Week in Review - November 26, 2021



National Association of Special Education Teachers

November 26, 2021                 Vol 17 Issue #48

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 Practical Teacher

U.S. Department of Education Releases New Resource on Supporting Child and Student Social, Emotional, Behavioral and Mental Health during COVID-19 Era


This issue of NASET’s Practical Teacher presents a new resource of the U.S. Department of Education, Supporting Child and Student Social, Emotional, Behavioral and Mental Health. It provides information and resources to enhance the promotion of mental health and the social and emotional well-being among children and students. This resource highlights seven key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents seven corresponding recommendations. This resource includes many real-world examples of how the recommendations are being put into action by schools, communities, and states across the country.

Read More

Adults with ADHD Four Times More Likely to Have Generalized Anxiety Disorder

A new nationally representative study published online in the Journal of Affective Disorders found that one in four adults aged 20-39 with attention deficit hyperactivity disorder (ADHD) had generalized anxiety disorder (GAD). Those with ADHD were four times more likely to have GAD at some point in their life, when compared to those without ADHD. Even after controlling for other relevant factors, including sociodemographics, adverse childhood experiences, and a lifetime history of substance use disorders and major depressive disorders, those with ADHD still had more than double the odds of GAD. "These findings underline how vulnerable adults with ADHD are to generalized anxiety disorders," says lead author Esme Fuller-Thomson, professor at the University of Toronto's Factor-Inwentash Faculty of Social Work and Director of the Institute for Life Course & Aging. "There are many studies linking adult ADHD to depression and suicidality, but less attention has been paid to generalized activity disorders and other adverse outcomes across the life course." Read More

How to Start Using Data to Achieve Equity for Students

The Morris school district is in northern New Jersey, about an hour northwest of New York City, depending on the traffic. Serving just over 5,700 kids in 10 schools, we’re small but diverse: More than 50 percent of our students are minorities, and we have a 41 percent free and reduced-price lunch rate. For us, “equity and inclusion” is not just some phrase on our website; it is deeply personal and shapes everything we do, including our technology initiatives. For instance, even before the pandemic hit, we were at nearly 100 percent access for our students to high-speed internet and devices, well ahead of the majority of schools.  This history of maximizing access means we have data over a longer time period than most, but it also underscores that commitment to equity. Here’s how we use data to support our mission. Read More

What Is The Role of Stims Like Finger Flicking in Autism?

Have you ever felt a rising sense of panic in an unfamiliar, overwhelming place? A foreign airport perhaps? In such circumstances most of us would do almost anything for red, magic shoes to get us home. When the environment, or even specific sensory stimuli, becomes too much we often rely on our social or emotional skills to obtain relief. This may not be an option for autistic people whose social-communication skills and emotional regulation may be impaired. For many autistic individuals, stimming (specifically repetitive behaviors with a reliable and soothing rhythm) may be needed to cope with uncertainty and feelings of overwhelm (Joyce et al., 2017).As you’re reading, are you twirling your hair, or jiggling your foot? Perhaps you’re drumming your fingers, tapping a pen, or cracking your joints. Read More

Walking a Mile in a Teacher’s Shoes: The Role of the Teacher in Ed Tech Development

Diversity is a term that is more relevant today than ever. We know that diversity is important in the workforce — not only in terms of race and gender, but also in terms of someone’s knowledge and background. Diversity can greatly help an ed tech company from a research and development standpoint. And in the end, it can allow for a more polished and well-thought-out final product.  Think about it this way. In order to successfully build an app or product, you need insight and input from your audience. You need to know how that audience works, how the product would benefit them, and where the value lies. Without this knowledge, the resulting product could fall flat. Read More

'Child with Autism' Signs Being Installed Throughout City of Buffalo

The City of Buffalo has started the process of installing "Child with Autism" signs along roadways and in several neighborhoods in the Queen City. The "Child with Autism" signs are being installed to warn drivers to be alert for children with autism who live in the area and may have difficulty recognizing the danger of oncoming traffic. "From my earliest days in office, I have made traffic safety in neighborhoods citywide a priority," Brown said. "As we continue to build an autism-friendly community, where no one is left out and no one is left behind, these new signs will give parents and guardians some peace of mind, knowing that drivers will be made aware of special children and take extra precautions when they are in an area used by people with autism.” Read More

Little Kids Can Likely Read Your Emotions Even When You Wear a Face Mask, Study Finds

Little kids can often tell how people are feeling, even if that person is wearing a face mask, a new study published Monday found. There has been some concern that the face masks used at school during the pandemic may be hurting younger children's development, but this research letter published in JAMA Pediatrics suggests that kids recognize emotions about as well as they could without masks. For this study, researchers from University Hospital Lausanne in Switzerland showed 90 pictures at random to nearly 300 children ages 3 to 6. The photos showed actors who expressed joy, anger or sadness. In half of the images, actors wore masks. Read More

What’s the Link Between Red Dye 40 (and Other Dyes) and ADHD?

Food dyes are commonly used to make food or beverages more attractive, signaling flavor types and fun. Craving cherry taste? It may seem natural to reach for a red (dyed) drink or candy. Bright food colors scream for attention — especially from children. All European labels on foods containing food coloring offer this warning: “may have an adverse effect on activity and attention in children.” In the United States, foods with these dyes don’t contain this warning on their labels — but should they? Since the 1970s, researchers, parents, and teachers have suspected a link between food dyes and hyperactivity in young people. Plus, studies have tested a link between food dyes and attention deficit hyperactivity disorder (ADHD). Current science suggests that while artificial food colorings (AFCs) don’t cause ADHD, they’re linked to negative neurobehavioral outcomes in the general population. Read More

How a 25-Year-Old with a Disability Lives on $33,000 in Chicago

Britt Dorton, 25, is meticulous about her budget. She has multiple spreadsheets to document her earnings, bills and goals, and feels comfortable knowing every dollar is accounted for. For Dorton, planning ahead financially has been a huge part of her life since she was diagnosed with two chronic illnesses as a teenager. Dorton lives with Ehlers-Danlos syndrome, a hereditary degenerative disorder that affects her connective tissue, and complex regional pain syndrome, or CRPS, an acquired chronic nerve pain disorder. “My disabilities affect every aspect of my life, including my finances,” Dorton tells CNBC Make It. “Unless you have lived with a chronic illness or somebody that you love has, I don’t think a lot of people realize how expensive it is to be sick or to be disabled.” Read More


Congratulations to: Julie Gray, Karen Frantz-Fry, Patsy Ray, Cindi Maurice, Olumide Akerele, Lauro Esquilona, Katrina White, Lynne Shields, Zenaida Lemus, Diane Campbell-Mitchell, and Amy Ross Bradl who all knew the answer to last week's trivia question:

In the United States, the public’s regressive attitude towards persons with intellectual disability was fueled by a 1912 publication written by psychologist Henry Goddard. The underlying thesis of this book is that intellectual disability, or "feeblemindedness", as it was then called, is inherited. Goddard believed that a variety of mental traits were hereditary and that society should limit reproduction by people possessing these traits. Goddard recommended segregating the “feeble-minded” in institutions, where they would be taught how to work various forms of menial labor. What was the name of this famous book in the field of intellectual disabilities?

Answer: The Kallikak Family: A Study in the Heredity of Feeble-Mindedness


How Online Education Serves Students with Special Needs

Over the past few years, the pandemic made online education the de-facto schooling format for nearly all Americans. While it proved viable for many, it also exposed some of the common pitfalls in the traditional online education landscape, leading to a common perception that online education formats don’t yield the same level of instruction and retention for students. However, this belief is often misguided or a direct result of imperfect execution by school systems that struggle to adapt to a virtual format. As an educator in the online format since the outset of my teaching career in 2013, I firmly believe that with the right practices and systems in place, there are in fact many ways in which online education offers a more supportive, inclusive, and personalized learning experience–especially for typically overlooked or isolated students, such as those with special education needs and IEPs. Read More

Autism Diagnosis By 2.5 Years of Age Leads to Dramatic Improvements in Social Symptoms as Compared to Those Diagnosed Later in Life

The potential benefits of early diagnosis and treatment of autism spectrum disorder (ASD) is at the heart of an ongoing debate about the necessity of universal screening for toddlers and the amount of funding that is allocated to facilitate early identification. Now, a new study by Ben-Gurion University of the Negev researchers and their colleagues clearly demonstrates that early diagnosis and treatment lead to considerable improvement in ASD social symptoms. Their findings were published in the peer-reviewed journal Autism recently. Read More

Is ADHD Over-diagnosed and Over-treated?

A large 2021 study reports evidence of ADHD over-diagnosis, with the authors noting that people with other conditions may sometimes receive an ADHD diagnosis instead. Other data suggest that children who are among the youngest in their class may be more likely to receive an ADHD diagnosis. Their relative immaturity and resulting behavioral problems may seem like symptoms of ADHD when they are, in fact, due to age. A person’s views about ADHD over-diagnosis may depend on personal experience and bias. There is a large movement among people who oppose psychiatry to discredit the notion of ADHD. Conversely, ADHD advocates may lobby for earlier and more frequent diagnoses. The potential over-diagnosis of ADHD remains controversial, and it is hard to measure. What is clear, however, is that ADHD is often untreated or incorrectly treated. Read More

Shedding Light on Invisible Disabilities

“Invisible Disabilities” running virtually at Unbound Visual Arts through Dec. 27, explores the work of artists who live with disabilities that aren’t apparent to the naked eye. Their works probe the challenges, loneliness and hopeful moments while living with diagnoses like ADHD, chronic illness, autism spectrum disorder and other mental health conditions. “When people are not familiar with these disabilities, it lowers the probability that they will be represented in artworks, galleries and museums,” says curator Samantha M. Joyce. “With this exhibition, it is my hope to shed some light and educate the general public about these invisible disabilities and how they can be properly represented.” Artist Amaranthia Sepia’s work is based in a comic book tradition and often follows the character “Emo Bunny.” The pieces explore her experience with generalized anxiety disorder (GAD) and post-traumatic stress disorder (PTSD). Read More



Here’s How Schools Can Use Federal COVID Aid to Solve Bus Driver and Other Transportation Woes

Schools can use federal COVID-19 relief money on bonuses to retain school bus drivers, reimbursements for costs parents incur in sending their kids to and from school, and other strategies to alleviate transportation problems they may be facing, the U.S. Department of Education says in new guidance. While COVID aid used in this way would have to go to transportation expenses specifically linked to the pandemic, that could cover helping students participate in high-dosage tutoring, extended learning-time programs, and activities to address the social and emotional impact of the virus, the department said. “This could include, but is not limited to, transportation services provided directly by the school district; the cost of public transportation services (e.g., bus or subway fare); taxis, rideshare apps, or other driving services; or compensation to parents for providing transportation services for their children,” the department said in its guidance, which the agency released in response to frequently asked questions about the matter. Read More

Empathy Is a Crucial Skill. Here Is How We Are Teaching It to Our Students

I had to use the bathroom. Badly. Yet, there were 22 students sitting in my classroom finishing their independent reading activity. The timer went off. Twenty-two heads snapped up to attention. One boy raised his hand—the same boy who always does after silent sustained reading—to ask, “Ms. Adams, what are we doing today?” Bathroom! My body reminded me.  “Okaaaay,” I called them to attention. “I am going to run down to the bathroom. I will be back in three minutes.” I knew it would be closer to five, but I lied. On my way out, I tapped a student on the shoulder, “You’re in charge.” He sat up, grinning proudly at his new level of responsibility. After finally finding a teacher’s bathroom – the nearest of which was two floors down from my classroom – I suddenly remembered: there was a new student arriving today! Read More

Low Test Scores Have Educators Worried, Survey Shows

A majority of educators say their schools’ or districts’ standardized test results from last spring are lower than they were pre-pandemic—and that they find the numbers concerning. Those are the findings from a recent nationally representative EdWeek Research Center survey of teachers, principals, and district administrators. The survey was administered in late October and early November, with 977 respondents. Of survey-takers who had received their schools’ spring state test results, 70 percent said that scores were down across the board from where they were before COVID, or were down in some areas and held steady in others. Read More


* Faculty - ABSE Special Needs and Learning Disabilities - Lane Community College Faculty members are expected to be skilled educators, with a passion for teaching and continuous improvement in best practices that support equitable student success. The primary responsibilities of full-time faculty is to provide quality education and teaching in a range of community college courses, which may include transfer and/or career technical courses, and to engage in academic professional activities which advance the goals of the College and Division. Faculty members are responsible for following College and Division policies and procedures in support of teaching and learning. To learn more- Click here

* Middle School Special Education Teacher - The Halton School, an independent school for students with Asperger’s, is looking for a Middle School Special Education teacher. The teacher will provide special education instruction to students in a small multi-grade class. The teacher will utilize a variety of teaching methods to meet student’s educational needs and adapt and develop instructional materials accordingly. To learn more- Click here

* Director of McKay Academic Center (Academic Support) - The Dunham School is a PK-12, non-denominational Christian, independent school serving 785 students on one campus. The school offers fee paid tutoring, coaching, small group instruction and individual courses for students with a range of learning challenges including ADD, ADHD, dyslexia, dysgraphia and high functioning autism. To learn more - Click here

* High School Learning Support Teacher - Established in 1972, the American Community School of Abu Dhabi (ACS) is a non-profit, U.S. accredited college preparatory school serving a culturally diverse student body. Our American, standards-based curriculum provides excellence in academics, the arts, athletics, and service. ACS is preparing for a 2023 move to a new, state-of-the-art campus in Abu Dhabi on nearby Saadiyat Island. To learn more- Click here

* Interim On-call Paraprofessional - DREAM is seeking a passionate Interim On-call Paraprofessional to support students with special needs in our integrated co-teaching classrooms. The Paraprofessional will assist in an as-needed, on-call capacity with behavior interventions to support the student in need with accessing their education. This position will serve as a school resource and support for students with regards to special education services and regulations. The Paraprofessional will work closely with the Student Support Team (SST) to directly support students in behavioral need. To learn more- Click here

* Emotional Support Teacher - At Spring-Ford Area School District's Senior High School and 7th Grade Center. Three contracted positions available at Spring-Ford Area School District. Two contracts are available at the Senior High School and one contract is available at the 7th Grade Center. Experience preferred in supporting children with emotional needs, behavioral planning, and working successfully with parents, interagency supports and school teams. To learn more- Click here

* Autism Resource Specialist - The Autism Resource Specialist assists in identifying and implementing appropriate behavior management and communication systems and occasionally will demonstrate evaluation and teaching procedures on-site in the classroom. The Autism Resource Specialist develops multimedia materials and plans, coordinates, and conducts in-service training workshops. To learn more- Click here

* Special Education Teacher - STARS is owned and operated by Occupational Therapists. You will be an employee and receive full benefits. Summers off with year-round pay and year-round appreciation. With a proven track record, STARS is able to offer you an unbeatable support system and resources. STARS is hiring for the 2021-2022 and 2022-2023 school years. STARS places Special Education Teachers throughout the Phoenix, Tucson and the surrounding area public schools. To learn more- Click here

* Middle School Special Education Teacher - Christopher Columbus Charter School is located in in the heart of South Philadelphia's "Italian Market" area. At its inception in 1999, the school served students in grades K, 1, 2, and 3. Each year a grade was added, until it became a K-8 school. Presently, the school is serving 772 students. There are two facilities: the North Building, located at 916 Christian Street, houses students in grades K-5, and the South Building, located at 1242-46 South 13th Street, houses students in grades 5-8. Christopher Columbus Charter School students are a microcosm of the city. CCCS is a multicultural school serving families with various levels of income. To learn more- Click here

* Preschool Special Education Teacher - Buffalo Hearing & Speech Center has openings at our Buffalo, Amherst, and Fredonia locations for Preschool Special Education Teachers in Western New York. We are open to considering Early Childhood Teacher candidates who are willing to obtain additional Students with Disabilities, Birth - 2 certification. Tuition assistance may be available. To learn more- Click here

* Middle School and High School Special Needs Teacher at the Anglo-American School of Sofia - We are a school of extraordinary families and outstanding teachers. We are an inspiring educational community - nestled in the stunning foothills of Mount Vitosha on the outskirts of Sofia. We are an exceptional IB world school offering children from 4 to 18 years a world class educational experience. We take pride in academic achievement, and value creativity and athletic talent with equal vigor. We offer a curriculum and approach that looks beyond the classroom and prepares our students for the challenges and opportunities that the world has to offer. To learn more- Click here

* Coordinator, Residential Program for Students with Intellectual Disabilities - Lakeland University seeks a mission-oriented individual passionate about creating a more inclusive world to develop and coordinate an innovative residential program for students with intellectual disability slated to open on its campus in Fall 2022. The program is designed to provide students with a residential collegiate experience while preparing them for the next steps in their lives, whether that would be continuing with higher education or moving into employment and the community. To learn more- Click here

* Special Education Teacher - This position is responsible for the instruction of educational programs and curricula for exceptional students. The Emotional Support Special Education Teacher develops and implements the Individual Education Plan (IEP) for each student and collaborates with members of the instructional team in the planning and implementation of behavioral and academic interventions and supports to ensure students receive a quality educational program. To learn mor- Click here

* College & Career Development Teacher - Gateway Academy is the only private day school in the State of Arizona, specializing in a pure population of students diagnosed with High Functmmng Autism. We are seekmg a unique individual who is orgamzed, creative, has a positive mindset, is solution minded, energetic, fun, and whose passion is to make a difference in student's lives. Ultimately, assisting our students to find their unique path to success! This position requires working with students individually and in a group setting of 10 to 24 students, and collaborating with a variety of school personnel, outside agencies, families, and community partners. To learn more- Click here

* Early Childhood Special Education Teacher - Located in St. Louis, City Garden is in its 14th year as a charter school, having received a second 10 Year Charter with the state of Missouri in 2017. We began in 2008 with 53 students; we now have 400 children in preschool through eighth grade. As we grow, we continue to seek individuals to join us who share our vision for academic excellence for all children and holistic Montessori education, rooted in equity and social justice. To lean more- Click here

* Executive Director, Program for Students with Exceptionalities - Pittsburgh Public Schools employs over 4,000 individuals in various capacities to support the academic achievement and strength of character of the 25,000 students we serve. Candidates must be enthusiastic about the fundamental goal of advancing student achievement in an urban public school district. To learn more- Click here

* Special Education Teacher, Animas Valley Elementary School, 1.0 FTE - Durango School District 9-R is accepting applications for a Special Education Teacher - Animas Valley Elementary School. Must meet CDE and ESSA's requirement for Special Education Teacher. Includes full benefits and begins ASAP. To learn more- Click here

* Learning Disabilities Teacher, ES/MS/HS - Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting. Supports FCPS mission to inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship. To learn more - Click here

* Emotional Disabilities Teacher, MS/HS - Supports FCPS mission to inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship. Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting. To learn more - Click here

* Multiple Disabilities Teacher, ES/MS/HS - Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting. Supports FCPS mission to inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship. To learn more - Click here

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


Remember there’s no such thing as a small act of kindness. Every act creates a ripple with no logical end.

Scott Adams

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