November 2024 - Special Educator e-Journal
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Table of Contents
- Buzz from the Hub
- Special Education Legal Alert. By Perry A. Zirkel
- Accepting and Understanding the Needs of Muslim Immigrant Families in Special Education. By Dr. Sadia Warsi
- Fostering Belonging in Academia: The Importance of Affinity Groups for Muslim and Minority Faculty in Special Education. By Dr. Sadia Warsi
- Stakeholders’ Involvement and the Performance Level of Secondary Schools in Area II-A of Leyte Division. By Venus Amaba
- Latest Employment Opportunities Posted on NASET
- Acknowledgements
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Special Education Legal Alert
By Perry A. Zirkel
© October 2024
This month’s update identifies two recent court decisions that respectively illustrate the scope under the IDEA of “regular high school diplomas” and “transportation services.” For previous monthly updates and related publications, see perryzirkel.com
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Buzz from the Hub
State of Early Childhood Education in Big Ten States
Equity in Data: Where to Start!
A Summary of the Research on the Effects of K–12 Test Accommodations: 2022
Inclusive Occupations podcast
- StopBullying.gov
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Accepting and Understanding the Needs of Muslim Immigrant Families in Special Education
By Dr. Sadia Warsi
Introduction
Special education for culturally diverse students, particularly those from immigrant Muslim families, presents a complex set of challenges and opportunities within the American educational system. The involvement of parents from these communities is crucial for the success of their children; yet, numerous barriers often hinder their full participation. These barriers include language differences, lack of familiarity with the American educational system, and cultural disparities in understanding and approaching disabilities and education.
The rapidly growing population of immigrant Muslim students in the United States underscores the importance of addressing these challenges. Schools and educators must make concerted efforts to bridge the communication gap and create a welcoming, inclusive environment for these families. This may involve providing language interpreters, cultural liaisons, and flexible meeting schedules to accommodate parents' needs.
Moreover, it is essential to recognize that the concept of special education and the approach to disabilities can vary significantly across cultures. What may be considered a disability or special need in one culture might be viewed differently in another. Therefore, educators and administrators must strive to understand and respect these cultural perspectives while ensuring that all students receive the support and services they need to thrive academically and socially.
Fostering Belonging in Academia: The Importance of Affinity Groups for Muslim and Minority Faculty in Special Education
By Dr. Sadia Warsi
Importance of this Topic
As the academic landscape continues to diversify, the importance of inclusivity and representation becomes increasingly critical—especially for Muslim and minority faculty in special education. These educators face unique challenges that can impede both their professional development and personal well-being. A proven strategy for addressing these issues is the establishment of affinity groups, which can cultivate a sense of belonging, promote social activism, and enhance student engagement. This article explores the various benefits of affinity groups and provides concrete activities that special education teachers can implement to foster belonging and support among their peers.
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Stakeholders’ Involvement and the Performance Level of Secondary Schools in Area II-A of Leyte Division
By Venus Amaba
Celestino De Guzman Memorial National High School, Department of Education, Philippines
Email: venusamaba@gmail.com
Abstract
This study delved into the level of stakeholders’ participation in the school operation and management in the public secondary schools of Area II-A, Leyte Division. Also, this investigated the performance level of the schools and the relationship between the level of participation of the stakeholders and the performance of the schools. This utilized the descriptive correlational design. The instrument was a researcher-made questionnaire that used inputs from a SBM tool or template for assessment. The questionnaire is composed of two parts. (Part 1) elicited data about the level of involvement of the stakeholders in the school management and operation in terms of a) leadership and governance; b) curriculum and learning; c) accountability and continuous improvement; and d) management of resources, where respondents shared their level of agreement regarding the involvement of the community as (1) strongly disagree; (2) disagree; (3) neutral; (4) agree and (5) strongly agree. (Part 2) obtained responses and level of agreement on the schools’ performance based on their OPCRF, KRA, 4 in a 5-point Likert Scale of Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D) and Strongly Disagree (SD), with a value of 5, 4, 3, 2, and 1 respectively. The respondents of this study were the 130 teachers from the 13 schools in Area II-A in the division of Leyte who were chosen through purposive random technique. The data were treated and analyzed via mean and standard deviation. The stakeholders’ engagement was assessed through the verbal descriptions derived from the mean ranges calculated by (5-1=4) then the difference is divided by four (4) as the greatest value of the scale (4÷5= 0.8). Number one (1) which is the least value of the scale was added. The significant relationship between the level of community engagement and school performance was identified via Pearson r. Results showed that the stakeholders are highly involved in the different facets of school-based management and operation. The overall performance of the schools is outstanding. The results revealed a significant positive relationship between the level of stakeholders’ involvement in the school operation and management and the performance of the secondary schools. It is recommended that more initiatives be adopted to boost the participation of the stakeholders for the attainment of the schools’ mission, vision, and goals.
Key words: stakeholders’ involvement, school-based management, school performance
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Latest Employment Opportunities Posted on NASET
* 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
* Middle School 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. We will grow to serve students in many communities who need more seats in schools that provide rigorous and loving college preparatory options. 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
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