Week in Review - June 5, 2020



National Association of Special Education Teachers

June 5, 2020                    Vol 16 Issue #23


Dear NASET Members and Guests,

Welcome to NASET's WEEK in REVIEW.  Here, we provide you with the latest publications fromNASET to read and or download, as well as some of the most interesting articles that have happened this week in the field of special education. We hope you enjoy this publication.  Feel free to send us articles for this publication or let us know your thoughts about the WEEK in REVIEW at news@naset.org. Have a great weekend.







NASET's Special Educator e-Journal

June 2020 Table of Contents

  • Special Education Legal Alert. By Perry A. Zirkel
  • Buzz from the Hub
  • The 'Life Passport' - Transition support for young people with Special Needs. By Thomas Richardson
  • Transfer of Learning Key Elements. By Marissa Desiree Pardo and Natasha Quesad
  • A Push for Inclusion: Meeting Students with Disabilities' Needs. By Yariana Bushma
  • Meeting the Educational Needs of Students with Disabilities. By Olivia Perez
  • Self-Regulation Interventions for Students with Disabilities. By Caroline E Ibanez 
  • Parents' Experiences in Special Education: A Literature Review. By Larybett Pirela Moreno
  • Book Reviews:

    • Leverage Leadership 2.0. By Daniella Parra
    • The Coaching Habit: Say Less, Ask More & Change The Way You Lead Forever". By Jane Doyle
    • Be Excellent on Purpose: Intentional Strategies for Impactful Leadership. By Buruuj Tunsill

  • Latest Employment Opportunities Posted on NASET
  • Acknowledgements

To access publication Click Here

Uncles, Aunts May Increase Child's Odds for Autism

A child with an uncle or aunt with autism appears to have a more than doubled risk of being diagnosed with an autism spectrum disorder themselves, a new U.S. government-funded study reports. Roughly 3% to 5% of children with an aunt or uncle with autism can also be expected to have some form of autism, compared with just 1.5% of children overall, according to the study funded by the U.S. National Institutes of Health. However, researchers portray this as reassuring news for a person with a brother or sister with autism who is thinking about starting a family. A couple who've had one child with autism have a 20% to 50% chance that later siblings also will be diagnosed with an autism spectrum disorder (ASD), said study co-author Dr. John Constantino, director of child and adolescent psychiatry at the Washington University School of Medicine in St. Louis. Read More

Canadian-Led Study Will Look at How People with Autism Might End Up in Online Hate Groups

An international research team is investigating why people with autism might be more likely to be radicalized by online hate groups, and how to develop intervention methods to help. "It's about trying to keep people from going down a path that will destroy their lives," co-investigator John Elder Robison told CTVNews.ca in a phone interview. The team behind the two-year study, comprising researchers from Canada, the U.S. and the U.K., is being led by Canadian Dr. Melanie Penner, an autism expert at Holland Bloorview Kids Rehabilitation Hospital's Autism Research Centre in Toronto. Read More

Survey Shows Big Remote Learning Gaps For Low-Income and Special Needs Children

Four out of 10 of the poorest U.S. students are accessing remote learning as little as once a week or less, according to a new survey from Parents-Together, an advocacy group. By contrast, for families making more than $100,000 a year, 83% of kids are doing distance learning every day, with the majority engaged over two hours a day, the survey found. The nation's schools shut down in-person learning in mid-March, and only a few states, including Colorado, Montana, and Wyoming, have experimented with opening classroom doors since then. From the beginning, experts in distance learning warned that it can magnify inequities, with the most able and highly advantaged learners humming along while learners who need more support fall far behind. ParentsTogether, in its survey of 1,500 of its members across the country, discovered big gaps - both by income levels and between families with and without children in special education. Read More

Virtual Special Education Meetings Popular in Some Districts, But a Major Hurdle in Others

In the wake of a federal order for schools to keep providing special education during school closures, one of the trickiest parts of those services - mandatory parent meetings - has proven to be an unexpected boon in some districts but almost impossible in others. For parents who have computers and are comfortable with videoconferencing, the virtual meetings with teachers, therapists and other school staff have been relatively smooth and efficient. In fact, some districts say they'll keep them even after schools reopen, because they're more convenient for teachers and parents who work. But the online meetings have been a challenge for parents who lack technological skills, don't speak English or are preoccupied with more pressing matters, such as unemployment or homelessness related to the coronavirus pandemic. Read More



Congratulations to: Tracey Christilles, Melody Owens, Laura Larimore, Patsy Ray, Karen Frantz-Fry, Cindi Maurice, Olumide Akerele, and Julie Westcott who all knew the answer to last week's trivia question:

According to recent research and results of a longitudinal neuroimaging study published in the American Journal of Psychiatry, infants who experienced this type of problem during the first year of life were significantly more likely to be diagnosed later with autism spectrum disorder. Given the high prevalence of these problems among children with autism, it is likely that many children are not benefiting as much from intervention and other learning opportunities as they could if they were doing this better. What is this problem?  


This Week's Trivia Question: Michael Phelps, Howie Mandel, Karina Smirnoff, Adam Levine, Justin Timberlake, Paris Hilton, and Simone Biles all share a common diagnosis. What diagnosis do these famous people acknowledge having? 

If you know the answer to this week's trivia questions, email it to us at contactus@naset.org by June 8, 2020. If you are correct, you will be acknowledged in next week's NASET's Week in Review 

Countering COVID-19 Impacts on Children from Low-Income Households

The COVID-19 pandemic has magnified the social, educational and health care disparities already plaguing the nearly 40 million Americans the U.S. Census Bureau estimates are living in poverty. Perhaps the hardest hit members of that population, say three pediatricians at Johns Hopkins Children's Center and Children's National Hospital, are children from low-income households who are experiencing major disruptions in already inconsistent routines and less-than-adequate resources critical to learning, nutrition and social development because of restrictions in place to curb the spread of the disease. In a viewpoint article published in the May 13 issue of JAMA Pediatrics, the physicians provide examples of how efforts to keep COVID-19 in check have disproportionally impacted the nearly 1 in 5 U.S. children whose family incomes are below the poverty level. Read More

A Child's Brain Activity Reveals Memory Ability

A child's unique brain activity reveals how good their memories are, according to research recently published in JNeurosci. When you scramble to remember a phone number as you enter it into your phone, you rely on your working memory to keep the number at the front of your mind. Briefly holding and manipulating information relies on the activity of the frontoparietal network, a group of brain regions coined the "cognition core." Working memory performance changes throughout development, but can an individual's memory facility be determined based on brain activity? Rosenberg et al. analyzed fMRI data from the Adolescent Brain Cognitive Development (ABCD) data set, a repository of scans and behavioral tests from over 11,000 children aged nine and ten. Read More

Parents Struggle, Concerned with Home Schooling Children with Special Needs 

Jennifer Malinowski says her children aren't as engaged in her kitchen, turned makeshift classroom. "They're not used to the setting of being home, being on the computer." She says they're used to their teachers, their friends, classmates. While the new setup amid the pandemic is posing challenges, Malinowski says her children's' needs are adding to the struggle. Malinowski's 12-year-old son, Marq is on the autism spectrum. He can't read or write. Also at home, her 8-year-old daughter Kamilah who has been diagnosed with ADHD. "She can do the work, but she's rushing through. She can't sit there," explains Malinowski. Read More

COVID Restrictions Especially Tough on Those with Autism 

T.J. Pflugradt is a huge 16-year-old defensive lineman for the Benton Cardinals football team. The high school junior can hold his own against any offensive lineman. Perhaps his biggest foe is having an autism spectrum disorder. "He's pretty high-functioning," said Amanda Pflugradt, his mother. People who suffer autism struggle without a schedule and structure. A social kid, Amanda Pflugradt worries her son may have trouble transitioning back to school when it begins again after the pandemic and its social-distancing restrictions. For one thing, T.J. doesn't like having to wear a mask. "The trouble with him transitioning back into school is going to depend on changes made. There have been talks of wearing masks," she said. "We tried working with that and he doesn't do well with it, gets anxious, breaks out in a sweat and can't breathe." Read More

Call for Education Supports for Children with Special Needs

A body representing people with disabilities has said the Government must act urgently to provide educational supports for children with special needs. Inclusion Ireland said the lack of schooling and other supports may cause regression in some children. They say particular help will be also be required for children who can't return to school due to their serious medical conditions Jack McNiffe was born with down's syndrome, a rare auto inflammatory disease and has several other complex medical needs. Read More

Lehigh University Special Education Law Symposium-Responsive Revisions

Now to be offered in distance learning format (via secure password access) and at reduced rates, the Lehigh University Special Education Law Symposium will be held, as scheduled, from June 21-26, 2020. Weekly or "per day" registration options available. Dr. Perry Zirkel has added a new session to the originally advertised program: COVID-19 Issues under the IDEA and Section 504. Featuring a keynote by OSEP director Laurie VanderPloeg, eight new "hot topic" sessions by paired attorneys for a duel perspective, and a culminating comprehensive update from Professor Zirkel, this year's symposium promises to be the best ever in this nationally prominent program. The week also includes the overlapping, but separable Lehigh Section 504 Institute on June 25-26. In light of the pandemic, consider this uniquely safe opportunity to learn from experienced and prominent attorneys (both sides), which includes password access to their detailed outlines with complete legal citations. For complete information, see the symposium website: go.lehigh.edu/spedlaw.

Genomic Analysis in Samples of Neanderthals and Modern Humans Shows a Decrease in ADHD-Associated Genetic Variants

The frequency of genetic variants associated with attention-deficit/hyperactivity disorder (ADHD) has decreased progressively in the evolutionary human lineage from the Palaeolithic to the present day, according to a study published in the journal Scientific Reports. The new genomic analysis compares several ADHD-associated genetic variants described in current European populations to assess its evolution in samples of the human species (Homo sapiens), modern and ancient, and in samples of Neanderthals (Homo neanderthalensis). According to the conclusions, the low tendency observed in European populations could not be explained for the genetic mix with African populations or the introgression of Neanderthal genomic segments in our genome. Read More


The National Association of Special Education Teachers (NASET) and the American Academy of Special Education Professionals (AASEP) recognize the increasing need for qualified special education advocates. In order to enhance this area of concern, they have created a comprehensive special education advocacy program whereby upon completion, you become a Board Certified Advocate in Special Education (BCASE). The BCASE program offers you all the materials to be an effective, articulate, and qualified special education advocate. completion of the BCASE program will provide you with the knowledge, skills and abilities to be confident as an advocate for children with special needs and their parents.­ To learn more about becoming a Board Certified Advocate in Special Education (BCASE), click here

Special Education Teachers Try to Keep Students Engaged

When I taught high school English, I expected my students to read independently, to be thoughtful writers, to be completely engaged in class, and to do all their homework. Those expectations are the norm for secondary school classrooms. But special education staff work with the children who don't meet those expectations in spite of their best efforts. They need a different kind of instruction and lots of emotional support, and their teachers are there for them - teaching, coaching, counseling - each day. During distance learning, the challenges are even greater. Read More


Coronavirus Crisis Exacts Toll on People with Disabilities

Even before the coronavirus hit, cystic fibrosis meant a cold could put Jacob Hansen in the hospital for weeks. He relies on hand sanitizer and disinfecting wipes to stay healthy because he also has cerebral palsy and can't easily wash his hands from his wheelchair, but these days shelves are often bare. For millions of disabled people and their families, the coronavirus crisis has piled on new difficulties and ramped up those that already existed. Many are immunocompromised and therefore more vulnerable to infection, but terrified of new coronavirus-era hospital guidelines they fear could put them at risk. The leader of the U.N. said May 6 the 1 billion people living with disabilities around the world have been among the hardest-hit by the virus. Secretary-General Antonio Guterres called for them to have equal access to prevention and treatment of COVID-19 as the pandemic exposes and intensifies global inequalities. Read More


Pandemic, Technology Unlocks Doors for People with Disabilities

Having a disability can mean having a harder time finding a job, but COVID-19 has somewhat leveled the playing field. The coronavirus shut down the world, leaving no industry immune to restrictions, while people have been confined to their homes. But in a strange way, it opened new doors. "Really, working virtually benefits everyone, not just people with disabilities," Ron Jackson explains. Jackson has spastic cerebral palsy and works as an employment specialist with RAMP, a center for independent living. He says for some people with disabilities, there are barriers to employment, but technology is changing that. "I think that the pandemic has allowed people with disabilities to show-case that they are able to work, but that they just might have to do it in a different way," Jackson says. Read More



Honor Society for Special Education Teachers



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Co-Teaching in Distance Learning

Every student has needs, but they don't all have the same needs. In the English 7 classes we co-teach, for example, more than 60 percent of the students have identified special needs, and many of our students are English learners. And although our Title 1 school is able to provide an iPad for each student, given the level of poverty in the neighborhood we cannot assume that every student has internet connectivity. That's a lot of different needs, especially when you take into account that our classes have up to 38 students. We already faced a variety of challenges, but when our classes went digital almost overnight, we experienced a new layer of difficulty. As we have all year, we brainstormed, researched, and tried many approaches, all in the spirit of letting no one fail. We found four successful strategies that have kept our co-taught students thriving. Read More

Board Certification in Special Education Available to NASET Members


Through an agreement with The American Academy of Special Education Professionals(AASEP), NASET members now have the opportunity to achieve AASEP Board Certification in Special Education - (B.C.S.E.) at a reduced fee. AASEP Board Certification in Special Education - (B.C.S.E.) is a voluntary choice on the part of the candidate. The candidate for Board Certification wishes to demonstrate a commitment to excellence to employers, peers, administrators, other professionals, and parents. From the standpoint of the Academy, board certification will demonstrate the highest professional competency in the area of special education. Board Certification in Special Educationestablishes a much needed standard for professionals, across disciplines, who work with exceptional children. Read More 

The Education of Children with Disabilities Risks Falling by the Wayside During the Pandemic

One of the most devastating effects of the Covid-19 pandemic is the global impact on education and the opportunities for children to learn. Where schools are closed, children are not only deprived of education but also of friendship, social interaction and stimulation. In situations of poverty, children may also lose access to food programmes and social support, leaving them more vulnerable and unprotected.  Within this situation, children with disabilities are likely to be even more vulnerable. We as the Teacher Empowerment for Disability Inclusion (TEDI) project have, as our specific focus, the development of quality education for children with disabilities and have been working over the past four years to empower teachers with the necessary skills. Read More


* Exceptional Student Education, Teacher - Responsible for the educational leadership of students placed in exceptional education programs, including gifted students and students with disabilities.  This position encompasses the three standards included in Teacher Professional Expectations in School Board Policy, which are high student achievement, safe learning environment, and effective and efficient operations.  To learn more - Click here

* Academic Resource Center Math Specialist/Teacher - Academic Resource Center (ARC) Mathematics Specialist/Teacher is a teacher leader who is responsible for supporting effective Grade 9 through 12 mathematics instruction and student learning with a particular focus on students with service plans and exceptional needs. To learn more - Click here

* Diverse Learner Teacher - We are seeking experienced full-time Diverse Learner Teachers (K-8 Grades) to join CICS Avalon, CICS Basil, and CICS Washington Park Campuses for the 2020-2021 school year. A Diverse Learner Teacher holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school's core academic program. To learn more - Click here

* Special Education Teacher - We are looking for highly motivated and skilled Special Education teachers to join our team at District of Columbia Public Schools (DCPS). DCPS serves more than 51,000 students through the e?orts of approximately 4,000 educators in 117 schools. DCPS intends to have the highest-performing, best paid, most satis?ed, and most honored educator force in the nation and a distinctive central o?ce sta? whose work supports and drives instructional excellence and signi?cant achievement gains for DCPS students. To learn more- Click here

* Special Education Teacher - $60,000/school year (185 days), summers off with year round pay and year round appreciation.  Special Education Teachers needed in Arizona (Phoenix and surrounding cities). Needs are in the self-contained and resource settings serving students with emotional disabilities (ED), Autism (A), Severe/Profound (S/P), and Intellectual Disabilities (ID).  STARS is the largest school contract agency in AZ. STARS is owned and operated by Occupational Therapists. To learn more - Click here

* Special Education Teacher - The Special Education Teacher provides individual, small group, and whole-group instruction. Monitors student progress in the school environment including academic achievement and behaviors. Maintains a safe and orderly environment, which may include monitoring specific health concerns of students in the classroom and teaches social skills. To learn more - Click here

* Special Education Teacher - Environmental Charter Schools is seeking a talented and dynamic Special Education Teacher who is passionate about preparing low-income students of color for college success. The mission of the Environmental Charter Schools (ECS) is to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. To learn more - Click here

If you are an Employer looking for excellent special education staff - Click here for more information

Food For Thought..........

Do your little bit of good where you are; it's those little bits of good put together that overwhelm the world.

                                                                Desmond Tutu

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