Week in Review - June 4, 2021




National Association of Special Education Teachers

June 4, 2021                 Vol 17 Issue #22


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.




June 2021 Special Educator e-Journal

Table of Contents

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NASET ADVOCACY - Board Certification for Advocacy in Special Education (BCASE)


Detroit Public Schools Offer $15K Recurring Bonus to Special Education Teachers

Teachers in Michigan are leaving quicker than they can be replaced with an increase of retirements recently. But Superintendent Dr. Nikolai Vitti is working to stop the bleeding in the Detroit Public Schools Community District. Since he took the top job, hundreds of teacher vacancies have been filled, and of the 40 positions left, 30 are for special education. "Special education vacancies are always harder to fill," he said. "Because there are fewer teachers are generally going into the field of teaching and when they are, they aren't necessarily going into special education." The main reason for the shortage is the amount of education needed to become a teacher for special needs before someone even sets foot in the classroom. And the specialized educators aren't making enough to pay their bills, let alone college loans. This is why Detroit public schools will now offer certified special education teachers a recurring bonus of $15,000. Read More



Tennessee Equips Thousands of Teachers and Families with Free Reading Training, Supports and Resources

The Tennessee Department of Education announced the state has equipped thousands of Tennessee teachers and families with free early literacy resources through a series of supports as part of the state’s continued focus on early literacy through the Reading 360 initiative: the two-week Early Reading Training for teachers, Early Literacy Network for school districts, At-Home Decodable Book Series for parents and a new blog. Tennesseans are putting an emphasis on early literacy through this statewide approach. Over 11,750 Tennessee teachers representing 122 districts signed up for the two-week Early Reading Training; 94 districts are participating in the Early Literacy Network; and over 40,000 orders have been placed for the free At-Home Decodable Book Series. . Read More







Rewrite of Ohio Laws Would Remove Stigma Against Those with Disabilities, Advocates Say

Growing up gay and deaf, Joe Osborne-Payne knows how it feels to be stigmatized. He doesn’t want the language of state laws to stigmatize him, too. Osborne-Payne, the chief information officer for the Ohio Association of the Deaf, is among those advocating for legislators to rewrite certain sections of the Ohio Revised Code to take out antiquated, offensive language. House Bill 281, called the Mental Health and Disability Terminology Act, would replace a number of terms in existing Ohio law with suitable replacements considered more respectful in modern society. An example would be replacing “lunatic” with “incompetent individuals.” The bipartisan bill is sponsored by state Reps. Dontavius Jarrells, D-Columbus, and Tom Young, R-Washington, and already has dozens of cosponsors in the Ohio House of Representatives. Read More



UNC’s First Class of Seniors with Intellectual Disabilities Graduated this May

Paige Gray was just like any other student at the University of Northern Colorado, she was learning how to be independent, choosing a major and working on-campus. But as she wrapped up her senior year, she also became one of the first seniors with intellectual disabilities to get her degree from UNC. And she wasn’t the only one. In May 2021, four students accessing inclusive higher education became the first people with intellectual disabilities to graduate from UNC. Along with Gray, Isabelle Woloson, Brendan Balmes and a graduate who prefers to be unnamed made history at UNC this year. Gray said she wanted to get a higher education because she wanted to have the college experience. When deciding on a college, she didn’t want to go out-of-state so she could remain closer to home and only a drive away. That is why she picked UNC. Read More






Why Summer School in California Will Prioritize Fun and Reconnecting Students 

Merced County Office of Education students will hike through a wildlife preserve, fish in the Merced River and take sailing lessons from a local yacht club as part of this year’s summer school program. Elk Grove Unified students have the option to learn to act, sing or perform slam poetry. San Francisco students can take archery at a local park or classes in a high-rise downtown building that is usually home to tech workers. Although school districts are still offering academic programs, summer school this year is supposed to be fun. Experts say schools won’t be able to combat learning loss until they deal with the social and emotional needs of children who have been away from their peers and teachers for more than a year and may have experienced other trauma during the pandemic. Read More



Social Worker Tackling the Pandemic’s Mental Health Toll

Donna Flanagan, a social worker at Dyett High School for the Arts on Chicago’s South Side, has worked in the district for more than two decades. The pandemic made her role more essential than ever. But the coronavirus also placed two screens between her and a growing number of students who struggled with grief, anxiety, and depression amid the upheaval. It made some of the hands-on activities she favors to help teens cope, such as art therapy, tough to pull off. Still, Flanagan worked hard to address students’ social and emotional needs. She is gearing up to launch a new club at her high school with a catchy tagline — “Diamonds are made under pressure” — and a full menu of coping strategies, from yoga to journaling to mindfulness. And she has a plan for enlisting students who might be reluctant to admit they need some help. Read More




Learning without Limits: Increasing Tech Accessibility in the K–12 Classroom

Over the course of the past year, K–12 districts have created entirely new ways for teachers and students to connect and collaborate. Now, schools face mounting pressure to prioritize in-person teaching over online options, but not everyone is eager to return. Recent survey data from Echelon Insights found that 45 percent of parents would keep their children entirely online, if possible, while 22 percent of parents preferred a hybrid learning model. And while a portion of this back-to-school reticence stems from safety concerns, a subset of students also found solace in the accessibility of e-learning. For some, it’s the ability to work at their own pace thanks to asynchronous learning options. For others, it’s the on-demand availability of assistive technologies (AT) such as closed captioning or customized peripherals. Read More



As US schools Resume Testing, Large Numbers are Opting Out

Standardized tests are returning to the nation’s schools this spring, but millions of students will face shorter exams that carry lower stakes, and most families are being given the option to forgo testing entirely. With new flexibility from the Biden administration, states are adopting a patchwork of testing plans that aim to curb the stress of exams while still capturing some data on student learning. The lenient approach means large swaths of students will go untested, shattering hopes for a full picture of how much learning has been set back by the pandemic. “We will end up with a highly imperfect set of data,” said Robin Lake, director of the Center on Reinventing Public Education at the University of Washington. “This is something our country will have to commit to tracking and learning about for at least the next few years, and maybe the next decade.” Read More





This 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?

If you know the answer to this week's trivia questions, email it to us at contactus@naset.org by June 7, 2021. If you are correct, you will be acknowledged in next week's NASET's Week in Review

Asthma Medication Use and Exacerbations in Children

How does the switch to a high-deductible health plan affect children with asthma? A new study led by researchers at the Harvard Pilgrim Health Care Institute suggests that enrollment in a high-deductible health plan (HDHP) may not be associated with changes in asthma medication use or asthma exacerbations when medications are exempt from the deductible. The findings were published in JAMA Pediatrics on May 10. To treat asthma, clinical guidelines recommend the use of controller medications, but adherence to these medications is generally suboptimal, putting those affected at risk for asthma exacerbations. High out-of-pocket costs have been associated with decreased controller medication use and adverse asthma outcomes for children and adults. While most evidence about HDHPs has come from studies focused on adult populations, the study team, led by Alison Galbraith, MD, MPH, lead author and Associate Professor in the Department of Population Medicine at Harvard Medical School, examined how enrollment in HDHPs may affect asthma controller medication use and exacerbation in children. Read More





Prepare to Address Trauma, Special Needs of Returning Students

This August, some 50,000 students in grades K-12 will return to New Orleans area public schools. A number of these students will enter a classroom for the first time in over a year. Many of them will carry with them the underlying trauma they have experienced due to the COVID-19 pandemic. And other students who require special accommodations, will be playing catch-up from distance learning that did not meet their academic needs. The pandemic has caused a myriad of challenges for school communities — not only has there been learning and social loss, but there also has been the physical loss of colleagues, family members and fellow students. As we look to a post-pandemic world, there are changes that must be made and plans that must be put in place to address the challenges school communities face. “Normal” was not working for many students before the pandemic; now it will be exacerbated with the impacts of the pandemic. However, we have an opportunity to create a new normal that can work and that is inclusive and supportive of all students.



For Toddlers, More Time Watching Screens Mean Less Time Reading

Is too much screen time turning kids off of books? New research suggests that's so: Toddlers who regularly spent time on electronic devices -- including tablets, smartphones and TVs -- were less likely to read print books with their parents at age 3. That, in turn, translated to even more screen use by age 5. The findings do not prove definitively that early exposure to electronic devices sours toddlers on books, said lead researcher Brae Anne McArthur. And not all screen time is equal, added McArthur, of Alberta Children's Hospital Research Institute at the University of Calgary in Canada. She said that "high-quality" educational content is different from, for example, gaming apps that bombard young children with ads. "Our stance is not that screen time is always bad," McArthur said. Read More



How Artificial Intelligence is Shaking Up Animal Behavior Studies in Autism

Sam Golden never set out to develop machine-learning software that analyzes mouse behavior. But when he launched his lab in January 2019 to study the neurobiology of aggression, he and his tech-savvy postdoctoral fellow were quick to agree on what they didn’t want to do. “We just looked at each other and said, ‘We don’t want to score any more videos,’” says Golden, assistant professor of neuroscience at the University of Washington in Seattle. Their invention — a package called Simple Behavioral Analysis (SimBA) — was born of a frustration familiar to many autism researchers. Studying behavior generally involves recording videos of rodents, flies, fish, birds, monkeys or other animals — and then ‘scoring’ them by watching hours of replays with a clicker in hand, counting and categorizing what the animals are doing: How many times did that mouse approach another? Or bury a marble in its bedding? Read More



Dyslexia and Autism: Is There a Connection?

An autism diagnosis may explain a child’s challenging behavior, but parents are often left wondering whether every symptom is autism related. To add to the confusion, autism is often found alongside other conditions like attention deficit hyperactivity disorder (ADHD), dyspraxia, anxiety, and sometimes dyslexia. Language difficulties form part of communication deficits which is considered a core autism feature. This may be the reason parents feel confused: the source of your child’s difficulties may be autism related or he/she could have a comorbidity or co-existing condition in addition to his/her autism spectrum disorder which could account for language challenges. In an attempt to clarify some of the confusion, autism and dyslexia will be defined separately in this article. Then the common symptoms and challenges will be examined to see where the two conditions overlap. Research will be consulted to determine whether a child can be diagnosed with dyslexia and autism, or whether the two are mutually exclusive. Read More



Could More Time in School Help Students After the Pandemic?

It seems intuitive that what children need now is more time. Because students missed so much instruction during the pandemic, teachers should get extra time to fill all those instructional holes, from teaching mathematical percents and zoological classifications to discussing literary metaphors and American history. Indeed, many advocacy groups, including the Learning Policy Institute and Ed Trust, are recommending extending learning time next year. I haven’t heard about many school districts announcing longer schedules yet but I was curious to learn what research evidence shows for students at schools that have extended the day or lengthened the year. (I’m excluding optional after-school programs here.) I was surprised by how few well-designed studies there are and how uncertain the benefits have been. Read More



ADHD: How Breathing Exercises Help Improve Focus, Decrease Hyperactivity in Children with the Condition?

Breathing exercises, as well as Yoga, can help improve focus and lessen hyperactivity in children with attention deficit hyperactivity disorder or ADHD, recent research specified. Earth.com reported, a team of Ural Federal University psychologists also discovered that following special exercise training, children with ADHD were able to take part in complex activities for longer periods without getting exhausted. According to Sergey Kiselev, the study's lead author and head of the Laboratory of Brain and Neurocognitive Development at UrFU, they have revealed that body-oriented training has a favorable impact on executive abilities in younger individuals with ADHD. Read More






* SPECIAL EDUCATION TEACHER - Large private community school located in sunny south Florida has an opening for a Special Education Teacher in our Academic Services program for the 2021/2022 school year. This full-time position will teach 3rd grade in our Nativ program. 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

* Education Specialist (Special Education Teacher) - We are looking for talented and committed educators to serve as Special Education Teachers & Case Managers, working primarily with students with Individualized Education Plans in inclusive settings, resource programs, & highly specialized Special Education programs. We are a thriving nonprofit network of 16 free, public charter schools open to all students. To learn more - Click here

* [2021-2022] Elementary Reading Interventionist - This position will serve as a school resource for staff and parents with regards to special education services and regulations. The Intervention Specialist will work closely with the Student Support Team (SST) to assist in observing, documenting, and referring students with suspected special education impairments. The candidate should be able to monitor students; continuous progress through data collection and observation and provide information/support and training to teachers and parents around their child's needs. To learn more - Click here

* [2021-2022] ENL Teacher - Reporting to the Academic Dean, the ENL Teacher will be responsible for designing and leading ELL instruction, and collaborating with school staff to provide English language support. This is an exciting opportunity for a dynamic educator who is passionate about improving student outcomes for all students, and eager to apply their vision for rigorous, whole-child education in a growing, collaborative school community. 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

* [2021-2022] ELA Special Education Teacher - 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

* 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

* Director, Special Services - Serves under the immediate direction of the Senior Executive Director, Student Services and must possess specialized in-depth knowledge and experience in leadership in the program and fiscal administration of special  education programs with primary responsibilities that encompass compliance and program quality assurance, fiscal management, personnel matters, and more. To learn more - Click here

*  Exceptional Children's Teachers - Winston Salem/Forsyth County Schools are looking for a variety of experienced and certified EC Teachers at the elementary, middle and high school levels. We offer a variety of benefits including: health, dental, and life insurance. In addition, employees are enrolled in the state retirement plan, accrue paid time off, etc. 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


True compassion means not only feeling another's pain, but also being moved to help relieve it.

Daniel Goleman

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