July 2021 - Special Educator e-Journal



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Special Education Legal Alert

By Perry A. Zirkel

© June 2021

This month’s update identifies recent court decisions illustrating the multi-step analysis and equitable nature of tuition reimbursement. These two cases include the issue of transition respectively as an implicit student-specific placement provision and as an explicit age-specific IDEA requirement.  For related information about these issues, see the Publications section of perryzirkel.com

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Buzz from the Hub

All articles below can be accessed through login:

  • Supporting Students with the Most Intensive Needs
  • Inclusive Social Emotional Learning for Students with Disabilities
  • 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 | Guidance for State and Local Leaders on Flexible Options to Increase and Support the Special Education Pipeline

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Post Pandemic “Compensatory Services”

Perry A. Zirkel

 

Perry A. Zirkel is university professor of education law at Lehigh University. He shares his work in special education law, including his publications, a monthly legal update, and special supplements, via his website perryzirkel.com.

 In March 2020, the U.S. Department of Education (USDE) issued guidance declaring that upon resumption of normal school operations, “a child’s IEP team (or appropriate personnel under Section 504) must make an individualized determination whether and to what extent compensatory services may be needed, consistent with applicable requirements, including to make up for any skills that may have been lost” (USDE, 2020, p. A-1). As the pandemic finally subsides and the new school year quickly approaches, this seeming obligation for “compensatory services” looms large, with confusion and questions predominating.

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People with Diverse Abilities: Perception is Reality

Dr. Gregory S. Koons

 

The following article summarizes the importance of people first language and suggests a new approach to this movement with the term “people with diverse abilities”. References are included that focus on the implementation of school leadership teams to address equity.
 

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Adults with Autism Spectrum Disorder and Family Challenges

Adriana Insignares

Abstract

In the regular scheme of things, parents are to raise their children, teach them well, provide guidance for the future, and allow them to live independent lives. For families with autistic children, this mind frame shifts. The life they thought their child would have no longer exists with the learning of a diagnosis. Families are the primary caregiver to a child with autism. This comes with heightened responsibility, worry, anxiety, and stress. Caregivers must learn new forms of communication, new techniques for social engagement, and begin researching therapy options. These children with autism grow up to be adults and now the caregivers must prepare for the day the now adult must graduate high school and begin an independent lifestyle. In addition with tackling aggressive behaviors, families also face public judgement. This literature review goes deeper into these challenges.

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Video Modeling and Social Skills Acquisition: A Review of the Literature

Video Modeling and Social Skills Acquisition: A Review of the Literature

Many children with autism spectrum disorder have difficulties following social expectations, or engaging in appropriate social skills as it relates to their environment.  Taking the perspective of others, conversational turn taking, showing compassion or empathy, and showing interest in others are skills that often require explicit instruction to students with asd.  Evidence-based strategies or interventions that target these specific social skills can help a student with autism learn how to be more independent, increase social initiations, increase academic engagement, and increase completion of vocational or daily living tasks. 

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Family Involvement and Transition Planning for Individuals with Autism Spectrum Disorder (ASD)

Samantha Seymour

Transition planning for individuals with Autism is a crucial for success after high school. Adolescents with disabilities experience unique challenges when it comes to post-secondary education, and employment. To work with these individuals and set them up for success in post-secondary education, and to be functioning members of society, transition planning needs to take place. Transition planning requires coordinated set of activities that support the students as they transition out of high school. Transition planning involves the student’s interests, strengths, and needs, and needs to be thought of as a collaborative approach to ensure the students transition plan is successful.

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Book Review: The Courage to Grow: Leading with Intentionality

Melyssa Hogan

 

Abstract

Educational Leaders are aware that to be successful and effective they need to find ways to develop their professional growth. Through this book review it provides an analysis on the book written by Kristine Servais and Kellie Sanders, The Courage to Grow: Leading with Intentionality. An explanation of how they designed their book that is meant for educational leaders has been provided to better assist leaders on their journey of continued growth. Through the readings and activities found in the book the leader is capable to reflect and make goals.

Keywords: intention, growth, educational leaders, training

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

Caroline Ibanez

 

Abstract

Hacking Leaderships is a comprehensive guide for educational and administrative professionals to properly lead academic directives while preparing for potential contingencies and oppositions in educational settings. Throughout the text, readers are given proactive suggestions and recommendations, along with itemized action plans on how to best conduct the act of approach, or hacks, the authors have devised from their extensive experience in leadership settings. The authors make an observable effort to provide evidenced backed methods to aid readers in leadership endeavors. Taking the appropriate approach to ownership and leadership, leaders and administrators can foster positive, collaborative efforts between students, families, educators, and communities.

Keywords: Transparency, leadership, educators, hacks, lead learner, administrator

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Book Review: Dare to Lead

Justin Tarradell

 

Abstract

Brené Brown has over two decades of research experience in topics including courage, vulnerability, shame, and empathy. She has Bachelor’s and master’s degree in social work as well as a PhD in Philosophy in social work. Her book Dare to Lead has inspired and challenged millions of people to embrace and rumble with vulnerability in order to achieve their maximum potential and become truly courageous leaders. Her easygoing storyteller writing style allows for a read rich in contextual knowledge and real world application of expressed concepts.

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Book Review: School Culture Rewired

Olivia Perez

 

Abstract

A review of the book School Culture Rewired by Steven Gruenert and Todd Whitaker provides insight from both authors who are part of the educational leadership department at Indiana University.  The book was easy to read and interpret, with short chapters that discuss very specific topics on how administrators and teachers can understand and transform a school’s culture.  They make a clear distinction between school culture and school climate.  They indicate that teachers have the power to change the direction of our school climate, and it may result in a refining of the school’s culture. For example, we can shift our school climate instantly by having fun at faculty meetings that aren’t supposed to be fun.  The book provides surveys and questionnaires that are useful to new and experienced administrators.  These activities can assess the present culture and provide an avenue to start team discussions about what changes are necessary.  

Gruenert, S. & Whitaker, T. School Culture Rewired. Virginia: ASCD, 2015. 177pp.  $26.95.

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Latest Employment Opportunities Posted on NASET 

* Special Education Teacher - This is a full-time, ten-month position to provide general classroom instruction for students with Autistic Spectrum Disorders, serious Emotional Disturbance or Development Delays. As a Special Education Teacher, you will play an integral role in the success of our students while overseeing the classroom team and dynamics. To learn more - Click here

* ESE Teacher K-12 - Morning Star School is looking for a full-time K-12 Special Education teacher. Our student  population consists of students with specific learning difference (SLD), high functioning autism, ADD/ADHD, sensory disorder, anxiety, and some lower cognitive ability students. We offer 12:1 student/teacher ratio for class sizes and average about 140 students K-12. To learn more - Click here

* National, Virtual Special Education Teacher - Stride K12  is looking for Special Education Teachers to join our talented group of passionate education professionals. Special Education Teacher provide instruction, support and guidance, manage the learning process, and focus on students’ individual needs as defined by each student’s IEP.  To learn more -Click here

* Emotional Disabilities Teacher Wanted (SPED) - Teachers To Go is looking for two highly motivated and skilled Special Education Teachers to fill two full-time emotional support classroom teacher positions at a special needs private school in Philadelphia.  Positions are open for grades 1-3 or 6-9 or 9-12 (your choice) for the 21/22 school year. To learn more - Click here

* Autism Program Coordinator - Hammitt Schools - The Autism Program Coordinator works collaboratively with the school staff to ensure development and implementation of best practice social/behavioral, communication, and instructional strategies within the Challenges classrooms.  Serves as a clinical leader in developing instructional and behavioral interventions in classrooms. To learn more - Click here.

* 21-22 Middle School Special Education Teacher 5-8 - We know that talented, committed, culturally competent teachers and leaders have the power to amplify our children’s potential by creating a school experience that affirms, values, and challenges them each day. We seek to create a professional environment full of joy, candor, care and respect where excellent educators can make a long-term home. To learn more - Click here

* Learning Disabilities Teacher, ES/MS/HS - Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting.  Supports FCPS mission to "inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship." To learn more - Click here

* Emotional Disabilities Teacher, MS/HS - Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting.  Supports FCPS mission to "inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship". To learn more - Click here

* Multiple Disabilities Teacher, ES/MS/HS - Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting.  Supports FCPS mission to "inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship." To learn more - Click here

* Special Education Teacher -  Provides services to students with a range of moderate to severe disabilities ages three to 21 years of age. Leads the IEP team to develop data driven student learning and behavioral goals. Responsible for developing curriculum and program strategies consistent with the student's learning level and to continually assess student progress towards IEP goals. To learn more - Click here

* Special Education Teacher LBS 1 - The Sonia Shankman Orthogenic School (O-School) is a private independent school that provides educational and therapeutic services to youth ages 8-22. For more than a century the O-School has provided a culture of support, a safe haven, and a path to hope for students with mental health challenges, who are on the autism spectrum, or both. We provide a supportive, nurturing environment that provides each child with individualized treatment that allows them to reach their full potential. 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

* Director of the Vocational Independence Program - Direct and oversee the overall operations of the program including supervision of staff, budget, and administrative functions. Will also work with various departments on campus, outside agencies including school districts, advocacy and family organizations to recruit a cohort of students for the CMSV-VIP program each year. To learn more - Click here

* Learning Specialist -  Kehillah Jewish High School is seeking a full-time experienced Learning Specialist to support students with learning needs through case management, collaboration and consultation with classroom teachers, and partnership with parents. The ideal candidate must be an expert in understanding the strengths of students with high-incidence disabilities and learning differences, and a proven practitioner in the implementation of research-based interventions and teaching learning strategies. 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

* 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

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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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