June 2021 - Special Educator e-Journal



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Special Education Legal Alert

By Perry A. Zirkel

© May 2021

This month’s update identifies recent court decisions respectively illustrating (a) the statute of limitations and substantive FAPE standard under the IDEA, and (b) the alternative of Fourteenth Amendment and Section 504/ADA claims for students with disabilities.  For related information about these various issues, see perryzirkel.com

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Buzz from the Hub

All articles below can be accessed through login:

  • A Family Guide to Participating in the Child Outcomes Measurement Process
  • Comic Books Series Turned into Videos for Children
  • How to Spot Depression in Young Children
  • Why Inclusion? Video Series
  • CDC Updates and Adds to Child Care Provider Guidance on COVID-19
  • ED Covid-19 Handbook: Roadmap to Reopening Safely and Meeting All Students’ Needs
  • Relationship Building: A Strategy Guide for Educators
  • Webinar and Podcast | Developing Data-Driven Equity Practices and Partnerships
  • Webinar | Guidance for State and Local Leaders on Flexible Options to Increase and Support the Special Education Pipeline

 

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Why the Need for Technology Supported Education for Students with ASD

By Nicole Broderick

 

Abstract

There are many areas in which people on the autism spectrum struggle with that affect daily living, such as communication skills, fine motor skills, and executive functioning skills. While therapy and educational interventions definitely have a helping hand in the development of these skills, studies have shown the impact technology has on these children that surpass those caused by other people due to their natural inclination to it (Porayska-Pomsta et al 2011).  Additionally, the changes that may occur in these students during in person interventions, such as the appearance of appropriate behavior and disappearance of inappropriate behavior, is usually based on prompts and reinforces, diminishing the independence of these students. (Corina Jimenez-Gomez et al.)

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Purposeful Preparation of Preservice Special Education Teachers for Connecting and Working with Families: A Review of Literature

By Reilly Hinds

 

Abstract

The goal of educating future educators is to instruct the student and help them learn to the best of their abilities. However, communication is needed with the family to help the student learn and interact with academic and social content. Providing preservice special education teachers with the tools and opportunities needed to navigate communication and collaboration with families is often limited. Before entering a full-time position, these educators need to know how to respect a family’s culture, have effective communication habits, and be able to provide meaningful connections to the broader community that surrounds the school and its students. This provides a solid foundation to base the rest of student educator curriculum on and gives ample opportunity to interact with one’s own views before delving deeper into another’s.

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Using Visual Supports and Schedules to Ease Transitions and Create Independence

By Austyn Johnson

Abstract

Visual supports and schedules provide a way for communication and aids students with information that works to allow them to process an expectation, message or task to be completed. Visual supports and schedules also aim to provide and encourage students to complete task with limited assistance from others. The idea that Visual supports and schedules can work to prepare students to be able to be independent and work to complete task that they may come across in daily life. However, the use of these visual supports and schedules has been shown to greatly improve the independence with students with disabilities. These visual supports can also work to reduce anxiety and improve communication and participation in tasks. It is key to be able identify that as educators’ ways that we can support our students with Autism as they transition through their daily life or through their learning growth.

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Family Interventions for Aggressive Behaviors in Children with Disabilities

Introduction

Some individuals with disabilities, more commonly those that are moderate to severe in nature, engage in behaviors that are so challenging that they carry the potential to cause significant harm to themselves or to others. These behaviors include self-injury, aggression, property destruction, pica, etc. In fact, up to 14% of preschoolers engage in moderate to severe problem behaviors and more than half of those children continue to have significant problem behaviors five years later. This is especially the case for children with autism who have impaired social and communication skills, which put them at a greater risk for developing problem behaviors that lead to even greater familial stress. In addition, the incidence of severe self-injury among children with a severe intellectual disability is at 5% with persistence at 60% (Singh et al., 2006). A very common risk factor for self-injurious behaviors includes medical problems such as unidentified pain. Impulsivity, stereotyped behavior, sleep disorders, and anxiety are also leading causes of why children with disabilities may engage in severe self-injury (Oliver et al., 2017).

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

By Yariana Bushman

The key to being a successful leader is to "be like water," so say school district superintendent Joe Sanfelippo and school principal Tony Sinasis in their book Hacking Leadership: 10 Ways Great Leaders Inspire Learning That Teachers, Students, and Parents Love. Sanfelippo & Sinasis are self-proclaimed education hackers that strive to solve problems with right-now solutions. Their message is simple, a school leader's objective must be to remove barriers and transform perceived problems into opportunities and possibilities for all stakeholders (Sanfelippo & Sinasis, 2016, p.13).

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Book Review: Lead Like A Pirate

Roxana Fleneury

 

 “And now you can create a culture where the best parts of education are the norm for your entire crew and the students you serve.” (xii) The book’s design is presented in an incredibly motivating and inspirational manner of improving schools. Instead of using the typical monotone found in self-help books, Lead Like a Pirate, has enthusiasm that can be experienced with its writing and illustrations. The purpose of this book is to improve school culture through an administrator’ leadership. For administrators to create a positive school culture, Burgess and Houf set a group of expectations as a framework for administrators to follow. Improving school culture compliments other leadership books such as Fullan’s (2020) Leading in a Culture of Change because both believe that changing the school culture can lead to student and staff success. The thesis of this book focuses on motivational leadership to achieve a dynamically positive school culture for both staff and students.

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Book Review: Leadership

By Altrese T. Mays

 

Tracy, Brian. Leadership. New York: AMACOM, 2014. 106 pp. $9.95.

“One of the major reasons people go to work for any organization is because of the leadership” (p. 2). In Brian Tracy’s selected book from his “Brian Tracy Success Library”, he uses this piece to further help leaders take the lead within their working environment. The purpose of this book “is to enable you to become a leader-and if you already are the leader, enable you to become a more effective leader” (p. 8). Brian expands this notion by focusing his thesis on expressing ways to be a leader within their field and believes “If you practice the ideas and techniques that this book has talked about and you repeat theme over and over again, then you will create a clear mental picture of yourself as a leader and you will inevitably become the leader that you dream of being” (p. 100). Simply put, Brian states different ways, ideas, and avenues to become and maintain the leadership role through characteristics such as courage and loyalty, abilities, principles, planning, laws such as the Law of Cause and Effect, and setting a clear mission to thrive to encourage others.

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Latest Employment Opportunities Posted on NASET 

* 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

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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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