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Table of Contents

• Special Education Legal Alert. By Perry A. Zirkel
• Buzz from the Hub
• Examining Skills, Attitudes, and Institutional Support to Assess Teachers’ Readiness to Implement Learning. By Marjorie A. Yu
• Benefits and Obstacles Students Undergo with Online Learning: A Review of Literature. By Jennifer Molina
• Empowering Amira: A UDL Journey Through Joey Pigza's World. By Dr. Sadia Warsi, Dr. Karen Fitzgerald, and Dr. Donna Wakefield
• Understanding Trauma Responses: Supporting War-Affected Refugee Students. By Dr. Sadia Warsi
• Latest Employment Opportunities Posted on NASET
• Acknowledgements

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Special Education Legal Alert

By Perry A. Zirkel

© November 2024

This month’s update identifies two recent court decisions that respectively illustrate the need prong for IDEA eligibility and the staffing shortage in special education.  For previous monthly updates and related publications, see perryzirkel.com

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Buzz from the Hub

• Assessment Aligned with Alternate Academic Achievement Standards
• The Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children (Pyramid Model)
• Empowering Education Leaders: A Toolkit for Safe, Ethical, and Equitable AI Integration
• IDEAs That Work Now on sites.ed.gov/IDEA
• Intersection of Mental Illness and Disability During Transition
• How to Weigh the Risks of Disclosing a Disability. A guide to help you decide — and find support.

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Examining Skills, Attitudes, and Institutional Support to Assess Teachers’ Readiness to Implement Learning

Marjorie A. Yu

North Hill Arbours Integrated School

Tacloban City

Department of Education, Philippines 

Abstract

This study investigated the level of teachers’ readiness to implement the blended learning modality in District Learning Center I of Tacloban City Division. This looked three key factors that are perceived to have significant influence in the implementation of blended learning: level of teachers’ digital skills, teachers’ attitude towards blended learning implementation, and institutional support. This study is a descriptive-survey involving 145 teachers in the seven elementary schools within the district, from which 50 samples were selected via stratified random sampling to represent the total population. The schools served as the strata and the proportional number of teacher-participants from each school is chosen through fish bowl method. A researcher-made survey questionnaire, which was presented for evaluation and modification to ensure validity, was utilized to collect the data. This used a Likert scale of Strongly Agree (5), Agree (4), Neutral (3), Disagree (4), and Strongly Disagree (1 to obtain the participants’ perception and assessment of the key factors. The data collected were statistically treated via mean, weighted mean and standard deviation and were analyzed and interpreted to arrive at a description of the characteristics and determine the level of readiness of the teachers to adopt blended learning. Results revealed that teachers are generally ready to implement the approach as they have considerable positive attitude on the implementation of BL and the evident institutional support. Data also revealed that teachers have moderate digital proficiency level, leading to a recommendation to prioritize the provision of professional development opportunities for skills enhancement to effectively adopt modern educational practices.

            Key words: blended learning implementation, digital proficiency, institutional support

Benefits and Obstacles Students Undergo with Online Learning: A Review of Literature

Jennifer Molina

Florida International University

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Empowering Amira: A UDL Journey Through Joey Pigza's World

By Dr. Sadia Warsi, Dr. Karen Fitzgerald, and Dr. Donna Wakefield

Abstract

This article presents an innovative approach to teaching Jack Gantos's novel "Joey Pigza Swallowed the Key" using Universal Design for Learning (UDL) principles. Through the lens of Amira, a fictional student with complex learning challenges, we explore how educators can create an inclusive and engaging learning environment that addresses diverse needs. By interweaving theoretical frameworks, practical strategies, and vivid classroom scenarios, this paper demonstrates how literature can be a powerful tool for promoting empathy, critical thinking, and self-reflection among students with learning differences.

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Understanding Trauma Responses: Supporting War-Affected Refugee Students

By Dr. Sadia Warsi

Abstract

The experience of chronic trauma profoundly impacts a child's social, emotional, and academic functioning, particularly for those growing up in war-affected regions. Refugee students entering U.S. schools often present with a complex trauma history that shapes their ability to learn, form trusting relationships, and regulate emotions. However, these trauma responses are frequently misinterpreted as behavioral or learning disabilities, leading to ineffective and even punitive interventions. This article argues for shifting to a trauma-informed approach that contextualizes student challenges as understandable adaptations to adverse experiences. The included Complex Trauma Checklist for Educators serves as a roadmap for identifying needs across multiple domains and planning targeted supports. Grounded in the work of Dr. Arielle Schwartz, the article equips school staff with a compassionate framework for understanding and responding to the unique challenges of trauma-affected refugee students. By embodying a healing-centered approach, educators can help these vulnerable students move from merely surviving to truly thriving in their new school community.

Keywords: refugee students, trauma-informed education, complex trauma, social-emotional learning, resilience, attachment, educational accommodations

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Latest Employment Opportunities Posted on NASET 

* Certified Special Education Teachers - With over 35 years in business, we have built a reputation for referring highly qualified professionals for rewarding short and long-term independent contract opportunities. To learn more- Click here

* Assistant / Associate Professor - Special Education - Southern Connecticut State University (SCSU) is a diverse and student-centered university dedicated to academic excellence, access, and service for the public good. Southern provides a supportive and welcoming environment for all members of its community through a campus-wide commitment to social justice and inquiry. To learn more- Click here

* Remote Special Education Teacher - Service is very important to us. At Learning Network, you will be among people who care about their customers and colleagues. We prioritize service by ensuring the details are done and done well - every time. We make promises, and we keep those promises. We recognize that our customers and  employees don’t have to choose us. As such, service is embedded deep within our culture - and providing white-glove service is an expectation of every employee. To learn more- Click here

* Director of Student Programs (Including Special Education) - Supervision of and general responsibility for the total programs of Special Education PK-21, ELL, Nurses, Native Americans (Title VI), Homeless, Migrant, Poverty. To provide leadership in establishing sound educational programs for all children. To learn more- Click here

* Autism Center Special Education Teacher - The RMP community is filled with staff, students, and stakeholders who are motivated by our pillars of rigor and love, live daily by our PEAK values, and believe deeply in the power and potential of every student we serve. We aspire to be the highest-performing school system in Colorado. To learn more- Click here

* Teacher, Special Education (Deaf and Hard of Hearing) (EOY) - The Deaf/Hard of Hearing Teacher provides specially designed instruction as outlined in the student's Individualized Education Plan (IEP), manages student behavior, assesses and evaluates student achievement, and modifies instructional activities, as required. To learn more- Click here

* Senior Coordinator of Learning Support-Special Education (ECSE Services/Preschool) - The Senior Coordinator is responsible for coordinating a number of district-wide functions and programs under the Individuals with Disabilities Education Act of 2004 (IDEA) and/or Section 504 of the Rehabilitation Act of 1973 (Section 504) to assist with improving achievement, performance, behavior, attendance, and health for students with disabilities ages 2-21, inclusive. The work involves training, coordinating activities, providing services, managing programs, and overseeing complex district initiatives as assigned. To learn more- Click here

* Special Education Teacher - Easterseals New York operates programs that enable those with special needs to achieve equality, dignity, and independence in their own communities. It provides exceptional services to ensure that all people with disabilities or special needs and their families have equal opportunities to live, learn, work and play in their communities. We change the way the world defines and views disability by making profound, positive differences in people's lives every day. Easterseals has been an American Institution since 1919. To learn more- Click here

* Teacher Assistant - Easterseals New York operates programs that enable those with special needs to achieve equality, dignity, and independence in their own communities. It provides exceptional services to ensure that all people with disabilities or special needs and their families have equal opportunities to live, learn, work and play in their communities. To learn more- Click here

* Special Education Teacher - Easterseals - Project Soar is seeking a Special Education Teacher for their preschool program under the guidance of the Program Director. Easterseals New York operates programs that enable those with special needs to achieve equality, dignity, and independence in their own communities. To learn more- Click here

* One-to-One Teacher Aide - Easterseals NY- Project Soar is seeking a One-to-One Teacher Aide for our preschool program serving students with special needs. We change the way the world defines and views disability by making profound, positive differences in people's lives every day. Easterseals has been an American Institution since 1919. To learn more- Click here

* Special Education Teacher - Easterseals New York operates programs that enable those with special needs to achieve equality, dignity, and independence in their own communities. It provides exceptional services to ensure that all people with disabilities or special needs and their families have equal opportunities to live, learn, work and play in their communities. To learn more- Click here

* Teacher Assistant - The Child Care Assistant/1:1 aide works in our integrated and self contained preschool classrooms and collaborates with the Special Education Teacher to create a safe, warm and caring educational environment for our students. The aide follows all OCFS regulations, follows schoolwide PBIS initiative, and collaborates with classroom staff, parents, education consultant, and administration. To learn more- Click here

* SPED Teacher - This teaching position entails both instructional and case management responsibilities for providing special education services and supports to students with exceptional learning needs at DCI during the school year. 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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