents of SWD.

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Book Review: Leverage Leadership 2.0

By Daniella Parra

Bambrick-Santoyo, Paul. Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. San Francisco: Jossey-Bass, 2018. 403pp. $36.95 - 16.59.

“Much of the current research has studied effective school leadership and identified the characteristics of effective schools. Yet these are often the outputs of effective schools, not the actions leaders took to get there.” Paul Bambrick-Santoyo strives to provide readers a practical roadmap to achieving exceptional student results that exceed expectations and are replicable. As the chief schools officer for Uncommon Schools and the founder and dean of the Leverage Leadership Institute, he has had over fifteen years of experience working with school leaders across the country, and has used his observations and experiences as a foundation for this guide. As Bambrick-Santoyo states, “this book’s goal is to show that the success these leaders enjoy does not stem from some magical quality but from a practical set of decisions that any leader, at any school, can apply” (p5).

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Book Review: “The Coaching Habit: Say Less, Ask More & Change The Way You Lead Forever”

By Jane Doyle

Purpose and Thesis

Leadership entails dedication, hard work and most importantly coaching. In “The Coaching Habit: Say Less, Ask More & Change The Way You Lead Forever”, Stanier refines the central message of powerful coaching through seven key questions. These questions help leaders manage relationships in the workplace, effectively engage with others, and productively guide team members or co-workers to solve problems and develop reasoning on their own.

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Book Review: Be Excellent on Purpose: Intentional Strategies for Impactful Leadership

By Buruuj Tunsill

Competitive and athletic, Sanee Bell was not one to tamper with—she rivaled against boys in every sport and did not back down. While Bell enjoyed every sport, she particularly enjoyed basketball. In the inner city of Kentucky, where Bell was raised, she was not allowed to have a basketball goal in her yard, so she played curb ball with the boys where the ball had to bounce off the curb into the streets. She believes that she had to think that she was the best in order to become the best, so during street games she would speak confidently and push herself harder each time she played. At a young age, Bell believed that one must be clear and intentional in order to achieve excellence. She later translated her viewpoints on playing the game into the professional world where she believed “without a personal vision, you don’t have a strategy for success” ( pp 19).

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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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