Week in Review - May 28, 2021

 


NASET

WEEK IN REVIEW

National Association of Special Education Teachers

May 28, 2021                 Vol 17 Issue #21


 


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.

Sincerely,


Continuing_Ed


WHATS NEW AT NASET

NASET’s IEP Component Series

 

Exploring Parent “Involvement” with Individual Education Plans: A Review of Literature

By Elizabeth M. Vasquez

This issue of NASET’s IEP Component series was written by Elizabeth M. Vasquez. Parents and guardians of students with disabilities play a fundamental role in their child’s education. They play the advocate for their students in a room full of professionals. They are a piece of the puzzle that creates an Individualized Education Plan for their student. Their involvement in education allegedly is cohesive with the educators, psychologists, therapists and administrators. But there is a lack of parameters in effective parent involvement and engagement practices. The Individuals with Disability Education Act states clearly that parent participation needs to be ensured in their student’s education, but there are no clear criteria. This leaves the idea of parent involvement for either parties, educators and/or parents, left up to their perception or understanding. With no guidelines parent involvement remains inconsistent, leaving those culturally or linguistically diverse less involved and uninformed.

 Read More


NASET ADVOCACY - Board Certification for Advocacy in Special Education (BCASE)

 

3 Keys to More Effective Collaboration in an Inclusive Classroom

“Oh, that’s one of your students, isn’t it”? Even typing that sentence out, I cringe a little—but I cringe even more when I hear it. As a special education teacher, whose students tend to need more support and supervision, I understand the struggle that comes with working with students who have learning disabilities. Yet when I hear that question from a colleague, it makes me wonder, “Why are we treating them like my students or your students? Why do we not work as a team when the success of all students is ultimately our responsibility?” At the start of this year, I decided to change a few things with one of my co-teachers, and we came up with a few simple ideas that have created very positive impacts in our classroom. Read More

https://www.edutopia.org/article/3-keys-more-effective-collaboration-inclusive-classroom

 

Google Teams Up With Sight Loss Charity RNIB to Create Accessible Storytelling Website

Google has joined forces with the U.K.-based sight loss charity RNIB and The Guardian newspaper to launch Auditorial, an experimental, ultra-accessible online storytelling experience. The Auditorial website goes live today to mark Global Accessibility Awareness Day (GAAD), an annual worldwide event that started in 2012 to raise awareness and promote thought leadership around digital accessibility. Auditorial relays the compelling story of "The Silent Spring" focusing on the life’s work of octogenarian soundscape ecologist Bernie Krause, who has been tracking the effects of climate change for half a century through measuring changes in the sounds of natural habitats. Read More

https://www.forbes.com/sites/gusalexiou/2021/05/20/google-teams-up-with-sight-loss-charity-rnib-to-create-accessible-storytelling-website/?sh=b5ea0101c681

 

 

 

 

Triple-Drug Therapy Safely Cuts Serious Asthma Flares

Researchers have found that the inclusion of a third drug to commonly used dual-drug inhalers can reduce asthma exacerbations and improve control over the disease in children, adolescents, and adults with moderate-to-severe asthma. A team from McMaster University and The Research Institute of St. Joe's Hamilton announced their findings from a systematic review and meta-analysis. Data from 20 randomized controlled trials, which included a total of almost 12,000 patients, were analyzed in the study. Read More

https://www.sciencedaily.com/releases/2021/05/210519132619.htm

 

Empowering Youth with Disabilities to Launch Careers in the Global Finance Sector

Prachi Pandey joined the IT department of Allstate India last year. It’s rare for young women from a gritty industrial district like Unnao, in the northern Indian state of Uttar Pradesh, to gain a post-graduate degree and be hired by a big multinational corporation. It’s her first job and her second life-changing event. The first was when she was 14 when she was diagnosed with spina bifida, a condition that causes weakness or paralysis in the legs. Her left foot lost sensation and wounds on her right foot required daily bandaging and multiple surgeries. During the final year of her studies, doctors told her there was no cure. “I wept all night after that,” she recalls. “But the next morning I decided that if I had to live with this condition, I would keep moving forward.” Pandey was determined to build a career. She had good grades but understood that she needed to gain extra skills to overcome her natural shyness and perform well in job interviews. Read More

https://news.microsoft.com/en-in/features/empowering-youth-with-disabilities-to-launch-careers-in-the-global-finance-sector/

 

 

 

Brain Structures Grow Differently in Boys, Men with Autism

Autistic boys and men show notable differences in brain development, according to magnetic resonance imaging scans taken over a 16-year period. The results, published in NeuroImage in April, build on an eight-year study of some of the same people and add two more time points to the previous three. “With the addition of these time points, we now see that these non-uniform regional volumetric differences really persist into very late childhood,” says co-lead investigator Brandon Zielinski, associate professor of pediatrics and of neurology at the University of Utah in Salt Lake City. He and his colleagues scanned the brains of 105 autistic and 125 non-autistic boys and men at up to five time points from 2003 to 2019. Participants ranged in age from 6 to 45 years at the first scan. Although the researchers recruited some new participants over the course of the study, 73 percent of the original autistic participants and 50 percent of controls underwent all five scans. Read More

https://www.spectrumnews.org/news/brain-structures-grow-differently-in-boys-men-with-autism/

 

Duke Researchers Develop App that Could Identify Autism Symptoms in Toddlers

New technology being developed at Duke University could help identify symptoms of autism in toddlers. Virginia Beach resident Chris Mahon recalls when he and his wife, Carolynn, found out that his son, Luke, has autism. “It was really around 18 months where we finally had a concrete diagnosis,” Mahon told News 3. “When he was younger, if there were loud noises, he would cover his ears to try and block out that sensory. “My son does not hold eye contact with people very well. If he does, he’s very limited,” Mahon added. “To be able to see him grow and overcome any adversity is so heartfelt.” Read More

https://www.wtkr.com/news/health/duke-researchers-develop-app-that-could-identify-autism-symptoms-in-toddlers

 

 

May 2021

Closer to Gene Therapy that Would Restore Hearing for the Congenitally Deaf

Researchers at Oregon State University have found a key new piece of the puzzle in the quest to use gene therapy to enable people born deaf to hear. The work centers around a large gene responsible for an inner-ear protein, otoferlin. Mutations in otoferlin are linked to severe congenital hearing loss, a common type of deafness in which patients can hear almost nothing. "For a long time otoferlin seemed to be a one-trick pony of a protein," said Colin Johnson, associate professor of biochemistry and biophysics in the OSU College of Science. "A lot of genes will find various things to do, but the otoferlin gene had appeared only to have one purpose and that was to encode sound in the sensory hair cells in the inner ear. Small mutations in otoferlin render people profoundly deaf." Read More

https://www.sciencedaily.com/releases/2021/05/210519080438.htm

 

Apple Previews Powerful Software Updates Designed for People with Disabilities

Apple today announced powerful software features designed for people with mobility, vision, hearing, and cognitive disabilities. These next-generation technologies showcase Apple’s belief that accessibility is a human right and advance the company’s long history of delivering industry-leading features that make Apple products customizable for all users. Later this year, with software updates across all of Apple’s operating systems, people with limb differences will be able to navigate Apple Watch using AssistiveTouch; iPad will support third-party eye-tracking hardware for easier control; and for blind and low vision communities, Apple’s industry-leading VoiceOver screen reader will get even smarter using on-device intelligence to explore objects within images. In support of neurodiversity, Apple is introducing new background sounds to help minimize distractions, and for those who are deaf or hard of hearing, Made for iPhone (MFi) will soon support new bi-directional hearing aids. Read More

https://www.apple.com/newsroom/2021/05/apple-previews-powerful-software-updates-designed-for-people-with-disabilities/

 

 

 

 


TRIVIA QUESTION OF THE WEEK

Congratulations to: Monica Glenn, Tracy Anderson, Patsy Ray, Karen Frantz-Fry, Olumide Akerele, Laurie Crawford, Cindi Maurice, Mariola Papa, and Diane Campbell-Mitchell who all knew the answer to last week's trivia question:

Emily Blunt, James Earl Jones, Samuel L. Jackson, Nicole Kidman, Marilyn Monroe, Elvis Presley, Bruce Willis, and Carly Simon are all famous people who had/have a particular speech disorder. What is it?

Answer: STUTTERING

THE TRIVIA QUESTION OF THE WEEK WILL RETURN ON JUNE 4, 2021


Remote Learning Is Changing Schools. Teacher-Preparation Programs Have to Adjust

Given all the changes to public education in the past year, Carinne Gale felt lucky her training to be a teacher prepared her to work online. When the COVID-19 pandemic forced Gale’s classes at the Boston Teacher Residency to go all-remote last summer, for example, one of her instructors adapted by using a popular video-sharing platform to post recordings of herself teaching sample lessons. The teachers-in-training were expected to post their own recorded responses, then digitally comment on those of their classmates. Gale laughed when the instructor said she spent her Friday nights watching the Flipgrid videos with popcorn and a bottle of wine. This fall, though, Gale found herself doing the same thing as a student teacher at the Dudley Street Neighborhood Charter School in Roxbury, Mass. She helped convert a traditionally teacher-centric classroom math game called “Guess My Number” into an interactive Flipgrid activity. Read More

https://www.edweek.org/teaching-learning/remote-learning-is-changing-schools-teacher-preparation-programs-have-to-adjust/2021/05

 

Facebook Calls Links to Depression Inconclusive. These Researchers Disagree

Rep. Cathy McMorris Rodgers' biggest fear as a parent isn't gun violence, or drunk driving, or anything related to the pandemic. It's social media. And specifically, the new sense of "brokenness" she hears about in children in her district, and nationwide. Teen depression and suicide rates have been rising for over a decade, and she sees social apps as a major reason. At a hearing this March on Capitol Hill, the Republican congresswoman from Washington confronted Facebook CEO Mark Zuckerberg, Twitter CEO Jack Dorsey and Google CEO Sundar Pichai with a list of statistics:From 2011 to 2018, rates of teen depression increased by more than 60%, and from 2009 to 2015, emergency room admissions for self-harm among 10- to 14-year-old girls tripled. Read More

https://www.npr.org/2021/05/18/990234501/facebook-calls-links-to-depression-inconclusive-these-researchers-disagree

 

Educational Intervention Enhances Student Learning

In a study of low-income, urban youth in the U.S., researchers at Columbia University Mailman School of Public Health found that students exposed to Photovoice, an educational intervention, experienced greater improvements in STEM-capacity scores and environmental awareness scores compared to a group of youth who were not exposed to the activity. The results suggest that the Photovoice activities may be associated with improved learning outcomes. The study is published in the International Journal of Qualitative Methods. "Our findings suggest that the Photovoice activities result in greater environmental awareness and may be associated with improved learning skills," said Nadav Sprague, doctoral fellow, Environmental Life Course Epidemiology at Columbia Mailman School. Read More

https://www.sciencedaily.com/releases/2021/05/210517144750.htm

 

 

 

May 2021

5 Strategies for Better Supporting College Students with Learning Disabilities

Support for students with learning differences must go beyond academic accommodations required by law. In today’s higher education environment, many colleges and universities are establishing accommodation protocols that go above and beyond what is mandated by the government for students with documented learning differences. For years, society has concentrated on these accommodations for students in K-12. In the last five years, however, there has been rapid growth to bring these accommodations to the college setting and for good reason. Documented learning disabilities include autism, ADHD, ADD, dyslexia and more. Government guidelines on these accommodations allow for interpretation and result in a wide variance in fulfillment. Some colleges do the bare minimum to meet the requirements while others have found a way to provide a broad spectrum of services to support their students. Read More

https://universitybusiness.com/strategies-better-support-college-students-with-learning-disabilities-differences/

 

Extending Special Education by a Year Can Make a Huge Difference in Kids’ Development
The COVID-19 pandemic has had quite an impact on kids with autism, making this past year extremely difficult for them with interrupted routines and halted therapy. COVID got in the way of schools trying to teach kids with developmental disabilities, life skills and providing job training before they turn 21. But some New Jersey state lawmakers are looking to change this. State lawmakers are looking to extend special education by one year with one bill having already passed in the state Senate. Suzanne Buchanan, executive director of Autism New Jersey, says this bill is important for students with developmental disabilities primarily because they have a slower rate of learning and often need more time to adjust with their uneven skill development.

During the pandemic, a lot of skills that they learned over the course of months and years have been lost, said Buchanan.  These kids haven't had the opportunities to practice or go out into the community. Read More

https://nj1015.com/extending-special-education-by-a-year-can-make-a-huge-difference-in-kids-development/

 

Bill Would End Use of Student Restraint and Seclusion in Maine Schools

A bill that would prohibit schools in Maine from using restraints and seclusion rooms for students with behavioral disabilities came under fire Monday at a State House news conference. Parents of children with behavioral disabilities, special education teachers, administrators, behavioral specialists and others urged lawmakers to retain Maine Department of Education rules that allow schools to temporarily restrain and seclude students when they become a danger to themselves or others. They said restraint and seclusion are necessary tools for teachers when a student becomes unmanageable and poses risks to themselves or others. Wendy Perkins of Auburn said her non-verbal, autistic daughter will no longer be able to attend school in Maine if seclusion is no longer an option. Read More

https://www.centralmaine.com/2021/05/17/bill-would-end-use-of-restraint-and-seclusion-in-maine-schools/

 

Summer School Plans Hinge on Teacher Energy

California school districts have big plans for summer school this year. There are millions of dollars in federal and state money to spend on robust summer programs that meet students’ academic and social and emotional needs, but district officials are scrambling to find enough teachers to fill classrooms. After months of teaching remotely and then transitioning to in-person instruction, with the plethora of accompanying safety precautions, many teachers say they are just too tired to take a summer job. “There have been a record number of teacher retirements because of burnout,” said Jennifer Peck, executive director of Partnership for Children and Youth, an Oakland organization that advocates for learning opportunities for underserved youth. “Those remaining are exhausted and want to take a break and get ready for next year.” Read More

https://edsource.org/2021/summer-school-plans-hinge-on-teacher-energy/654833

 


JOB POSTINGS

* SPECIAL EDUCATION TEACHER - Large private community school located in sunny south Florida has an opening for a Special Education Teacher in our Academic Services program for the 2021/2022 school year. This full-time position will teach 3rd grade in our Nativ program. To learn more - Click here

* Special Education Teacher - Willamette Education Service District is accepting applications for a full-time (40 hours per week) Special Education Teacher position; bilingual Spanish preferred. Successful candidate will work as a member of the School Improvement Services department and will follow a 225-day calendar. To learn more - Click here

* Director of Special Education - Reports directly to the Executive Director with responsibility for planning, directing, and coordinating the delivery of school-wide special education and related services in compliance with state regulations and federal laws. The Director of Special Education provides leadership and coordination to ensure the overall design and implementation of individualized educational programs and support services. To learn more - Click here

* Special Education Teachers - Come work in an environment where working with the students is the priority not meetings and paperwork. Where class sizes are kept below 10, and where teachers have the freedom to be creative in their lessons and do what is best for their students. Pay and benefits are comparable to the local, public school systems. We currently have two openings. To learn more - Click here

* Standards-Based Instruction Special Education PK-1 - Under the direction of the Executive Director of Student Support Services, the position will carry out assignments in support of certificated staff in the areas of curriculum development, review, evaluation, and resource selection with emphasis in special education (i.e. supplemental curriculum and modifications / accommodations). To learn more - Click here

* Special Education Teacher- Albemarle County Public Schools is committed to providing all students the opportunity to learn from talented, diverse teachers who represent the many cultures and experiences of our community. We seek to hire educators who demonstrate the ability to work with culturally diverse students, and who see themselves as lifelong learners – always willing to learn new things to best meet the ever-changing needs of our students. To learn more- Click here

* [2021-2022] Special Education Teacher (Learning Specialist) - Reporting to the Academic Dean, the Special Education Teacher will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more- Click here

* ELA Special Education Teacher(Learning Specialist) - Reporting to the Academic Dean, the ELA Special Education Teacher will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* Middle School Special Education Teacher - Reporting to the Academic Dean, the Middle School Special Education Teacher will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* [2021-2022] Math Special Education Teacher - Reporting to the Academic Dean, the Math Special Education Teacher will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* [2021-2022] High School Math Learning Specialist - Reporting to the Academic Dean, the High School Math Learning Specialist will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* [2021-2022] Elementary ICT Teacher - Reporting to the Academic Dean, the Elementary ICT Teacher will be responsible for providing tailored support to students with special education needs, primarily through integrated co-teaching. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* Special Education - Elementary & High School - Provide direct and indirect instructional and related services to students age 5-12 with a range of disabilities including but not limited to physical, cognitive, communication, social or emotional, adaptive, and learning disabilities. You coordinate the Individualized Education Plan (IEP) process. To learn more - Click here

* Learning Specialist - Reporting to the Regional Director of Online Programs, the Learning Specialist is responsible for providing personalized academic support services to online Dual Enrollment students and other individuals in the Bay Area, CA who need these supports and resources. To learn more - Click here

* Education Specialist (Special Education Teacher) - We are looking for talented and committed educators to serve as Special Education Teachers & Case Managers, working primarily with students with Individualized Education Plans in inclusive settings, resource programs, & highly specialized Special Education programs. We are a thriving nonprofit network of 16 free, public charter schools open to all students. To learn more - Click here

* [2021-2022] Elementary Reading Interventionist - This position will serve as a school resource for staff and parents with regards to special education services and regulations. The Intervention Specialist will work closely with the Student Support Team (SST) to assist in observing, documenting, and referring students with suspected special education impairments. The candidate should be able to monitor students; continuous progress through data collection and observation and provide information/support and training to teachers and parents around their child's needs. To learn more - Click here

* [2021-2022] ENL Teacher - Reporting to the Academic Dean, the ENL Teacher will be responsible for designing and leading ELL instruction, and collaborating with school staff to provide English language support. This is an exciting opportunity for a dynamic educator who is passionate about improving student outcomes for all students, and eager to apply their vision for rigorous, whole-child education in a growing, collaborative school community. To learn more - Click here

* Special Education Teacher (All Specializations) - We are looking for highly motivated and skilled Special Education Teachers to join our team at District of Columbia Public Schools (DCPS). We are primarily hiring for several Inclusion/Resource classrooms as well as Communication and Education Supports (Autism) classrooms. We seek individuals who are passionate about transforming the DC school system and making a signi?cant di?erence in the lives of our students with special educational needs. To learn more - Click here

* [2021-2022] ELA Special Education Teacher - Reporting to the Academic Dean, the ELA Special Education Teacher will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* SPECIAL EDUCATION TEACHER - (Early Childhood, Elementary, and Secondary) - (Early Childhood, Elementary, and Secondary) To create a safe atmosphere conducive for learning and implements instruction in ways that allows all students to learn. Plans and provides for appropriate learning experiences for students. To learn more - Click here

* Director, Special Services - Serves under the immediate direction of the Senior Executive Director, Student Services and must possess specialized in-depth knowledge and experience in leadership in the program and fiscal administration of special education programs with primary responsibilities that encompass compliance and program quality assurance, fiscal management, personnel matters, and more. To learn more - Click here

* Exceptional Children's Teachers - Winston Salem/Forsyth County Schools are looking for a variety of experienced and certified EC Teachers at the elementary, middle and high school levels. We offer a variety of benefits including: health, dental, and life insurance. In addition, employees are enrolled in the state retirement plan, accrue paid time off, etc. To learn more - Click here

* High School Learning Specialist 20-21 and 21-22 - Opportunity Charter School (OCS) teachers are trained in cutting-edge, research-based methodology of evaluating students’ academic strengths and challenges. To maximize each child’s personal development, an individualized education plan is created that is tailored to his or her unique needs. Students receive differentiated instruction in every curricular area with the goal of expanding their higher cognitive thinking. To learn more - Click here

* Special Needs Tutors - is seeking dynamic, state credentialed special needs teachers to tutor on our virtual platform teaching learners all over the world. This is a perfect second job to earn extra money from the safety of your own home. There is no minimum hourly requirement; all you need is a computer, reliable internet, a quiet space and willingness to teach. To learn more - Click here

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


FOOD FOR THOUGHT

The day the power of love overrules the love of power, the world will know peace.

Mahatma Gandhi

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