Week in Review - June 11, 2021




National Association of Special Education Teachers

June 11, 2021                 Vol 17 Issue #23


Dear NASET Members and Guests,

Welcome to NASET's WEEK in REVIEW.  Here, we provide you with the latest publications fromNASET to read and or download, as well as some of the most interesting articles that have happened this week in the field of special education. We hope you enjoy this publication.  Feel free to send us articles for this publication or let us know your thoughts about the WEEK in REVIEW at news@naset.org. Have a great weekend.




NASET’s Autism Spectrum Disorder Series

Family Involvement and Educational Outcomes in Students Diagnosed with Autism Spectrum Disorder (ASD)

By Carolina Arcaya

This issue of NASET’s Autism Spectrum Disorder series was written by Carolina Arcaya. As the rate of Autism Spectrum Disorder (ASD) increases, teachers have more contact with children diagnosed with ASD, their parents, and their families. Children with autism spectrum disorder (ASD) are characterized by their social interactions and communication challenges and restricted, repetitive behaviors (American Psychiatric Association, 2013). Research has shown that these challenges may be stressful for parents and affect the entire family. In general, parents experience more stress associated with raising a child with Autism compared to parents with typically developing children or children with other disabilities (Hayes & Watson, 2013). These challenges influence family relations, careers, leisure time as well as the overall quality of life. Family involvement is directly related to the educational outcomes of students with ASD. Effective communication between parents and teachers is essential for building a school-family partnership and achieving educational goals. Because of the unique set of challenges students with ASD possess, a solid parent-teacher relationship requires being more of a partnership than a relationship, where both parties collaborate and are collectively responsible for the student educational outcomes. Read More

Board Certified Inclusive Education Specialist (BCIES) -b


Combination of Early Reading Programs Helps with Kindergarten Readiness

A study published in the journal Pediatrics shows the combination of two early reading programs had positive effects on preschool students entering kindergarten in Cincinnati Public Schools over a three-year period. The two early reading programs are: Reach Out and Read, through which children receive a new book and guidance about reading at home during well-visits from newborn through age 5; and Dolly Parton's Imagination Library, which mails new books to the child's home once a month from birth through age 5. Each of these is well-established at Cincinnati Children's Hospital Medical Center and across the nation. "With this early study, we suggest that when combined and sustained, these two programs have the potential for effectively supporting the development of preliteracy skills of large populations of at-risk children, improving kindergarten readiness, and, ultimately, success in school and life," said Greg Szumlas, MD, of the Division of General and Community Pediatrics at Cincinnati Children's. Read More



Technology Made Special Education Parents Better Advocates During the Pandemic

As schools let out for summer, there are undoubtedly aspects of the past year that teachers and parents alike are ready to leave behind. But then there are the benefits that some are hoping stick around. Among them: better communication strategies and tools that make it easier for special education parents and teachers to interact. Those are lessons that should stay in place long after our current era of remote learning, says research analyst Lane McKittrick, who focuses on special education and families at the Center on Reinventing Public Education. She recently co-authored a report on how charter schools effectively supported students with disabilities during the pandemic and is blogging about the topic. Read More




Head Injury and Concussion in Toddlers: Early Detection of Symptoms is Vital

A research team led by scientists at Université de Montréal has developed a unique observational tool for assessing children up to 5 years of age who have had a concussion. The work is explained in a study published in the Journal of Head Trauma Rehabilitation. Pediatric traumatic brain injury (TBI) is particularly prevalent in toddlers; they're more likely to be injured because they have a lower sense of danger and are still developing physically. But parents and clinicians have trouble detecting symptoms of trauma, given the toddler's limited verbal skills. "A young child will not tell you that they have a headache or feel dizzy," said Dominique Dupont, an UdeM postdoctoral student in neuropsychology and first author of the study. Read More



Oklahoma School Districts Bringing Out New Perks to Attract More Teachers

Some Oklahoma schools face a teacher shortage after many educators retired after enduring the COVID-19 pandemic. Now, schools are working hard to have a full staff for August. Basically, school districts are trying to entice a few new teachers to fill some of those open spots, and this isn't just an idea by one district. "There has always been a shortage of teachers in Oklahoma for several years," said Brad Herzer, human resources assistant superintendent for safety and security at Oklahoma City Public Schools. Herzer told KOCO 5 that the shortage was a little more than usual this year. "We have seen a slight uptick in retirements," he said. Herzer believes that's due to the pandemic. "We have been recruiting heavily," he said. Read More



Forbidding Remote Learning: Why Some Schools Won’t Offer a Virtual Option This Fall

School districts across the country are planning a full return to face-to-face instruction next year, a major milestone that reflects a rosier coronavirus picture. But some districts—and entire states—are going a step further, eliminating remote learning altogether, or severely restricting its use. Those decisions worry many advocates and experts. They fear that schools are squandering a chance to harness technology to make school work better for students and families. And they think schools are being shortsighted; without a robust remote option, they will be ill-prepared to respond if COVID-19 levels spike again. “Everyone wants to get back to normal. But snapping back to normal when we know that didn’t work well for too many kids, that’s a real danger,” said Robin Lake, the CEO of the Center on Reinventing Public Education, which has been monitoring schools’ responses to the pandemic. “Are districts really going to force families to bring their kids back? That’s a bad look.” Read More



FDA Authorizes Marketing of Diagnostic Aid for Autism Spectrum Disorder

The U.S. Food and Drug Administration authorized marketing of a device to help diagnose autism spectrum disorder (ASD). The Cognoa ASD Diagnosis Aid is a machine learning-based software intended to help health care providers diagnose ASD in children 18 months through 5 years of age who exhibit potential symptoms of the disorder. “Autism spectrum disorder can delay a child’s physical, cognitive and social development, including motor skill development, learning, communication and interacting with others. The earlier ASD can be diagnosed, the more quickly intervention strategies and appropriate therapies can begin,” said Jeff Shuren, M.D., J.D., director of the FDA’s Center for Devices and Radiological Health. “Today’s marketing authorization provides a new tool for helping diagnose children with ASD.” Read More



Brain Activity Patterns May Distinguish Girls with Autism

Autistic and non-autistic girls’ brains differ in activity in a way that autistic and non-autistic boys’ brains do not, according to a new study. This sex difference may stem from distinct patterns of gene expression during early development. The new findings lend support to the idea that autism has sex-specific biological roots. Such a difference may help explain the lower prevalence of autism in girls- — and compound a diagnostic bias that leads some clinicians to overlook girls with the condition. Gaining a better understanding of what autism looks like in girls — from their brain activity to the traits they express — might help clinicians identify autistic girls more readily and eliminate some of that bias, says co-lead investigator Allison Jack, assistant professor of psychology at George Mason University in Fairfax, Virginia. Read More



Paracetamol Linked to Child Autism and Hyperactivity

During pregnancy, women are usually careful about what they consume or do, so as to avoid harming the unborn baby in any way. Despite being extremely cautious, expectant women may sometimes go through certain ailments or complications that result in immense physical pain. In such circumstances, some usually rely on paracetamol, which is also known as acetaminophen, to get pain relief. This is a commonly used non-prescription drug that can be purchased across the counter in most shops. The drug is considered to be largely safe for use during pregnancy to treat fever and pain. But health experts are now calling on pregnant women to exert caution when using the medicine as it could lead to a myriad of development challenges in children. Read More






Congratulations to: Danelle Fugate, Olumide Akerele, Diane Campbell-Mitchell, Helma Wardenaar, Karen Frantz-Fry, Tracey Christilles, Cindi Maurice, and Yvonne Harris who all knew the answer to last week's trivia question:

This type of traumatic brain injury—or TBI—is caused by a bump, blow, or jolt to the head or by a hit to the body that causes the head and brain to move rapidly back and forth. This sudden movement can cause the brain to bounce around or twist in the skull, creating chemical changes in the brain and sometimes stretching and damaging brain cells. What is this type of TBI called?


This week's trivia question: On April 6, 1963, a group of parents convened a conference in Chicago entitled “Exploration into the Problems of the Perceptually Handicapped Child.” The 1963 conference articulated the cornerstones on which a new field of study would be based. The underlying assumptions put forth provided the frameworks for legislation, theories, diagnostic procedures, educational practices, research and training models. American psychologist and educator Samuel Kirk coined a new term for this area of study. This new term would lead to much more research, and today, be the highest prevalence disability of children receiving special education services under the federal law, IDEIA. What is this IDEIA classification?

If you know the answer to this week's trivia questions, email it to us at contactus@naset.org by June 15, 2021 . If you are correct, you will be acknowledged in next week's NASET's Week in Review

Officers with the Utah Division of Wildlife Resources Teach Fishing to Youth with Special Needs

Officers with the Utah Division of Wildlife Resources took time out of their jobs to teach some valuable lessons to children with special needs. The students showed up at a Brigham City pond Friday morning for a fishing lesson about nature and life. Conservation officer Trevor Doman with DWR knows through experience that fishing can take a lot of patience and time to master, though often the sport is more about who you're with than what you're doing. "It is a bonding experience," Doman said. "Something I love about camping, being out in the wilderness with family, is doing that; and fishing is just spending time together. We love it." Doman was one of several conservation officers with Utah's DWR who taught children in Box Elder High School's special education program how to fish. Read More



Digital Science Notebooks Showcase Student Learning

As I reflect on what has undoubtedly been my most difficult year of teaching, I find myself evaluating strategies I relied on to make online learning productive for my students. Digital notebooks rise to the top: When I pivoted from requiring traditional bound notebooks from my biology students to requiring digital ones, all of us became more creative and learning was enhanced. For over a decade pre-Covid, I had my students maintain what we called a BILL (Biology Interactive Learning Log) in a thick composition notebook, filled with daily bell work (e.g., formative questions about the previous day’s homework), course notes, study guides, and lab data from our classwork. For all of my students, the BILL was a collection of the work they’d done over the course of a unit of study that showed their learning growth, and for many, it was a great source of pride. Some even took their BILL with them to college to support the next phase in their biology coursework. Read More



Childhood Cancer Discovery May Stop Tumor Spread Before it Starts

A new discovery in Ewing sarcoma, an aggressive and often fatal childhood cancer, has uncovered the potential to prevent cancer cells from spreading beyond their primary tumor site. The breakthrough provides new insight into what triggers the process that allows cancer cells to survive while traveling through the body in the bloodstream. Researchers with the University of British Columbia and BC Cancer have learned that Ewing sarcoma cells -- and likely other types of cancer cells -- are able to develop a shield that protects them from the harsh environment of the bloodstream and other locations as they search for a new place to settle, or metastasize. The study has just been published in Cancer Discovery. Read More






Getting Face Time with Students May Be More Important Than You Think

During the pandemic, teachers have reported challenges in developing relationships with students and helping them engage, particularly in their remote and partially asynchronous classes. One new study in the Journal of Neuroscience suggests why students’ brains really do warm up to new people faster in face-to-face encounters, and hints at ways teachers may be able to bolster familiarity in remote classrooms. It finds that the way people initially are exposed to a new person—through seeing their face in passing, via media, or interacting face-to-face—changes the way their brains become familiar with the person and develop a sense of their identity. Researchers from the Friedrich Schiller University in Jena, Germany, and the University of York in England separated participants into three groups. One group sorted pictures of foreign celebrities into groups, considered “perceptual exposure.” The second group watched two weeks of a television series that featured specific actors. The third group simply chatted with research staff members in person over three days. Read More



A Problem for Math Teachers: Solving the Dilemma of Learning Lost to a Year of Zoom

Christopher Ochoa of McAllen, Texas, has loved mathematics since he was a young child, his interest fueled by summer-time math camps and trips to Space Center Houston. The high school senior’s strong work ethic helped him manage his ADHD, dyslexia, and sensory overload well enough to earn stellar marks and gain entry to Texas A&M University. But during the pandemic, both his grades and his academic confidence plummeted. “When you’re in the classroom, you can ask a question, go to the whiteboard with your teacher and he’ll work through it with you,” the 18-year-old said. “Now, when you ask a question, you have to unmute your mic and you can’t see the teacher face to face or make eye contact. It’s just not the same. There isn’t that physical interaction.” Read More



Being Born Very Preterm or Very Low Birthweight is Associated with Continued Lower IQ Performance into Adulthood

The average IQ of adults who were born very preterm (VP) or at a very low birth weight (VLBW) has been compared to adults born full term by researchers from the Department of Psychology at the University of Warwick. Researchers have found VP/VLBW children may require special support in their education to boost their learning throughout childhood. Birth before 32 weeks of gestation is classed as very preterm (VP) and those born weighing less than 1500g are classed as very low birthweight (VLBW). Research has previously found that those who were born VP or VLBW had lower cognitive performance in childhood. In the paper, 'Association of Very Preterm Birth or Very Low Birth Weight with Intelligence in Adulthood: An Individual Participant Meta-analysis', published today, the 28th of May in the journal JAMA Pediatrics, a consortium of researchers led by the Department of Psychology at the University of Warwick have conducted an Individual participant meta-analysis investigating IQ in adulthood. Read More



Understanding Overstimulation in Autism

Most parents have witnessed a tantrum or two. A meltdown, or an autistic brain trying to control sensory overload with a challenged filtering system, cannot be equated to a tantrum.  A tantrum is usually about getting something: attention, candy or an extra video on the iPad. A meltdown is about regaining control or escape. When someone on the spectrum is overloaded with stimuli—and a sensory processing condition hampers the filtering of excess input—the only way to express and escape being overwhelmed may be a complete shutdown or meltdown. An area that is receiving increasing attention from researchers is the processing of sensory stimuli in autistic children. The fact that almost all children on the spectrum have some sort of sensory issue should be enough to encourage clinicians and researchers to determine the precise brain mechanics behind why autistic people find the world so overwhelming. Read More




* 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

* Special Education Teachers - Come work in an environment where working with the students is the priority not meetings and paperwork. Where class sizes are kept below 10, and where teachers have the freedom to be creative in their lessons and do what is best for their students. Pay and benefits are comparable to the local, public school systems. We currently have two openings. To learn more - Click here

* Standards-Based Instruction Special Education PK-1 - Under the direction of the Executive Director of Student Support Services, the position will carry out assignments in support of certificated staff in the areas of curriculum development, review, evaluation, and resource selection with emphasis in special education (i.e. supplemental curriculum and modifications / accommodations). To learn more - Click here

* Special Education Teacher- Albemarle County Public Schools is committed to providing all students the opportunity to learn from talented, diverse teachers who represent the many cultures and experiences of our community. We seek to hire educators who demonstrate the ability to work with culturally diverse students, and who see themselves as lifelong learners – always willing to learn new things to best meet the ever-changing needs of our students. To learn more- Click here

* [2021-2022] Special Education Teacher (Learning Specialist) - Reporting to the Academic Dean, the Special Education Teacher will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more- Click here

* ELA Special Education Teacher(Learning Specialist) - Reporting to the Academic Dean, the ELA Special Education Teacher will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* Middle School Special Education Teacher - Reporting to the Academic Dean, the Middle School Special Education Teacher will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* [2021-2022] Math Special Education Teacher - Reporting to the Academic Dean, the Math Special Education Teacher will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* [2021-2022] High School Math Learning Specialist - Reporting to the Academic Dean, the High School Math Learning Specialist will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* [2021-2022] Elementary ICT Teacher - Reporting to the Academic Dean, the Elementary ICT Teacher will be responsible for providing tailored support to students with special education needs, primarily through integrated co-teaching. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more - Click here

* Special Education - Elementary & High School - Provide direct and indirect instructional and related services to students age 5-12 with a range of disabilities including but not limited to physical, cognitive, communication, social or emotional, adaptive, and learning disabilities.  You coordinate the Individualized Education Plan (IEP) process. To learn more - Click here

* Learning Specialist - Reporting to the Regional Director of Online Programs, the Learning Specialist is responsible for providing personalized academic support services to online Dual Enrollment students and other individuals in the Bay Area, CA who need these supports and resources. To learn more - Click here

* Special Education Teacher (All Specializations) - We are looking for highly motivated and skilled Special Education Teachers to join our team at District of Columbia Public Schools (DCPS). We are primarily hiring for several Inclusion/Resource classrooms as well as Communication and Education Supports (Autism) classrooms. We seek individuals who are passionate about transforming the DC school system and making a signi?cant di?erence in the lives of our students with special educational needs. To learn more - Click here

* SPECIAL EDUCATION TEACHER - (Early Childhood, Elementary, and Secondary) - (Early Childhood, Elementary, and Secondary) To create a safe atmosphere conducive for learning and implements instruction in ways that allows all students to learn. Plans and provides for appropriate learning experiences for students. 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

* 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

If you are an Employer looking for excellent special education staff - Click here for more information


In my experience, nothing worthwhile has ever really been all that easy. But it certainly has been worthwhile regardless how difficult it seemed.

Robert Fanney

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