Table of Contents
Message from the Executive Directors
Legal Issues Corner
New Projects in Special Education
This Just In: New Research Helps to Improve Understanding of Bipolar Disorder in
Youth
This Just In: Targeting the Most Aggressive Children May Be CostEffective Prevention of Later Conduct Disorders
Special Education Topic of the Month: Collaboration Between General and Special
Education: Making it Work
Update from the National Dissemination Center for Children with Disabilities
What’s Happening in Special Education Today
Resources from the National Center on Secondary Education and Transition
(NCSET)
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Funding Forecast, Grants, Awards, and Scholarships
Calls to Participate
Upcoming Conferences, Workshops, and Events
Acknowledgements
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Message from the Executive Directors
Welcome to the December 2006 edition of the NASET Special Educator e-Journal. To
those of you who are new members, this is NASET’s publication that keeps its members
up to date with all of the latest news in special education that we feel is important for
special education teachers, professors, and those seeking a career as a special education
teacher.
In this edition of the Special Educator e-Journal, we cover numerous topics on
exceptional children. We hope that this broad range of interest enhances your knowledge
of the current state of the field of special education, while being practical for your use in
the classroom, school building, and with parents.
Remember that NASET is your organization, and anything we can do to enhance your
professional development, we will take very seriously. We are working very hard to
meet all of your needs, and will continue to furnish you with high quality professional
and practical resources.
On a personal note, we want to extend the warmest of holiday wishes and hope that you a
very happy and healthy holiday season.
Sincerely,
Dr. Roger Pierangelo and Dr. George Giuliani
Executive Directors
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Legal Issues Corner
OSEP Director’s Presentation from Community-Based Public Meetings on IDEA
2004
To provide the public with an overview of the Part B Final Regulations implementing the
2004 reauthorization of the Individuals with Disabilities Education Act, the U.S. Office
of Special Education and Rehabilitative Services (OSERS) has been hosting a series of
community-based public meetings. The presentation given by Alexa Posny, director of
OSERS’ Office of Special Education Programs, is available online. It covers discipline,
Response to Intervention, IEPs, monitoring, highly qualified teachers, private schools, the
National Instructional Materials Accessibility Standard (NIMAS), and procedural
safeguards.
http://idea.ed.gov/object/fileDownload/model/Presentation/field/PresentationFile/primary
_key/13
U.S. Social Security Administration Announces 3.3 Percent Benefit Increase for
2007
On October 18, 2006, the U.S. Social Security Administration announced that the
monthly benefits for Supplemental Security Insurance (SSI) and Social Security
beneficiaries will increase by 3.3 percent in 2007. In addition, the substantial gainful
activity (SGA) level will increase by $40 per month for individuals with a disability and
by $50 per month for individuals who are blind or visually impaired.
http://www.socialsecurity.gov/pressoffice/pr/2007cola-pr.htm
Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals
with Disabilities Education Act
http://www.ed.gov/about/reports/annual/osep/2004/
The Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals
with Disabilities Education Act (IDEA) is now available online. Volume 1 focuses on the
children and students being served under IDEA and provides profiles of individual states’
special education environments. Volume 2 contains state-reported data tables and
appendices.
NCLB and IDEA: What Parents of Students with Disabilities Need to Know & Do
http://education.umn.edu/nceo/OnlinePubs/Parents.pdf
This guide from the National Center for Educational Outcomes informs parents of
students with disabilities about The No Child Left Behind Act (NCLB) and the
Individuals with Disabilities Education Act (IDEA), two of the most important federal
laws relating to public education. Available in PDF (23 pages, 753 KB).
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Final regulations of IDEA Now Available
You've no doubt heard that final regulations for IDEA 2004 have been published. They're
only 307 pages long--- including the comments and analysis of changes--- perfect reading
for a 3-day weekend. Pick up your copy of the regs (in PDF), at:
http://www.nichcy.org/reauth/IDEA2004regulations.pdf
How Has IDEA Changed?-- Comparing IDEA 2004 to IDEA 1997
The Office of Special Education Programs (OSEP) answers this question with its Topic
Briefs prepared just for the new regulations. Hook up with available briefs at:
http://www.nichcy.org/idealist.htm
Implementing IDEA: How Are We Doing?
www.abt.sliidea.org/reports.htm
Marking the Progress of IDEA Implementation discusses the implications from the sixyear Study of State and Local Implementation and Impact of IDEA (SLIIDEA).
SLIIDEA addressed how states, districts, and schools made progress toward issues of
concern identified by Congress in the 1997 amendments to IDEA. A three-volume
Sourcebook has been prepared to complement the report provided at the link above.
Volume I summarizes study findings for each of the Congressional topics. Volume II
consists of tables that display state, district, and school-level data for each data collection
year and that show changes, including trends over time, in responses to individual survey
items for each Congressional topic. Volume III provides a complete description of the
sampling design and analytic approach used in SLIIDEA. Where would you find these
three volumes? At the link above as well, where all the reports from the project can be
found.
OSEP-Reviewed Materials on IDEA 2004
http://www.nichcy.org/idealist.htm
The materials listed on this Web page from NICHCY, the National Dissemination Center
for Children and Youth with Disabilities, relate to IDEA 2004 and its implementing
regulations. They have been reviewed by the U.S. Department of Education, Office of
Special Education Programs for consistency with the IDEA Amendments of 2004.
Materials are available on the following topics: assessment, behavior/discipline,
disproportionality, due process, early intervening services, evaluations/reevaluations,
funding, highly qualified teachers, IEPs/IFSPs, learning disabilities, mediation, model
forms, NCLB, NIMAS, Part C, preschool, prior written notice, private schools,
procedural safeguards, state complaint procedures, and transition.
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New Projects in Special Education
Autism Society of America, Autism Research Institute Join Forces
On October 31, 2006, the Autism Society of America (ASA) and the Autism Research
Institute (ARI) announced a strategic partnership that will improve the lives of all those
affected by autism in the U.S. The two organizations will collaborate on conferences,
publications, and services. ASA is the largest parent-based autism organization in the
U.S., with over 100,000 members and supporters and 200 local chapters. ARI, with over
70,000 supporters nationwide, has pioneered the study of medical problems of
individuals with autism and effective treatments.
http://tinyurl.com/ssvmr
U.S. Department of Labor Forms Alliance with Society for Human Resource
Management to Promote Employment of People with Disabilities
The Office of Disability Employment Policy (ODEP) of the U.S. Department of Labor
and the Society for Human Resource Management (SHRM) have established an alliance
to promote the employment of people with disabilities. The formal alliance, ODEP’s first
with a major organization, will ensure that SHRM and ODEP stakeholders collaborate in
this national effort by providing information, guidance, and access to resources. The
partnership will target areas in training and education, outreach and communication, and
technical assistance, and encourage a national dialogue on the employment of persons
with disabilities—an underutilized human resource.
http://www.dol.gov/odep/newfreedom/coc.htm
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This Just In
New Research Helps to Improve Understanding of Bipolar Disorder in Youth
Bipolar disorder may be hard to identify in children and adolescents for several reasons,
including a lack of age-appropriate diagnostic guidelines and symptoms different than
those commonly seen in adults with the disorder. However, findings from two studies by
NIMH-funded researchers, published in the October issue of the Archives of General
Psychiatry, may help scientists to better understand bipolar disorder in youth.
David Axelson, M.D., of University of Pittsburgh, and colleagues found that three
different classifications of bipolar disorder among youth—bipolar I, bipolar II, and
bipolar disorder not otherwise specified (BP-NOS)—represent varying levels of
impairment on a continuum, with elevated mood as a common feature of the bipolar
spectrum illness in youth. Elevated mood was present in about 92 percent of youth
diagnosed as having bipolar I disorder, as well as nearly 82 percent of those with BPNOS. Youth with bipolar II disorder showed less functional impairment and were less
likely to be hospitalized than those with bipolar I disorder, and also had higher rates of
co-occurring anxiety disorders than those with either bipolar I or BP-NOS. According to
the researchers, this is the first study to systematically assess and compare children and
adolescents with these different types of bipolar disorder.
In another study, Barbara Geller, M.D., and colleagues at Washington University showed
that prepubertal and early adolescent-onset bipolar I disorder appears to be the same
illness as adult-onset bipolar I disorder. Previous studies have shown differences in
symptom severity, frequency of cycling between manic and depressive episodes, and
other aspects that raised questions as to whether bipolar disorder in youth was the same
illness as in adults. Dr. Geller also demonstrated that bipolar disorder is significantly
more prevalent in relatives of such affected youth, compared with relatives of youth with
attention-deficit/hyperactivity disorder (ADHD) or healthy youth. In addition, the
prevalence of bipolar disorder in relatives was significantly greater if relatives had cooccurring disorders, such as ADHD, oppositional defiant disorder, or conduct disorder,
and for parents the age of onset of bipolar disorder was significantly younger if he or she
also had ADHD. The prevalence of major depression was not significantly different
between relatives of youth with bipolar disorder and ADHD, although in both of these
groups the prevalence was significantly greater than that found in relatives of healthy
youth.
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Targeting the Most Aggressive Children May Be Cost-Effective Prevention of Later
Conduct Disorders
Targeted preventive interventions may help reduce conduct problems in children
displaying the most aggressive or disruptive behaviors. Such interventions also may be
cost-effective when compared to the personal and societal costs of delinquency and crime
that can arise from untreated childhood conduct disorders. NIMH-funded researchers
provided an analysis of one targeted intervention program in the November 2006 issue of
the Archives of General Psychiatry.
E. Michael Foster, Ph.D., University of North Carolina at Chapel Hill, and Damon Jones,
Ph.D., Pennsylvania State University, in conjunction with the Conduct Problems
Prevention Research Group, examined the cost effectiveness of the NIMH-funded Fast
Track program, a 10-year intervention designed to reduce aggression among at-risk
children. Risk for developing a conduct disorder was determined using parent and teacher
reports of aggressive, oppositional, or other behaviorally disruptive behaviors in the
children. Most study participants scored in the top 20 percent on these reports,
representing those at elevated risk for developing later conduct disorders. The Fast Track
evaluation enrolled 891 children from 55 schools. The schools were grouped into nine
matched pairs and then randomly assigned as intervention or control groups. According
to their schools' assignment, a total of 445 children and their families received the
intervention, and 446 served as controls.
Previous results showed that among children moderately at risk for conduct disorder,
there were no significant differences in outcomes between the intervention group and the
control group. However, among the high-risk group, fewer than half as many cases of
conduct disorder were diagnosed in the intervention group as in the control group. These
results were extended in the current paper to consider also the cost effectiveness of
providing the early intervention. By weighing the costs of the intervention relative to the
costs of crime and delinquency found among the study participants, the researchers
concluded that this early prevention program was cost-effective in reducing conduct
disorder and delinquency, but only for those who were very high-risk as young children.
Considering the disproportionate costs to society in crime and delinquency caused by a
relatively small number of youth, the researchers concluded that the intervention program
is likely cost-effective for high-risk children, but not for moderate risk children.
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Special Education Topic of the Month
Collaboration Between General and Special Education: Making it Work
By Michael N. Sharpe and Maureen E. Hawes
Defining the Issue
Throughout the last decade, nearly every state in the nation implemented some type of
standards-based reform. Sharing a common mission that all students should be held to
high standards of learning, many states have dramatically restructured their educational
systems in an effort to demonstrate greater accountability for student results. While most
of these efforts have helped states to more clearly articulate what students should know
and be able to do, they have also resulted in questions concerning the participation of
students with disabilities in accountability systems.
The Individuals with Disabilities Education Act Amendments of 1997 (IDEA) (P.L. 10517) explicitly emphasize the importance of providing access to the general curriculum, so
that students with disabilities can meet the educational standards that apply to all
children. As a result, special education and general education teachers nationwide now
find they need to develop new skills and strategies to meet these challenges. Signifying a
period of genuine professional transformation, these changes are leading many in the
field to reevaluate service delivery and collaborative partnerships needed to support
students with disabilities in general education settings.
What We Know
Legal Considerations
Schools are required to provide access to the general curriculum by giving students with
disabilities the opportunity to achieve the same standards as all other students. IDEA
stresses the importance of participation of students with disabilities in the general
curriculum.
In addition to IDEA, the recently passed Elementary and Secondary Education Act
(ESEA) legislation, also known as the No Child Left Behind Act of 2001, (P.L. 107-110),
seeks “to ensure that all children have a fair, equal, and significant opportunity to obtain a
high-quality education and reach or exceed minimum proficiency on challenging state
academic achievement standards and state academic assessments” (Sec. 1001, Part A,
Title I of ESEA; 20 U.S.C. 6301). This includes participation in assessments used to
measure the achievement of all students at the same grade level (Sec. 1111, Part A, Title I
of ESEA; 20 U.S.C. 6311 [b][3]).
Like IDEA, it is anticipated that this legislation will become a major catalyst in
influencing the way in which supplementary aids and services are provided in the context
of the general education curriculum. As such, there will be a need to increase
collaborative teaching initiatives among the entire array of instructional services (e.g.,
general education, special education, Title I) available to targeted populations.
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Research Considerations
A significant challenge faced by all educators will be to maintain high educational
standards for all students, while also ensuring that each child’s unique instructional needs
are met. These goals need not be viewed as mutually exclusive. Standards can serve as
the impetus for focused instructional planning for students with disabilities within the
general education classroom, resulting in improved achievement. For example,
McLaughlin, Nolet, Rhim, and Henderson (1999) reported that many special education
teachers believe students have access to a wider array of learning opportunities as a result
of standards-based reforms. In addition, they found that special education teachers felt
that standards helped them focus their instruction and better define what is required of
students. Research findings have suggested that “rather than focusing on deficits,
Individual Education Program (IEP) teams now have an opportunity to focus on helping
students work toward high educational standards” (Thompson, Thurlow, & Whetstone,
2001, p. 6).
Implementation Considerations
Despite findings indicating that standards can help students with disabilities to achieve,
many special educators continue to voice concerns about how to effectively align
standards with the individualized goals and objectives of the IEP. In the report, Educating
One & All: Students with Disabilities and Standards-Based Reform (McDonnell,
McLaughlin, & Morison, 1997), the Committee on Goals 2000 and the Inclusion of
Students with Disabilities acknowledged that standards-based reform initiatives pose
many challenges to special educators, especially in regard to implementation. For
example:
The complicated part is determining how to accommodate individual student needs and
provide the special services that some may require, while still affording each student
appropriate access to the common curriculum and ensuring accountability for his or her
outcomes (p. 176).
Research (McDonnell et al. 1997; Sands, Adams, & Stout, 1995) also suggests that, in
addition to facilitating inclusion, special education teachers need to develop a more
consistent approach to determining curricula and appropriate content standards for
students with disabilities. For example, to what degree should curricula be driven by the
special educator and the planning team as opposed to being dictated by local curricular
standards?
A further challenge is for both general and special education teachers to acquire the
capacity to identify and focus on skills a student needs to meet the standard. To
accomplish this goal, some researchers have suggested creating a curriculum base that
would provide guidance for teachers on how to include students with disabilities in the
general education classroom (McLaughlin et al. 1999). A “curriculum base” generically
refers to a set of agreed-upon curriculum practices designed to meet the needs of students
in special education.
According to Sands et al. (1995), “the absence of establishing such a base that provides
direction for special education programs only increases the likelihood that instructional
decision-making and practices will continue to be haphazard and widely divergent” (p.
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69). Special educators must become more adept in content knowledge and curriculum
development, and general educators must understand their role in implementing IEP
goals and objectives—that is, how to accommodate students with disabilities within the
general education classroom.
Jorgensen et al. (1997) observed that one of the problems associated with the
implementation of standards-based reform and participation of students with disabilities
is related to the type of curriculum available to students. Advocating for a “preferred”
curriculum that is broad enough to work with a wide range of students, Jorgensen
suggests that “all teachers use some common curricular elements to design teaching and
learning experiences that transcend philosophical differences and that result in a learning
environment that challenges and supports all students” (p. 5).
Even though a number of effective collaboration strategies have been developed over the
last decade, current research suggests that general educators are still more likely to
interact collaboratively with other general educators than with special education staff
(McGregor et al. 1998; Prom, 1999).
Changing Roles
As states increase their efforts to implement standards-based curriculum for all students,
educators of all types must develop a wider range of collaboration skills that facilitate
cooperative planning and instructional activities. Recent developments indicate the
beginnings of an infrastructure to support more collaborative efforts. For example, in
their efforts to promote policies and practices to improve educational performance for
students with disabilities, the President’s Commission on Excellence in Special
Education (2002) recommended that “teachers in general education learn about special
education.” This recommendation is consistent with the legislative priority, Unified
System of Education, established by the National Association of State Directors of
Special Education, which focuses on the infusion of quality teaching on the part of both
general and special education teachers. This priority explicitly acknowledges that “the
success of all children is dependent on the quality of both special education and general
education…and that special education is not a place apart, but an integral part of
education” (NASDSE, 2002).
Challenges
In our current model of education, teachers typically maintain a high degree of autonomy
and individual decision-making. This has historically been the case for both general and
special education teachers. But now, many general educators feel they are being called
upon to teach students with an increasingly diverse range of educational needs, and do
not feel they are prepared to undertake such a responsibility (Monahan, Marino, Miller, &
Cronic, 1997). Similarly, there appears to be growing concern among special educators
that the individualized nature of specialized instruction is becoming increasingly diluted
in the face of standards-based reforms.
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Regardless of how many professional development and training initiatives are
implemented, a key factor in the establishment of a collaborative culture is administrative
support at the local level. The findings of several studies (da Costa, Marshall, & Riordan,
1998; Bunch, Lupart, & Brown, 1997; Idol & Griffith, 1998) involving collaborative
activities share a theme that school administrators are highly influential in shaping the
school culture and are often looked to as a source of leadership necessary to cause
systemic change.
What Works
There is no shortage of creative and innovative strategies to promote collaborative
relationships between general and special education personnel. Even though effective
ideas and strategies abound, the real problem is how to provide general and special
education teachers the opportunity to apply newly learned collaborative and instructional
strategies in the classroom. It follows, then, that a long-term commitment must be made
to provide the necessary training and technical assistance. This requires the active
involvement of general and special educators and the support of school administrators.
In recognition of the necessary prerequisites for effective collaboration, researchers at the
Institute on Community Integration, University of Minnesota, and staff of the Minnesota
Department of Children, Families and Learning, Division of Special Education, have
designed a training model that provides general and special education personnel with the
collaborative planning and instructional skills necessary to meet the needs of students
with disabilities within the context of high standards and educational reform. This model,
Collaboration: Access to the General Education Curriculum (or, more simply, “Applied
Collaboration”) represents a compilation of collaborative and instructional strategies that
general and special educators can apply—as a team—in the general education classroom.
It should be noted that the Applied Collaboration model represents one specific approach
with a clear focus on the applied aspects of teacher collaboration. Effective methods and
strategies for collaboration have been developed by others (Cook & Friend, 1993; White
& White, 1992; Bauwen & Hourcade, 1995; Walter-Thomas, Korinek, & McLaughlin,
1999), and it is likely that even more approaches will emerge in the future.
Intended to be both interactive and dynamic, Applied Collaboration is a professional
development training model in which teams of general and special educators work
together to identify mutual goals and use negotiation skills to address the needs of
students with disabilities. An important aspect of the training is that it is always delivered
by a training team consisting of a general educator and a special educator.
Within the general framework of the training, teams are provided with (a) collaborative
strategies to increase communication and facilitate cooperative working relationships
between special education and general education staff, and (b) instructional strategies in
which teams learn about various teaching strategies (e.g., differentiated instruction,
shared classroom management) that are “practiced” in the classroom setting. The model
is quite simple and kept intentionally so: it relies on a few effective, yet easily
implemented collaborative and instructional strategies. For example, Table 1 outlines the
progression of activities in the Five Step Process (Minnesota Department of Children,
Families and Learning, Division of Special Education, 2002) that each team completes in
order to make decisions regarding the instruction of students.
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The Five Step Process represents a simple but effective strategy for bringing general and
special education teachers together to address the academic and social needs of students
with disabilities in the general education setting. This process recognizes the unique roles
and responsibilities as well as the expertise that each teacher brings to the collaborative
relationship. The Five Step Process, as well as other strategies used in Applied
Collaboration, are based on the premise that, irrespective of how effective a particular
instructional strategy may be, it must still be practiced and applied in the classroom in
order to add to the collaboration and instructional skills available to teachers.
In a survey of applied collaboration pilot sites that took part in training, both general and
special education teachers felt that the information presented was relevant to their job
roles. Figure 1 shows the percentages of 67 teachers in response to a question about
relevancy.
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One of the most critical aspects of Applied Collaboration training is a component
designed for school administrators to support training activities. This component of the
training largely involves leadership development, including strategies for conducting a
self-assessment of the school’s collaborative culture and techniques for fostering
collaboration between general and special education staff. Similar to the process used in
Applied Collaboration, training is provided to teams of general and special education
administrators by their counterparts who have successfully implemented collaborative
activities in their districts.
Applied Collaboration represents just one approach to promoting access for students with
disabilities in the general education, however, it embodies a wide array of strategies and
techniques that have been developed by others for more than two decades. Currently,
Applied Collaboration activities are embedded in Minnesota’s State Improvement Grant
as part of a continuous effort to increase access and improve results for students in
standards-based reform initiatives.
Resources
For further information, contact:
Maureen Hawes
Project Coordinator
Institute on Community Integration
Rm. 12, Pattee Hall, 150 Pillsbury Dr. SE
Minneapolis, MN 55455
(612) 626-8155
hawes001@umn.edu
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Web sites:
Applied Collaboration
www.appliedcollaboration.net
LD OnLine
www.ldonline.org/ld_indepth/teaching_techniques/strategies.html
References
Bauwen, J., & Hourcade, J. J. (1995). Cooperative teaching: Rebuilding the schoolhouse
for all students. Austin, TX: Pro-ed.
Bunch, G., Lupart, J., & Brown, M. (1997). Resistance and acceptance: Educator
attitudes to inclusion of students with disabilities. Wolfville, Nova Scotia: Acadia
University. (ERIC Document Reproduction Service No. AN 410713).
Bush, G. W. (2001). No Child Left Behind. Retrieved January 8, 2000, from
http://www.ed.gov/offices/OIIA/pfie/whoweare/nochild.html
Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices.
Focus on Exceptional Children, 28(3), 1-16.
da Costa, J. L., Marshall, J. L., & Riordan, G. (1998). Case study of the development of a
collaborative teaching culture in an inner city elementary school. Paper presented at the
Annual Meeting of the American Educational Research Association (San Diego, CA,
April 13-17, 1998). (ERIC Document Reproduction Service No. AN 420630).
Individuals with Disabilities Education Act Amendments of 1997, P.L. 105-17; 20 U.S.C.
§ 1400 et seq. (1997).
Jorgensen, C. M. (1997, July). Curriculum and its impact on inclusion and the
achievement of students with disabilities [Issue Brief (2)2]. Pittsburgh, PA: Allegheny
University of the Health Sciences, The Consortium on Inclusive School Practices.
McDonnell, L. M., McLaughlin, M. J., & Morison, P. (1997). Educating one and all:
Students with disabilities and standards-based reform. Washington, DC: National
Academy Press.
McGregor, G., Halvorsen, A., Fisher, D., Pumpian, I., Bhaerman, B., & Salisbury, C.
(1998, November). Professional development for “all” personnel in inclusive schools
[Issue Brief, (3)3.]. Pittsburgh, PA: Allegheny University of the Health Sciences, The
Consortium on Inclusive School Practices.
McLaughlin, M. J., Nolet, V., Rhim, L. M., & Henderson, K. (1999). Integrating
standards, including all students. Teaching Exceptional Children, 31(3), 66-71.
Minnesota Department of Children, Families and Learning (2002). Five Step Process. St.
Paul, MN.
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Monahan, R. G., Marino, S. B., Miller, R., & Cronic, D. T. (1997). Rural teachers’,
administrators’, and counselors’ attitudes about inclusion (Report No. 021000).
Greenwood, SC: (ERIC Document Reproduction Service No. ED 406099).
National Association of State Directors of Special Education (2002). Legislative
Priorities. Retrieved August 15, 2002, from
http://www.nasdse.org/government_relations/legislative_priorities.htm
No Child Left Behind Act (NCLBA), Public Law 107-110, (2002).
President’s Commission on Excellence in Special Education. (2002). A new era:
Revitalizing special education for children and their families. Retrieved August 15, 2002,
from
http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports/pcesefinalreport.
pdf
Sands, D. J., Adams, L., & Stout, D. M. (1995). A statewide exploration of the nature and
use of curriculum in special education. Exceptional Children, 62(1), 68-83.Title 1, Part A
of Elementary Secondary Education Act , 20 U.S.C. § 6311 et seq. (1965).
Thompson, S., Thurlow, M., & Whetstone, P. (2001, March). Recommendations for
Addressing Standards and Assessments on State and District IEP Forms. (Policy
Directions No. 12). Minneapolis: National Center on Educational Outcomes, University
of Minnesota.
Walter-Thomas, C., Korinek., L., & McLaughlin, V. (1999). Collaboration to support
students' success. Focus on Exceptional Children, 32(3), 1-18.
White, A. E., & White, L. L. (1992). A collaborative model for students with mild
disabilities in middle schools. Focus on Exceptional Children, 24(9), 1-10.
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Update from the National Dissemination
Center for Children with Disabilities
Early childhood products, anybody?
Are you interested in quality materials on topics related to early childhood and early
intervention? The Natural Resources listserv sends out weekly email announcements to
let you know about the latest free or low-cost booklets, CD-ROMs, videos, PowerPoint
presentations and other items. The listserv was developed by FPG Investigator Camille
Catlett as part of the Natural Allies Project. If you are interested in subscribing to the
weekly listserv send an email to mailto:listserv@unc.eduwith a blank subject line. The
text of the message must be: subscribe natural_resources2. Be sure the Subject is blank.
Then send your email!
Online training in early intervention and deafness.
http://center.uncg.edu/
24 Online Training Modules developed collaboratively by national experts in early
intervention and deafness. CENTe-R modules are available for higher-ed faculty to
embed into courses for multiple disciplines.
Universal Design for Learning: A Lesson Building Web site for You!
http://lessonbuilder.stage3.cast.org/
CAST has recently completed the Universal Design for Learning (UDL) Lesson Builder
that provides educators with models and tools to create and adapt lessons that increase
access and participation in the general education curriculum for all students.
Effective interventions for children with mental or emotional disorders.
www.bazelon.org/issues/children/publications/suspending/suspendingdisbelief.pdf
Suspending Disbelief: Moving Beyond Punishment to Promote Effective Interventions
for Children with Mental or Emotional Disorders examines congressional intent
regarding the treatment of children with behavior problems and compares those
intentions with actual implementation of the mandate. It also includes a brief discussion
of the research supporting use of Functional Behavioral Assessments and Positive
Behavioral Interventions and Supports and identifies programs that have successfully
applied these concepts. The trends and arguments highlighted here can inform the work
of attorneys and advocates who represent children with emotional and behavioral
disorders and policymakers who are truly committed to seeing all children succeed in
school.
NASET Special Educator e-Journal December 2006
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School mental health services.
http://projectforum.org/docs/SchoolMentalHealthServicesintheUS.pdf
This publication is featured above, in our TA&D Spotlight, and it is so valuable, it's
worth mentioning it again! In November 2005, the Substance Abuse and Mental Health
Services Administration (SAMHSA) released a report based on their national survey of
school mental health services in 2002-2003. This In-Brief Policy Analysis from Project
Forum synthesizes relevant data from the SAMHSA report and focuses particularly on an
overview of mental health services, funding issues and the implications for designing
policy and implementing practices.
Need info on the ADA ?
www.adata.org/resources.aspx
The ADA & IT Technical Assistance Centers distribute general information and technical
materials to expand knowledge of the Americans with Disabilities Act. The link above
will drop you into their Resources page, where you can pick your poison—self-paced,
online training, anyone? Play the ADA Game? And lots more!
Taking the GED? Need Accommodations?
www.acenet.edu/AM/Template.cfm?Section=GEDTS
The national office of the General Educational Development Testing Service (GEDTS)
has developed a new brochure called Tips for Candidates with Disabilities , which
provides information for people who wish to take the GED test. The brochure lists
accommodations available for people with disabilities and provides information on how
to request them. Specific forms are available for people with learning and other cognitive
disabilities and for people with ADHD.
For African American Families with Children Who Learn Differently
www.aacld.org/
One Child at a Time is a parent handbook and resource directory for African American
families with children who learn differently. Available from the National Association for
the Education of African American Children with Learning Disabilities, it's been updated
and revised to reflect changes in federal law. A single free copy may be ordered from
NAEAACLD. Additional copies are available for $3.00 each.
Tools for Latino Family Outreach: Supporting Student Success in the Middle
Grades and Beyond
www.palmsproject.net/tools/
This toolkit from the PALMS Project (The Post-secondary Access for Latino MiddleGrade Students) is designed to guide school leaders through the process of
conceptualizing, planning, implementing, and assessing an outreach program aimed at
Latino parents. Download the toolkit from the PALMS Web site at the link above.
To top
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What’s Happening in Special Education
Today?
A Disability System for the 21st Century
In its October 2003 report, “The Social Security Definition of Disability,” the Social
Security Advisory Board raised the question of whether the current Social Security
definition of disability facilitates an appropriate approach to supporting and enabling
persons with disabilities. After three years of intensive study of this question, the Board
has issued this followup report outlining its vision of a disability system in alignment
with the Americans with Disabilities Act. Available in PDF (52 pages, 356 KB).
http://www.ssab.gov/documents/disability-system-21st.pdf
America 101: An Address by Bill Moyers
This document is the transcription of an address given by veteran journalist Bill Moyers
at the annual conference of the Council of the Great City Schools, October 27, 2006. In it,
he identifies what he sees as the main problems with American education and offers
suggestions for turning the tide. (Available in PDF: 13 pages, 56 KB).
http://www.cgcs.org/pdfs/Bill_Moyers.pdf
Closing the Gap: Keeping Kids in School
This issue of the Association for Supervision and Curriculum Development’s Infobrief
focuses on using student engagement to combat high dropout rates.
http://tinyurl.com/g6v9v
Emerging Evidence on Improving High School Student Achievement and
Graduation Rates: The Effects of Four Popular Improvement Programs
This research brief from the National High School Center identifies lessons learned as
well as key practices used to strengthen high schools based on evaluations of four widely
used high school improvement programs—Career Academies, First Things First, Project
GRAD, and Talent Development. Available in PDF (12 pages, 619 KB).
http://www.betterhighschools.org/docs/NHSC_EmergingEvidenceBrief_111606Final.pdf
Focus on Using Data to Drive Reform
This issue of WestEd’s “r&d alert” magazine focuses on using data to drive school
reform. It includes several articles on the topic, including “Using Data for DecisionMaking: A Comprehensive Process for School Reform” and “When Data Speak: English
Learner Evaluation and Accountability Support.” Available in PDF (24 pages, 1.26 MB).
http://www.wested.org/online_pubs/rd-06-01.pdf
Practices That Support Data Use in Urban High Schools
This research brief from The Center for Comprehensive School Reform and
Improvement reviews a study (Lachat & Smith, 2005) which examined how five lowperforming, high-poverty urban high schools in three school districts used data to inform
school improvement. The study examined four data-related issues: quality and access,
data disaggregation, the role of collaborative inquiry in understanding data, and
leadership structures that support data use. Available in PDF (4 pages, 192 KB).
http://www.centerforcsri.org/files/Center_RB_oct06.pdf
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Recent Research on the Achievement Gap: How lifestyle factors and classroom
culture affect black-white differences
This article in the Harvard Education Letter comprises an interview with economist
Ronald Ferguson. He answers questions such as, How do you define “achievement gap”?
How much progress has been made in closing black-white achievement gaps? Isn’t
talking about lifestyle factors a way of blaming the victim? and How does your research
help schools change their lifestyles to support achievement?
http://www.edletter.org/current/ferguson.shtml
Report on Key Practices and Policies of Consistently Higher Performing High
Schools
This report from the National High School Center focuses on successful high schools,
highlighting the ways in which many superintendents, principals, and teachers are setting
and meeting high expectations for all students. Developed specifically for state leaders, it
provides suggestions for how they can support initiatives that are linked with accelerated
learning. Available in PDF (21 pages, 1.89 MB).
http://www.betterhighschools.org/docs/ReportOfKeyPracticesandPolicies_10-31-06.pdf
The Health Status of Young Adults in the U.S.
This article from the Journal of Adolescent Health synthesizes national data to present a
health profile of young adults, reviewing social indicators that describe the context of
young adulthood and presenting measures of health status. It examines mortality,
morbidity, risky behaviors, and health care access and utilization, identifying the most
significant gender and racial/ethnic disparities. It concludes with a discussion of current
efforts to address the health and wellbeing of young adults and argue for creating a
national health agenda for young adults that includes research, programs, and policies to
address health issues during this period of the lifespan.
http://www.jahonline.org/article/PIIS1054139X06001431/fulltext
Academic Rigor in High Schools: Two Publications from the High School Alliance
The High School Alliance has created two publications on academic rigor in high
schools. “Increasing Academic Rigor in High Schools: Stakeholder Perspectives”
summarizes major policy trends and describes how six organizations define, frame, and
engage their constituents on the issue of increasing academic rigor in high schools.
Available in PDF (24 pages, 155 KB).
http://www.hsalliance.org/_downloads/NNCO/RigorScan.pdf
Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge
and Applied Skills of New Entrants to the 21st Century Workforce
The Conference Board, Corporate Voices for Working Families, The Partnership for 21st
Century Skills, and The Society for Human Resource Management conducted a study of
corporate perspectives on the readiness of new entrants into the U.S. workforce by level
of educational attainment. This report details their findings and also includes a workforce
readiness report card which summarizes the basic knowledge and applied skills that are
either “deficient” or “excellent” in those areas that employer respondents rated as “very
important”. Available in PDF (64 pages, 3.4 MB).
http://www.conference-board.org/pdf_free/BED-06-Workforce.pdf
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Dropout Recovery as a Local Economic Development Strategy
This brief summarizes a forum co-sponsored by the American Youth Policy Forum and
the National League of Cities Institute for Youth, Education, and Families (NLC-IYEF).
Andrew Moore, Senior Consultant to NLC-IYEF, outlined findings from a forthcoming
publication on cross-system efforts to re-engage disconnected youth in nine U.S. cities.
Deborah Feldman, Administrator for Montgomery County, OH, and Karen Sitnick,
Director, Mayor’s Office of Employment Development in Baltimore, MD, provided
overviews of their communities’ efforts to reconnect out-of-school youth.
http://www.aypf.org/forumbriefs/2006/fb090806.htm
Parental Roles in Facilitating and Supporting an Active Lifestyle for a Child with a
Disability
This fact sheet from the National Center on Physical Activity and Disability details how
parents can facilitate and support active lifestyles for children with disabilities, including
the influence of parental attitudes, communication, selecting appropriate activities, goal
setting, a healthy diet, facilitating independence and self-sufficiency, and resources for
finding an adapted sports program.
http://www.ncpad.org/wellness/fact_sheet.php?sheet=450&view=all
Promoting Overseas Experiences: What Parents and Teachers Can Do to Support
Youth with Disabilities
The National Clearinghouse on Disability and Exchange announces the latest issue of its
A World Awaits You journal. This issue describes how parents, teachers, and youth
professionals can support teens with disabilities’ involvement in international exchange
programs.
http://www.miusa.org/publications/freeresources/youthinfluencers
Report on Middle and High School Comprehensive School Reform Models
This report from the Comprehensive School Reform Quality Center and the American
Institutes for Research provides a scientifically based, consumer-friendly review of the
effectiveness and quality of 18 widely-adopted middle and high school comprehensive
school reform and schoolwide improvement models.
http://www.csrq.org/MSHSreport.asp
The Changing Landscape of American Public Education: New Students, New
Schools
This report from the Pew Hispanic Center examines the intersection of two trends that
have transformed American public education in recent years: rapid increases in both
student enrollment and the rate of opening of new schools. Using the most detailed data
available, it describes the racial and ethnic components of enrollment growth throughout
the K-12 system and examines the composition of enrollment in newly-opened schools as
well as older schools. Finally, it examines the impact of rapid growth in Hispanic
enrollment and provides detailed state-level statistics. Available in PDF (87 pages, 566
KB).
http://pewhispanic.org/files/reports/72.pdf
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The Review of Disability Studies: Special Issue: Disaster and Disability
The Review of Disability Studies has published a special issue on the topic of “Disaster
and Disability.” Available in PDF (124 pages, 1.3 MB).
http://www.rds.hawaii.edu/subscribers/downloads/pdf/RDS02032006.pdf
Youth Mentoring: Programs and Practices that Work
This brief summarizes an American Youth Policy Forum where presenters Jean Rhodes
and David DuBois described the popularity and effectiveness of youth mentoring
programs, as well as two challenges to them: the pressure felt by mentoring organizations
to focus on quantity at the expense of quality as waitlists grow, and the public policy
tendency to favor new, unproven approaches over tried-and-true models. Rhodes and
DuBois also described their findings on best practices in youth mentoring
implementation, administration, and policy; and Dr. Andrea Taylor of Across Ages
discussed her experiences regarding implementation and dissemination of a model
mentoring program.
http://www.aypf.org/forumbriefs/2006/fb091506.htm
Advancing Literacy: A Web Site of the Carnegie Corporation of New York
In recognition of the sparse knowledge base for teaching reading beyond third grade, the
Carnegie Corporation of New York established a program called “Advancing Literacy.”
The program’s Web site includes information on the state of adolescent literacy today;
resources for educators; resources for families, communities, and peers; information on
adolescent literacy and public policy; information on standards and assessment; and
information on next steps. Site users can also search the site by topic, audience, and
format.
http://www.carnegie.org/literacy/
Best Evidence Encyclopedia
The Center for Data-Driven Reform in Education at Johns Hopkins University has
created this Web site to present reliable, unbiased information on high-quality evaluations
of educational programs. It includes brief, readable “educator’s summaries” of research
on educational programs, using symbols à la Consumer Reports, as well as full-text
reviews on each topic. Topics include elementary mathematics; comprehensive school
reform (elementary, secondary, and Borman); education service providers; technology in
reading and math; and reading for English Language Learners.
http://www.bestevidence.org/
Forum Flash E-Newsletter from the Forum for Youth Investment
The Forum for Youth Investment is dedicated to increasing the quality and quantity of
youth investment and youth involvement by promoting a “big picture” approach to
planning, research, advocacy and policy development among the broad range of
organizations that help constituents and communities invest in children, youth and
families. Its bimonthly e-newsletter, Forum Flash, highlights the latest work of the
organization and the field.
http://forumfyi.org/_portalcat2.cfm?LID=51571667-7830-4001-BE63D56B630C66B2
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News From NIDRR
News From NIDRR (the National Institute on Disability and Rehabilitation Research) is
distributed four times a year to consumer and business organizations, researchers,
practitioners, educators, and individuals who have an interest in disability and
rehabilitation research and services as well as disability policy. To subscribe, e-mail
NIDRR.News@ed.gov.
http://www.ncsab.org/alert/nidrr.htm
Campaign for the Civic Mission of Schools
The Campaign for the Civic Mission of Schools was created to increase the quality and
quantity of civic learning in America’s schools. Its Web site includes an online database
of classroom lessons and models for teaching civic learning, an advocacy toolkit,
information on campaign events, a community exchange blog, and ways to take action.
http://www.civicmissionofschools.org/
Google for Educators
Google, the popular search engine, has created a Web site just for educators. It includes a
teacher’s guide to Google products, including basic information about each tool,
examples of how educators are using them, and lesson ideas. The site also includes lesson
plans and videos from Discovery Education focused on Google Earth and Google
SketchUp. Users can also subscribe to the Google Teachers’ Newsletter.
http://www.google.com/educators/
To top
What’s Happening in Special Education Today Sponsor
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Resources from the National Center on
Secondary Education and Transition
(NCSET)
Large-Scale Assessments and English Language Learners with Disabilities: A Case
Study of Participation, Performance, and Perceptions
This report from the National Center on Educational Outcomes summarizes a study
designed, in part, to clarify some of the issues that surround including English language
learners (ELLs) in states’ large-scale assessment programs. The study gathered practical
information at the local school level to understand these students’ large-scale assessment
experiences, to describe the characteristics of ELLs with disabilities as well as the
characteristics of their schools, and to report the awareness that students and their
families have about large-scale assessments.
http://education.umn.edu/nceo/OnlinePubs/ELLsDis15/default.htm
Publicly Placed Private School Students with Disabilities: Issues and
Recommendations
According to state-reported data, approximately 90,000 or 1.5% of all students with
disabilities were publicly placed in private day and residential settings in 2004. States
struggle with a variety of challenges related to management systems and placement of
these students. This report from the National Association of State Directors of Special
Education provides legislative background information related to publicly placed private
students with disabilities, a brief overview of relevant research, and a summary of state
issues and recommendations from two policy forums held in March 2006 on management
systems and student-related issues on this topic. Available in PDF (109 KB, 24 pages).
http://projectforum.org/docs/PubliclyPlacedPrivateSchoolStudents.pdf
School-Based Medicaid for Children with Disabilities
Obtaining sufficient funding to cover ever-increasing costs of services for students with
disabilities is a critical responsibility for state and district special education directors.
Medicaid is a possible source of support for certain school-based services in conjunction
with other federal funds. This policy analysis describes how the Medicaid program
interfaces with the Individuals with Disabilities Education Act of 2004 and analyzes how
Medicaid resources are accessed and used in five states. Available in PDF (38 pages, 261
KB).
http://projectforum.org/docs/SchoolBasedMedicaid.pdf
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The Inclusion of Disability as Grounds for Termination of Parental Rights in State
Codes
This brief from the Institute on Community Integration examines state policies regarding
termination of parental rights, focusing on the extent to which states use disability status
as grounds for termination.
http://ici.umn.edu/products/prb/172/
Using Systematic Item Selection Methods to Improve Universal Design of
Assessments
This newsletter from the National Center on Educational Outcomes reviews methods for
selecting items that optimize universal design in statewide assessments and suggests that
a combination of the methods will produce better results. Each method has strengths and
weaknesses, may lead to different results, and is in different stages of current practice.
http://education.umn.edu/nceo/OnlinePubs/Policy18/
2005 State Policies on Assessment Participation and Accommodations for Students
with Disabilities
This report from the National Center on Educational Outcomes (NCEO) analyzes states’
2005 participation and accommodation policies. State policies continue to evolve, and
they have become more detailed and specific than in previous years. NCEO has been
tracking and analyzing state policies on assessment participation and accommodations
since 1992; this report is part of that project.
http://education.umn.edu/NCEO/OnlinePubs/Synthesis64/
A State Guide to the Development of Universally Designed Assessments
This manual from the National Center on Educational Outcomes (NCEO) helps states
include universal design features in their large-scale assessments. It describes 10 steps
that states can take to improve assessment accessibility and is accompanied by an online
tutorial, the Universal Design Online Manual
(http://education.umn.edu/nceo/UDmanual/) with links to relevant NCEO reports.
http://education.umn.edu/nceo/OnlinePubs/StateGuideUD/
A Summary of Research on the Effects of Test Accommodations: 2002-2004 This
report from the National Center on Educational Outcomes summarizes 49 empirical
research studies on test accommodations completed between 2002 and 2004, and
provides direction on the design of critically needed future research on accommodations.
http://education.umn.edu/nceo/OnlinePubs/Tech45/
Item-level Effects of the Read-aloud Accommodation for Students with Reading
Disabilities
This report from the National Center on Educational Outcomes examines data on
accommodated and non-accommodated performances of students with specific reading
disabilities on various math test items anticipated to be highly sensitive to
accommodation effects.
http://education.umn.edu/nceo/OnlinePubs/Synthesis65/
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Using the Think Aloud Method (Cognitive Labs) To Evaluate Test Design for
Students with Disabilities and English Language Learners
This report from the National Center on Educational Outcomes provides information on
the “think-aloud” methods designed to detect design issues in large-scale assessments.
Various design problems may introduce construct-irrelevant variance or hinder students
from showing what they know on assessments. The research included a variety of
students, including students with learning disabilities, students with hearing impairments,
students with cognitive disabilities, English language learners, and students without
disabilities who were proficient in English.
http://education.umn.edu/NCEO/OnlinePubs/Tech44/
To top
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Funding Forecast, Grants, Awards, and
Scholarships
Forecast of Funding Opportunities under the Department of Education
Discretionary Grant Programs for Fiscal Year 2007
This document lists virtually all programs and competitions under which the U.S.
Department of Education has invited or expects to invite applications for new awards for
fiscal year 2006 and provides actual or estimated deadlines for the transmittal of
applications under these programs. The lists are in the form of charts organized according
to the Department’s principal program offices and include programs and competitions
previously announced as well as those to be announced at a later date.
http://www.ed.gov/fund/grant/find/edlite-forecast.html
FY 2006-2007 Discretionary Grant Application Packages
This site, from the Department of Education, provides information on grant competitions
that are currently open.
http://www.ed.gov/fund/grant/apply/grantapps/
Hamilton Fish Institute Field-Initiated Studies Program: School Violence
Prevention
The Hamilton Fish Institute on School and Community Violence is seeking innovative
research proposals focused on original rigorous scientific research related to the
prevention of violence in schools and their communities. Two 9-month grants of $80,000
each will be awarded with funding from the U.S. Office of Juvenile Justice and
Delinquency Prevention. Institutions of higher education, state and local education
agencies, and public and private organizations are eligible to apply. Application deadline:
November 20, 2006. Request for Proposals available in PDF (4 pages, 56 KB).
http://www.hamfish.org/2006-2007%20FIS%20RFP.pdf
National Education Association Fine Arts Grants for Secondary Fine Arts Teachers
The National Education Association (NEA) Fine Arts Grants program helps fine arts
teachers to create and implement fine arts programs that promote learning among
students at risk of school failure. This year, the program is accepting applications from
teachers of grades 6-12. Programs must address the arts (e.g., painting, sculpture,
photography, music, theater, dance, design, media, or folk arts). At least ten grants of
$2,000 each will be awarded. Grants may be used for resource materials, supplies,
equipment, transportation, software, and/or professional fees. Applicants must be NEA
members and must work in a public secondary school serving economically
disadvantaged students. Application deadline: December 15, 2006.
http://www.neafoundation.org/programs/FineArts_Guidelines.htm
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National Schools of Character Awards Program
The Character Education Partnership annually names ten public/private K-12
schools/districts as National Schools of Character in recognition of their outstanding
work in character education. With support from the John Templeton Foundation, the
2007 award recipients will each receive a $20,000 grant: $10,000 to enhance their
character education program and $10,000 to provide outreach to other educators. Eligible
schools have been engaged in character education for a minimum of three full years,
starting no later than December 2003; eligible districts have been engaged in character
education for a minimum of four full years, starting no later than December 2002.
Application deadline: December 4, 2006. Click Here for Website
American Educational Research Association Research Grants
With support from the National Science Foundation (NSF) and the National Center for
Education Statistics (NCES), the American Educational Research Association announces
its Research Grants. The program’s goals are to stimulate research on issues related to
U.S. education policy and practice using NCES and NSF data sets; improve the
educational research community’s firsthand knowledge of the range of data available at
the two agencies and how to use them; and increase the number of educational
researchers using the data sets. Grants of up to $20,000 for 1-year projects and $35,000
for 2-year projects will be awarded. Application deadline: January 5, 2007.
http://www.aera.net/grantsprogram/res_training/res_grants/RGFly.html
Community Action Grants from the American Association of University Women
Educational Foundation
In 2007-08, the American Association of University Women’s Educational Foundation
will award one- and two-year grants. One-year grants of $2,000-$7,000 will provide seed
money for new projects that include a clearly defined activity that promotes education
and equity for women and girls. Two-year grants of $5,000-$10,000 will provide start-up
funds for longer-term programs that address the particular needs of the community and
develop girls’ sense of efficacy through leadership or advocacy opportunities (and also
include a clearly defined activity that promotes education and equity for women and
girls). Application deadline: January 15, 2007.
http://www.aauw.org/fga/fellowships_grants/community_action.cfm
Laura Bush 21st Century Librarian Program
The Laura Bush 21st Century Librarian Program supports projects to develop faculty and
library leaders, to recruit and educate the next generation of librarians, to conduct
research, to encourage high school and college students to consider careers in libraries, to
build institutional capacity in graduate schools of library and information science, and to
assist in the professional development of librarians and library staff. Grants of up to
$1,000,000 will be awarded. All types of libraries, except federal and for-profit libraries,
and institutions of higher education may apply. Application deadline: December 15,
2006.
http://www.imls.gov/applicants/grants/21centuryLibrarian.shtm
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Martin Luther King, Jr. Day of Service Mini-Grants
The National Association of Service and Conservation Corps (NASCC), in cooperation
with the Corporation for National and Community Service, is offering mini-grants to
support service projects carried out by NASCC members and other organizations on Rev.
Dr. Martin Luther King, Jr. Day, January 15, 2007. These mini-grants of $1,000-$5,000
will support service activities designed to alleviate conditions of poverty in communities
and engage disadvantaged youth. To inquire or submit a completed application, contact
Matt Ferris at mferris@nascc.org. Application deadline: December 8, 2006.
http://www.nascc.org/MLKServiceDay.htm
Cable’s Leaders in Learning Awards
The Cable’s Leaders in Learning Awards is Cable in the Classroom’s annual awards
program to recognize administrators, educators, community leaders, and policymakers
who demonstrate vision, innovation, action, and transformation in PreK-12 education.
The awards seek to promote and encourage innovative learning practices by honoring
individuals who have transformed an aspect of education on a large or small scale. Each
awardee will receive, at minimum, lodging and transportation for two to Washington, DC
for the Awards Gala and networking. In addition, winners will receive $3,000.
Application deadline: December 15, 2006.
http://awards.ciconline.org/LeadersInLearningAwards/
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Calls to Participate
Nominate a Leader in Service-Learning for the Alec Dickson Servant Leader Award
The Alec Dickson Servant Leader Award honors exemplary leaders who—through their
actions, compassion, creativity, and courage—have inspired the service-learning field,
positively impacted the lives of young people, and motivated others to take up the banner
of service. The award is presented every year at the National Service-Learning
Conference. The award is named for British humanitarian Alec Dickson (1914-94),
whose vision, innovation, and commitment inspired many individuals to lead lives of
service. Nomination deadline: January 22, 2007.
http://www.nylc.org/inaction_award.cfm?oid=3719&null=1163879434578
Nominate a Teacher for the Alan Shepard Technology in Education Award
The Alan Shepard Technology in Education Award, presented by the Astronauts
Memorial Foundation in partnership with the Space Foundation and NASA,
acknowledges excellence in the development and delivery of K-12 educational
technology programs, either in the classroom or in the professional development of
teachers. The Award will be presented at the 23rd National Space Symposium in
Colorado Springs, Colorado in April 2007. The winner will receive a trip to the
Symposium and a commemorative engraved trophy. Nomination deadline: January 31,
2007.
http://www.amfcse.org/Alan%20Shepard%20Award/alan_shepard_award.htm
Submit Comments on the Aspen Institute’s Report on the Reauthorization of NCLB
The Aspen Institute’s Commission on No Child Left Behind is drafting a report regarding
the reauthorization of the No Child Left Behind Act (NCLB). The report should be
completed in early 2007 and will include recommended statutory language for the
reauthorized NCLB. The Commission is soliciting public comment on NCLB to inform
this report; click on “Give us YOUR comments on NCLB.”
http://tinyurl.com/bnwot
To top
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Upcoming Conferences, Workshops, and
Events
National Youth Development Symposium: Engage, Educate, Employ Youth!
Chicago, IL (Symposium)
December 4-7, 2006
The 7th Annual National Youth Development Symposium, presented by the National
Association of Workforce Development Professionals, aims to provide best practices and
program guidance to workforce development professionals who serve youth. Workshop
topics will include: engaging youth with their future, young men with their communities,
and the hardest-to-serve youth with programs that can help them; educating youth to meet
the new demands of the 21st-century workplace (technology, teamwork, literacy and
numeracy, online learning, career academies, alternative education, internships, online
learning); and employing youth in good jobs with opportunities to learn and advance by
satisfying the business needs of employers.
http://www.theeventconn.com/events/
National Inclusive Schools Week
Nationwide (Observance)
December 4-8, 2006
The 6th Annual National Inclusive Schools Week, sponsored by the Urban Special
Education Leadership Collaborative and the Education Development Center, Inc., will be
celebrated in classrooms, schools, and communities throughout the country. The Week
recognizes the nation’s progress in and promotes action toward increasing the capacity of
schools and communities to provide a quality education to an increasingly diverse student
population, especially students with disabilities. The goal of the Week is to help schools
and communities across the nation make sustainable changes in the system to better
support the principles of inclusive education.
http://www.inclusiveschools.org/
Youth Service Institute: Building the Movement
New Orleans, LA (Institute)
December 5-7, 2006
This institute, presented by Youth Service America and funded by the U.S. Office of
Juvenile Justice and Delinquency Prevention, will focus on expanding the impact of the
youth service movement in communities, schools, corporations, and governments and is
designed to strengthen existing programs while providing innovative ways to engage
youth as community assets. Participants will gain tools and strategies to expand their
organizations’ impacts through workshops that illustrate the strength and power of the
youth service movement. Registration deadline: November 16, 2006.
http://www.ysa.org/institute/
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On the Road to Agreement - IDEA ‘04 & More: The Fourth National Symposium
on Dispute Resolution in Special Education
December 7-9, 2006 - Washington, DC (Symposium)
Participants in this symposium, presented by CADRE: The National Center on Dispute
Resolution in Special Education, will learn about the implementation of the dispute
resolution provisions of IDEA 2004, including innovative practices; learn how to
improve practices across the expanding dispute resolution continuum; acquire advanced
conflict management skills and knowledge critical to the effective resolution of special
education disputes; improve their understanding of the effective management and
coordination of dispute resolution systems and programs; learn about current research in
the field of special education dispute resolution; and connect with other state and local
dispute resolution coordinators, practitioners, educators, and families.
http://www.directionservice.org/cadre/ontheroadtoagreement.cfm
What Every School Principal Needs to Know About Special Education
December 13, 2006
4:00-5:30 p.m. (Eastern) (Web Seminar)
School principals at all levels play an important role in the effectiveness of the planning
and implementation of educational programs for children with disabilities. Indeed, a
principal’s knowledge of, and involvement in, the process can make all the difference to a
program’s success. Participants in this Council for Exceptional Children Web seminar
will learn to fill in knowledge not available in pre-service programs, translate legalese
into useful tools, and identify those areas in which principals have been the most
vulnerable. Principals are especially invited to participate. Registration is required and a
registration fee does apply. http://tinyurl.com/yyj85e
Using Formative Assessments to Improve the Achievement of All Students: Key
Policy Questions and Practical Decisions (Parts I and II)
December 6 & 13, 2006 - 10:30 a.m. (Pacific) (Web-based Event)
In this two-part interactive presentation, Robert Anderson, Senior Assessment Specialist
at WestEd, will help participants gain a greater understanding of formative assessment—
currently seen as a key component of district and school program improvement efforts—
as a powerful tool in the efforts to overcome achievement gaps and to ensure educational
equity. Participants are encouraged but not required to join both sessions. Participation is
free, but registration is required; signing up will automatically register you for both
sessions. http://www.schoolsmovingup.net/cs/wested/view/e/1295
Online and On Time: Supporting Technology Implementation for All Students
10:00 a.m. (Central) (Web-based Event)
January 9, 2007
Participants in this Webinar from the Center for Implementing Technology in Education
(CITEd) and Don Johnston, Inc. will be introduced to CITEd’s interactive Web tools that
offer guidance to educators on effective technology implementation. CITEd offers justin-time resources and tools to support instruction for diverse learners and facilitate
communities of practice, and provides research on technology-supported instruction with
an emphasis on students with special needs. Participation is free, but registration is
required. http://www.donjohnston.com/proservices/movfor/
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Online and On Time: Supporting Technology Implementation for All Students
January 19, 2007 - 2:00 p.m. (Central) (Web-based Event)
Participants in this Webinar from CITEd and Don Johnston, Inc. will be introduced to
CITEd’s interactive Web tools that offer guidance to educators on effective technology
implementation. CITEd offers just-in-time resources and tools to support instruction for
diverse learners and facilitate communities of practice, and provides research on
technology-supported instruction with an emphasis on students with special needs.
Participation is free, but registration is required.
http://www.donjohnston.com/proservices/movfor/
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Acknowledgements
Portions of this month’s Special Educator e-Journal were excerpted from:
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Committee on Education and the Workforce
FirstGov.gov-The Official U.S. Government Web Portal
National Center on Secondary Education and Transition, an electronic newsletter
of the National Center on Secondary Education and Transition (NCSET),
available online at http://www.ncset.org/enews. NCSET is funded by the U.S.
Department of Education, Office of Special Education Programs.
National Collaborative on Workforce and Disability for Youth
National Dissemination Center for Children with Disabilities
National Institute of Health
National Organization on Disability
Substance Abuse and Mental Health Services Administration
U.S. Department of Education
U.S. Department of Education-The Achiever
U.S. Department of Education-The Education Innovator
U.S. Department of Labor
U.S. Food and Drug Administration
U.S. Office of Special Education
U.S. Department of Health and Human Services
Wrightslaw.com
The National Association of Special Education Teachers (NASET) thanks all of the
above for the information provided for this month’s Special Educator e-Journal.
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