November 2023 - Special Educator e-Journal

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Special Education Legal Alert

By Perry A. Zirkel

© October 2023

This month’s update identifies a pair of recent court decisions that address behavior-modification issues.  For related publications and earlier monthly updates, see perryzirkel.com.

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    Buzz from the Hub

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    OCR Releases Dear Colleague Letter on Race and School Programming
    OCR’s 13-page DCL on Race and School Programming is intended to guide schools on lawful programs to promote racially inclusive school communities. This resource clarifies the circumstances under which schools can develop curricula and programs or engage in activities that promote racially inclusive school communities.

    The English Learner Family Toolkit
    (Available in English, Arabic, Chinese, and Spanish)
    This family toolkit (from the National Clearinghouse for English Language Acquisition) is meant to support families of English learners in the U.S. education system. It consists of 6 chapters, and each chapter contains 5 sections: an overview, family and student rights, questions to ask schools, tips, and resources.

    IEP Tip Sheet: Age of Majority
    This tip sheet introduces and briefly defines age of majority. The age of majority is defined by state law and is the age at which the child is no longer a minor and assumes rights and responsibilities to make certain legal decisions. The tip sheet includes a brief summary of federal regulations, common questions, and additional resources. Check with state law for specific information about age of majority in your state.

    Student-Centered Transition Planning
    This IRIS module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings.

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    The English Learner Family Toolkit

    This family toolkit (from the National Clearinghouse for English Language Acquisition) is meant to support families of English learners in the U.S. education system. It consists of 6 chapters, and each chapter contains 5 sections: an overview, family and student rights, questions to ask schools, tips, and resources.

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    Student-Centered Transition Planning

    This IRIS module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings.

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    Transition Services for Justice-Involved Youth and Young Adults with Disabilities: Rehabilitation and Recovery Practices

    Many justice-involved youth experiencing trauma also report high rates of mental and behavioral health conditions. Up to 90 percent relay exposure to some traumatic event, 70 percent meet the criteria for a mental health condition and 30 percent meet the criteria for post-traumatic stress disorder (PTSD).1 Additionally, the U.S. Department of Education estimates that 30 to 60 percent of youth in correctional facilities have a disability.2 When left unaddressed, a person’s mental and behavioral health symptoms can negatively affect their economic outcomes.3 The justice system faces challenges in establishing and maintaining supports to address these needs and reduce their impact on education and employment. This brief describes how rehabilitation and recovery interventions can help states improve long-term workforce opportunities for justice-involved youth and young adults with disabilities (Y&YADs), including those with pre-existing mental and behavioral health needs.

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    Warning Signs for Bullying

    Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.

    In order to be considered bullying, the behavior must be aggressive and include:

    • An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
    • Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.

    Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

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    Latest Employment Opportunities Posted on NASET 

    * Special Education Teacher - Ready to join a team of exceptional certified educators at Paterson Public Schools – the fourth largest school district in New Jersey. We are looking for teachers who are experts in their content area, are committed to improving student achievement, and will bring enthusiasm to the classroom. To learn more- Click here

    * SPED Teacher - District of Columbia International School (DCI) is a public charter school serving over 1600 racially and economically diverse students in grades 6-12 from across the District of Columbia. We aim to provide our students with a world-class education that empowers them to follow their passions and change the world. To learn more- Click here

    * High School Special Education Teacher - New Visions seeks the most talented and dedicated educators to bring their skills, experience, and energy to a collaborative and innovative learning environment where teachers are empowered to meet each student's unique learning needs and open the doors to new and rich opportunities. Our teachers are dynamic and innovative pedagogues who are committed to urban students and the issues they face every day. To learn more- Click here

    * Special Education Teacher - We are seeking a Special Education teacher for Thresholds High School! Thresholds High School is an Illinois State Board of Education certified Therapeutic Day School for students ages 16 to 21 years old with ongoing serious mental health needs. The Thresholds High School provides a distinct combination of flexibility and support in order to help students achieve both their high school diploma and their transition goals. To learn more- Click here

    * Special Education Teacher - Certified Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities under the direction of the campus Principal and Superintendent with direct support from the program coordinator. Thie role also requires the evaluation and assessment of student progress against instructional objectives; follows State mandate due process procedures and functions as IEP manager to assigned students. To learn more- Click here

    * SY23-24 MS Behavior, Academics, and Social Education (BASE) Inclusion Teacher - The Special Education BASE Teacher ensures that students’ Behavior Intervention Plans are implemented, proactively teaches students the necessary skills to access instruction, serves as a case manager, assesses and monitors students’ progress, and collaborates with parents and other school staff. To learn more- Click here

    * Teacher- Exceptional Education- Self Contained- Autism/ID/ED - Interested in creating a better tomorrow? Apply to be a TUSD (Tucson Unified School District) teacher today. Tucson Unified School District is the best place in Southern Arizona for you to begin or continue a rewarding and meaningful teaching career. As one of the largest employers in Tucson, we have a superior offering of teaching opportunities that you will not find in other districts in the region. To learn more- Click here

    * Teacher-Exceptional Education - Self Contained - Autism/ID/ED - Effectively manage the learning environment to prepare lesson plans, instruct students, evaluate and monitor students’ performance in order to advance student achievement. Understand and appreciate diversity. Work collaboratively with a team to plan instruction. Demonstrate commitment to continuous learning. To learn more - Click here

    * Special Education Teachers - Successful candidate must be able to plan, organize, and implement an appropriate instructional program in an environment that prepares students for lives as informed and engaged citizens in a global society. To learn more- Click here

    * Special Education Teacher - Propel Schools - Propel Schools is the largest network of public charter schools in Allegheny County consisting of 13 schools and approximately 4,000 scholars. Our mission is to provide high-quality schools to underserved communities. Each of our schools provide a rigorous academic environment and small class sizes where educators focus on providing each scholar with support and individualized attention. 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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