Premature Babies Make Fewer Friends -- But Not for Long Premature babies make fewer friends, feel less accepted by peers and spend less time socialising in early childhood -- but this improves when they get to school -- according to new research by an international research collaboration, including the University of Warwick, UK. Professor Dieter Wolke, from the Department of Psychology and Warwick Medical School, led a team which demonstrated that children born premature -- including very preterm and moderately-to-late preterm babies -- are less accepted by their peers. However, these children catch up -- making more friends and gaining more acceptance from peers after the transition to school, by age eight. This was particularly beneficial for children who were born very preterm at school. Read More |
Novel Genetic Variants for ADHD Linked to Educational Attainment A study published in the February 2018 issue of the Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP) reports that five novel genetic variants associated with attention-deficit/hyperactivity disorder (ADHD) have been identified by exploiting genetic overlap between ADHD and educational attainment. "In this study, we aimed to explore the genetic architectures of ADHD and educational attainment and to what degree they have a shared genetic basis," says Alexey A. Shadrin, lead author of the study and postdoctoral research fellow at the Norwegian Centre for Mental Disorders Research (NORMENT). "Our findings may increase the understanding of the genetic risk underlying ADHD and its connection to educational attainment, which has important socioeconomic and health-related life implications," Dr. Shadrin explains. Read More |
Government Seeks Delay of Obama Rule on Race in Special Ed The Education Department is seeking to delay an Obama-era rule meant to counter racial disparities in special education. In December 2016, the Obama administration said "students of color remain more likely to be identified as having a disability and face harsher discipline than their white classmates" and issued a rule that required states to intervene if there were strong racial disparities in their districts. The rule was to take effect in July 2018. Department Press Secretary Liz Hill told The Associated Press Monday that the agency wants to postpone the rule by two years. Hill said in a statement that federal officials heard concerns about the rule from states, school districts, superintendents and others involved. "Because of the concerns raised, the department is looking closely at this rule and has determined that, while this review takes place, it is prudent to delay implementation for two years. The postponement will be issued for public comment." Read More |
For the First Time, Indiana Special Education Students Could Receive Alternate Diploma Indiana may soon have not one, but two, new diplomas. For months, state officials and lawmakers have been working on creating a single Indiana diploma to encompass all four of the state's current diploma offerings in a way that will satisfy new federal reporting requirements. Should it receive final legislative approval, as it is expected to, the new Indiana Diploma would be awarded to the first class of graduates this year. It's new in name only, though. With designations for each of the diplomas Indiana currently offers, it will change nothing for current high school students. Carried by Rep. Bob Behning, R-Indianapolis, House Bill 1426 passed the House 84-5 on Monday. It will move to the Senate, where a similar bill creating the Indiana Diploma has been working its way through the chamber. Read More |
Report: Tennessee's Student Intervention Process Works, but in Need of Improvements A third of Tennessee teachers find a state-driven process meant to address individual student needs to be ineffective, while implementation of it across the state can vary. That's according to a report focused on Response to Instruction and Intervention's fourth year in Tennessee - RTI², as it is known, is an approach to the identification and support of students with academic deficiencies. Although the report says that overall the process has been crucial for getting many students the right type of support to learn, challenges in perception and in its implementation exist. "(We) have heard from educators in schools where RTI² has not felt like a worthwhile investment and we have seen considerable variation in the quality of implementation across the state," the report says. "While we remain fully committed to the work, we are also learning from these challenges and are working to address specific needs." Read More |

|
Autism Groups Say Families Must Prepare for Police Encounters - And Officers Need Better Training A Phoenix-area incident last year drove home the need to continue training first responders on interacting with people with autism and other developmental disabilities. A Buckeye police officer mistook a 14-year-old boy with autism for a drug-user and the pair ended up on the ground, the boy injured. But some parents and advocates say training must go both ways and the autism community must learn about police. Cynthia Macluskie, founder of Autism Society of Greater Phoenix, said all major first-responder agencies in the Phoenix area partner with health centers and local organizations to tap into learning opportunities. Macluskie wants to ensure those with autism are prepared. As the Center for Disease Control estimates nearly 1 in 68 American children have autism spectrum disorder - and others estimate it may be far higher - encounters with police and other first responders in emergency situations are going to occur. Read More |
Peer Mentoring Program Creating Culture of Inclusion Hancock High school is responsible for around 90 special education students. Nearly half of those come from other Copper Country Intermediate District schools. Hancock and CCISD staff and students work hard to ensure all students feel included. "It is a hard thing for kids to come from their other home district into our district, but we have about 30 students from Hancock who sign up for peer mentoring and then they help with our special ed population in their classes or they come into our classrooms and form a friendship that helps the kids feel more comfortable in the building," said high school mild cognitive impairment teacher Maren Rouleau. Peer mentors do online work to learn how best to help their mentee's specific disability. This knowledge reaches beyond help in the classroom. "We have even some that go to lunch with students and help them with social-type skills. When the peer mentors come in they are really excited to see them. I think they really just like being treated as equals," said mild cognitive impairment 6th and 7th grade teacher Shauna Wunrow. Read More |
Fetal Alcohol Disorders Up to 10 Times More Common Than Believed Up to 10 times more children have disabilities related to fetal alcohol exposure -- drinking during pregnancy -- than previously believed, finds a new study. As many as one in 10 children in some U.S. communities may have some type of disability due to maternal drinking during pregnancy, the research suggests. Not only does this finding reveal substantial numbers of children with potentially unrecognized disabilities who need help, but it also drives home how widespread disabilities are from drinking during pregnancy-even if it's not heavy or binge drinking. When most people think about drinking during pregnancy, they often think about heavy or binge drinking, which can cause fetal alcohol syndrome (FAS). FAS is a physical and developmental disability that affects growth, facial features and cognitive development and behavior. The CDC estimates that 1 in 1,000 children has FAS, though some estimates range up to 9 in 1,000. Read More |
Honor Society for Special Education Teachers
|

LATEST JOB LISTINGS POSTED ON NASET
* Certified Special Education Teacher - Susan E. Wagner Day School with 5 locations throughout the Bronx. Administer appropriate educational testing to gather data for the development of IEP. Develop appropriate individualized. Provide therapeutic intervention in the classroom to maintain a therapeutic educational environment.Document academic and behavioral evaluations of students. To learn more - Click here
* Educational Director - Do you enjoy leading a collaborative team, utilizing your leadership and behavioral skills while positively affecting children with significant disabilities? Then consider joining Devereux Advanced Behavioral Health!Being an Educational Director at Devereux has its Advantages. To learn more - Click here
* Special Education Teacher - At Mastery, all means all. Nearly one quarter of our students have individualized education plans (IEPs) to help ensure they get the educational opportunities they need. As a Secondary Special Education Teacher you will work with a team of teachers, case managers, school leaders, and central office support staff to help push the boundaries of what's possible for your students academically, emotionally, and physically while also developing your craft. To learn more - Click here
* Executive Director of Special Education - Under the direction of the Chief Academic Officer, the Executive Director of Special Education provides vision, leadership, oversight and evaluation for the Department of Special Education. A completed application includes all application materials and three supervisory references. This position is posted until filled, with an initial screening date of February 11, 2018. To learn more - Click here
* Special Education Teacher (secondary) - Linwood Center is currently hiring for Special Education teachers for Grades 9-12. The teacher will guide the educational process and provide specialized instruction at the secondary school level for students with autism and related disabilities in classrooms of four to seven students. S/he will use various techniques to promote learning, including individualized instruction, problem-solving assignments, and small-group work. To learn more - Click here
* High School Special Education Teacher - Tutor individual and small groups of students, reinforcing language and reading concepts. Schedule and conduct IEP meetings, coordinating schedules with parents, general education teacher(s), administrator, and all appropriate special education staff. Communicate with parents regarding individual student progress and conduct. Maintain progress records and record progress toward IEP goals. To learn more - Click here
* Instructional Specialist - The STEPP Program's mission is to provide students with learning disabilities who aspire to achieve a college education and who demonstrate the potential for postsecondary success with access and comprehensive support throughout the university experience. By partnering with these students, their families, and a variety of educational communities, the STEPP Program fosters a network of opportunities and resources to empower and support students from admission to graduation from East Carolina University. To learn more - Click here
* EXECUTIVE DIRECTOR - Criterion Child Enrichment is conducting a search for an Executive Director. Founded in 1985 as a not-for-profit organization, Criterion has served families for over 30 years and is a leading provider of early childhood education and early intervention services. Each year the agency serves over 7000 families through a program network that extends throughout the Commonwealth of Massachusetts. To learn more - Click here
* Program Director ~ Annandale Campus - Applications are being accepted for this key leadership position within PHILLIPS Programs. The PHILLIPS School ~ Annandale Program Director, reporting to the President & CEO, will be responsible for all aspects of operation of a 200 pupil campus for students with emotional & behavior problems, learning disabilities and other school challenges. The Program Director also oversees a staff of 150. To learn more - Click here
* Special Education Teacher - Various - $50,000/school year (185 days), summers off with year round pay and year round appreciation. Special Education Teachers needed in Arizona (Phoenix and surrounding cities). Needs are in the self-contained and resource settings serving students with emotional disabilities (ED), Autism (A), Severe/Profound (S/P), and Intellectual Disabilities (ID). STARS is the largest school contract agency in AZ. STARS is owned and operated by Occupational Therapists. You will be an employee and receive full benefits. To learn more - Click here
* Special Education Teacher - The Adolescent Care Unit (ACU) at Tséhootsooí Medical Center on the Navajo Nation seeks a Special Education Teacher to work with 8 to 10 teens aged 13-17 with mild emotional or behavior issues in a subacute 60-day inpatient program. ACU combines western therapy with Native American traditional cultural methods to foster health and Hozho or harmony, and is located in northeastern AZ. To learn more - Click here
If you are an Employer looking for excellent special education staff - Click here for more information |
|