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  • SpedPro | A source for current professional information about special education | Page 28
    it had given her the 42 000 she needed to hire the extra teacher The coverage by Mr Keating and Mr Haynes is extensive 2800 words but well worth reading Link to the article Also note that the Post provides connections to blogs that have commented on the story some of those are quite intriguing EduWonk WaPo s Keating and Haynes turn in one of the paper s periodic exposés on the scandal that passes for special education in Washington D C More data on the kinds of students served rather than just their cursory demographic overview buried toward the end of the story would be helpful but the article does a great job making clear the contours and severity of the problem DCEduBlog Dan Keating and V Dion Haynes of the Washington Post have a great in depth look at how DCPS manages or more truthfully doesn t manage its special education program From it you will get a good sense of just exactly why the District s school system is so dysfuntional Cato at Liberty School choice opponents love to declare that unlike private schools public schools have to teach everyone Well it turns out that that s not really true As Dan Keating and V Dion Haynes expose in today s Washington Post when kids disabilities get too tough the D C Public Schools turn to private institutions where disabled students can finally get the specialized attention they need ToThePeople The US mandate to fund appropriate education for disabled students ironically has the impact of leaving the majority of students in classrooms that can t afford chalk and erasers WhyIHateDC The Washington Post had a front page above the fold story on DC s out of control spending on special education Fucking tards Give em an inch and they take a mile Posted on 6 June 2006 6 June 2006 Author John Lloyd Categories News Racial disparities The Education Department of the state of New Jersey US found that the Lakewood local education agency LEA discriminated against African American and Hispanic American students its preschool special education program according to stories by Richard Quinn in the and Angela Delli Santi in Newsday Unlike much of the discussion regarding discrimination in special education where the issue is African American and Hispanic American children being mistakenly identified as having disabilities this story is about those students not getting equal treatment Here is a snippet from Ms Santi s story In a 31 page report issued last week but publicized by the ACLU Wednesday Education Department officials cited examples of students with similar disabilities but different treatment plans Besides giving preferential treatment to whites for out of district services disabled white preschoolers also were more likely to be offered full day rather than half day special education classes the report found Link to Ms Santi s story and a link to Mr Quinn s more extensive coverage Posted on 2 June 2006 2 June 2006 Author John Lloyd Categories News JMU positions The College of Education at James Madison University announces two full time tenure track Assistant Professor positions in the Exceptional Education Department to be filled beginning Fall 2006 Requirements are an earned doctorate in special education or expected completion by Fall 2006 and at least three years of successful teaching experience in the field of special education Prior teaching experience at the university level is preferred and a passion for special education and teacher education is required Applicants must have knowledge of high incidence disabilities instructional methods and collaboration models for success in the general curriculum A background in reading instruction and or behavioral interventions is preferred An ability to work collaboratively with other faculty within the College and to build partnerships with community agencies and school systems is important Major responsibilities include teaching and supervision in special education although some cross disciplinary teaching may be possible dependent upon individual expertise and interest The successful candidates must be able to maintain an active career balanced across the areas of teaching scholarship and service All applicants interested in these positions must apply online at https joblink jmu edu providing a cover letter curriculum vita three professional references with contact information and a statement of teaching philosophy Salary will be commensurate with experience To apply please go to https JobLink jmu edu and reference posting number 0400710 In addition to the electronic application process candidates are requested to send official graduate transcripts via USPS to JMU Education Programs Associate Dean s Office MSC 1907 Harrisonburg VA 22807 For more information contact Dr Dave Herr at 540 568 6780 or by e mail at herrde jmu edu Posted on 14 April 2006 Author evansra Categories Positions in higher ed Brooklyn College opening Brooklyn College is one of the nation s leading public liberal arts colleges and a principal teaching and research institution of the City University of New York The College shares the mission of the University whose commitment is to access and excellence Located on a 26 acre campus with a full time faculty of 550 undergraduate and graduate degree programs in 31 departments are offered to 15 550 students The college also seeks to develop a sense of personal and social responsibility by encouraging involvement in community and public service It fosters a campus environment hospitable to multicultural interest and activities As an urban institution it draws upon the myriad resources of the city to enrich its educational offerings The Graduate Special Education Program at Brooklyn College has a long tradition of providing rigorous and effective preparation for special educators committed to serving the most vulnerable students in our city and their families The course of study addresses the challenges and opportunities experienced by students with disabilities in culturally diverse and generally resource poor urban school settings The Program develops candidates capacity and proficiency to educate children with special needs in a range of settings and seeks to strengthen students abilities to succeed in general education classrooms Program graduates

    Original URL path: http://SpedPro.org/page/28/ (2016-02-17)
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  • February | 2015 | SpedPro
    November 2015 October 2015 September 2015 August 2015 July 2015 June 2015 May 2015 April 2015 February 2015 December 2014 November 2014 October 2014 September 2014 August 2014 June 2014 May 2014 March 2014 January 2014 December 2013 November 2013 October 2013 September 2013 August 2013 July 2013 June 2013 May 2013 April 2013 January 2013 December 2012 November 2012 October 2012 September 2012 August 2012 May 2012 March 2012 February 2012 January 2012 December 2011 November 2011 October 2011 September 2011 August 2011 July 2011 June 2011 May 2011 April 2011 March 2011 February 2011 January 2011 December 2010 November 2010 October 2010 September 2010 August 2010 July 2010 June 2010 May 2010 April 2010 March 2010 February 2010 January 2010 December 2009 November 2009 October 2009 September 2009 July 2009 June 2009 April 2009 February 2009 January 2009 December 2008 November 2008 October 2008 September 2008 August 2008 July 2008 June 2008 May 2008 April 2008 March 2008 February 2008 January 2008 December 2007 November 2007 October 2007 September 2007 August 2007 July 2007 June 2007 May 2007 March 2007 February 2007 January 2007 December 2006 November 2006 October 2006 September 2006 July 2006 June 2006 April 2006 March 2006 February 2006 January 2006 December 2005 November 2005 October 2005 September 2005 Latest from Teach Effectively Accommodations that don t ECF Misdirected Teacher Training has Crippled Education Reform Does monitoring progress help Latest from EBD Blog Summary of workshop on measuring SED in children Matt Brodhead on halting the spread of FC Facilitated Communication and its tentacles examined Latest from B Mod Info Let s tootle FA of BP for LD Talking about Behavior Latest from LD Blog Study seeks people with LD Thompson Road by Scott Wyatt Mistaking dyslexia Meta Register Log in Entries RSS Comments RSS

    Original URL path: http://SpedPro.org/2015/02/ (2016-02-17)
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  • May | 2015 | SpedPro
    Bauer News Special Needs 08 Spreken Zie SpEd Teach Effectively Pointers Chronicle Education Week NewsTrust Education Web sites CCBD HECSE IRIS Center TeachingLD org U Va sped resources By date May 2015 M T W T F S S Apr Jun 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Review Mirror Review Mirror Select Month February 2016 December 2015 November 2015 October 2015 September 2015 August 2015 July 2015 June 2015 May 2015 April 2015 February 2015 December 2014 November 2014 October 2014 September 2014 August 2014 June 2014 May 2014 March 2014 January 2014 December 2013 November 2013 October 2013 September 2013 August 2013 July 2013 June 2013 May 2013 April 2013 January 2013 December 2012 November 2012 October 2012 September 2012 August 2012 May 2012 March 2012 February 2012 January 2012 December 2011 November 2011 October 2011 September 2011 August 2011 July 2011 June 2011 May 2011 April 2011 March 2011 February 2011 January 2011 December 2010 November 2010 October 2010 September 2010 August 2010 July 2010 June 2010 May 2010 April 2010 March 2010 February 2010 January 2010 December 2009 November 2009 October 2009 September 2009 July 2009 June 2009 April 2009 February 2009 January 2009 December 2008 November 2008 October 2008 September 2008 August 2008 July 2008 June 2008 May 2008 April 2008 March 2008 February 2008 January 2008 December 2007 November 2007 October 2007 September 2007 August 2007 July 2007 June 2007 May 2007 March 2007 February 2007 January 2007 December 2006 November 2006 October 2006 September 2006 July 2006 June 2006 April 2006 March 2006 February 2006 January 2006 December 2005 November 2005 October 2005 September 2005 Latest from Teach Effectively

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  • Frances Partridge Connor | SpedPro
    2011 March 2011 February 2011 January 2011 December 2010 November 2010 October 2010 September 2010 August 2010 July 2010 June 2010 May 2010 April 2010 March 2010 February 2010 January 2010 December 2009 November 2009 October 2009 September 2009 July 2009 June 2009 April 2009 February 2009 January 2009 December 2008 November 2008 October 2008 September 2008 August 2008 July 2008 June 2008 May 2008 April 2008 March 2008 February 2008 January 2008 December 2007 November 2007 October 2007 September 2007 August 2007 July 2007 June 2007 May 2007 March 2007 February 2007 January 2007 December 2006 November 2006 October 2006 September 2006 July 2006 June 2006 April 2006 March 2006 February 2006 January 2006 December 2005 November 2005 October 2005 September 2005 Latest from Teach Effectively Accommodations that don t ECF Misdirected Teacher Training has Crippled Education Reform Does monitoring progress help Latest from EBD Blog Summary of workshop on measuring SED in children Matt Brodhead on halting the spread of FC Facilitated Communication and its tentacles examined Latest from B Mod Info Let s tootle FA of BP for LD Talking about Behavior Latest from LD Blog Study seeks people with LD Thompson Road by Scott Wyatt Mistaking dyslexia Meta Register Log in Entries RSS Comments RSS WordPress org Frances Partridge Connor Frances Partridge Connor an influential figure across many aspects of special education passed away 28 March 2015 in Boca Raton FL She was the Richard March Hoe Professor Emeritus of Education at Teachers College of Columbia University in New York NY US For many decades Professor Connor affected the practice and policy of special education She not only chaired the special education program at Teachers College but also served as president of the International Council for Exceptional Children CEC In addition she advised local state federal

    Original URL path: http://spedpro.org/2015/04/12/frances-partridge-connor/ (2016-02-17)
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  • Do Chicago schools hide special ed students? | SpedPro
    2011 September 2011 August 2011 July 2011 June 2011 May 2011 April 2011 March 2011 February 2011 January 2011 December 2010 November 2010 October 2010 September 2010 August 2010 July 2010 June 2010 May 2010 April 2010 March 2010 February 2010 January 2010 December 2009 November 2009 October 2009 September 2009 July 2009 June 2009 April 2009 February 2009 January 2009 December 2008 November 2008 October 2008 September 2008 August 2008 July 2008 June 2008 May 2008 April 2008 March 2008 February 2008 January 2008 December 2007 November 2007 October 2007 September 2007 August 2007 July 2007 June 2007 May 2007 March 2007 February 2007 January 2007 December 2006 November 2006 October 2006 September 2006 July 2006 June 2006 April 2006 March 2006 February 2006 January 2006 December 2005 November 2005 October 2005 September 2005 Latest from Teach Effectively Accommodations that don t ECF Misdirected Teacher Training has Crippled Education Reform Does monitoring progress help Latest from EBD Blog Summary of workshop on measuring SED in children Matt Brodhead on halting the spread of FC Facilitated Communication and its tentacles examined Latest from B Mod Info Let s tootle FA of BP for LD Talking about Behavior Latest from LD Blog Study seeks people with LD Thompson Road by Scott Wyatt Mistaking dyslexia Meta Register Log in Entries RSS Comments RSS WordPress org Do Chicago schools hide special ed students One of the on going concerns about high stakes testing and special education is whether scores of students with disabilities should be included in a school s or local education agency s average on tests If they do won t they drag the average to lower levels If they don t isn t that counter to the advocacy position of some organizations e g National Center on Learning Disabilities The

    Original URL path: http://SpedPro.org/2009/06/19/do-chicago-schools-hide-special-ed-students/ (2016-02-17)
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  • NCD meeting 20 July 2009 | SpedPro
    2009 November 2009 October 2009 September 2009 July 2009 June 2009 April 2009 February 2009 January 2009 December 2008 November 2008 October 2008 September 2008 August 2008 July 2008 June 2008 May 2008 April 2008 March 2008 February 2008 January 2008 December 2007 November 2007 October 2007 September 2007 August 2007 July 2007 June 2007 May 2007 March 2007 February 2007 January 2007 December 2006 November 2006 October 2006 September 2006 July 2006 June 2006 April 2006 March 2006 February 2006 January 2006 December 2005 November 2005 October 2005 September 2005 Latest from Teach Effectively Accommodations that don t ECF Misdirected Teacher Training has Crippled Education Reform Does monitoring progress help Latest from EBD Blog Summary of workshop on measuring SED in children Matt Brodhead on halting the spread of FC Facilitated Communication and its tentacles examined Latest from B Mod Info Let s tootle FA of BP for LD Talking about Behavior Latest from LD Blog Study seeks people with LD Thompson Road by Scott Wyatt Mistaking dyslexia Meta Register Log in Entries RSS Comments RSS WordPress org NCD meeting 20 July 2009 National Council on Disability NCD has invited people to attend a meeting and contribute to a discussion of policies practices and etc that affect individuals with disabilities Although this meeting is not precisely centered on special education I ve posted it here for the benefit of those of us who work with families on transition issues or are concerned with other aspects of special education where larger issues of public policy intersect with special ed June 17 2009 Dear Friends and Colleagues On behalf of the National Council on Disability NCD it is my pleasure to invite you to attend NCD s next quarterly meeting which will take place at the Minneapolis Marriott City Center 30 South 7th Street Minneapolis MN beginning at 8 30 a m on Monday July 20 2009 and ending at 11 00 a m on Wednesday July 22 2009 This meeting is open to the public NCD is an independent federal agency composed of 15 members appointed by the President by and with the consent of the U S Senate NCD s purpose is to promote policies programs practices and procedures that guarantee equal opportunity for all individuals with disabilities and that empower individuals with disabilities to achieve economic self sufficiency independent living and inclusion and integration into all aspects of society To carry out this mandate we gather public and stakeholder input including that received at our public meetings held around the country review and evaluate federal programs and legislation and provide the President Congress and federal agencies with advice and recommendations NCD believes it is vital to hear from communities around the country on what works and what does not for people with disabilities This meeting will provide another opportunity for that exchange The agenda will include among other things sessions on emergency preparedness housing workforce infrastructure access to outdoor recreation international development the Developmental Disabilities and Bill of

    Original URL path: http://SpedPro.org/2009/06/18/ncd-meeting-20-july-2009/ (2016-02-17)
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  • Does retention protect kids from special ed? | SpedPro
    December 2007 November 2007 October 2007 September 2007 August 2007 July 2007 June 2007 May 2007 March 2007 February 2007 January 2007 December 2006 November 2006 October 2006 September 2006 July 2006 June 2006 April 2006 March 2006 February 2006 January 2006 December 2005 November 2005 October 2005 September 2005 Latest from Teach Effectively Accommodations that don t ECF Misdirected Teacher Training has Crippled Education Reform Does monitoring progress help Latest from EBD Blog Summary of workshop on measuring SED in children Matt Brodhead on halting the spread of FC Facilitated Communication and its tentacles examined Latest from B Mod Info Let s tootle FA of BP for LD Talking about Behavior Latest from LD Blog Study seeks people with LD Thompson Road by Scott Wyatt Mistaking dyslexia Meta Register Log in Entries RSS Comments RSS WordPress org Does retention protect kids from special ed Michael Silverstein and colleagues reported interesting data about whether children who are retained during the early grades later require special education Exploring the Early Childhood Longitudinal Study Kindergarten Cohort ECLS K they found that many children who were retained continued to experience academic difficulties but never received an IEP Receipt of Special Education Services Following Elementary School Grade Retention Michael Silverstein MD MPH Nicole Guppy MD Robin Young MA Marilyn Augustyn MD Arch Pediatr Adolesc Med 2009 163 6 547 553 Objective To estimate the proportion of children who receive an Individualized Education Program IEP following grade retention in elementary school Design Longitudinal cohort study Participants Children retained in kindergarten or first K 1 grade and third grade presumably for academic reasons were followed up through fifth grade Main Outcome Measure Presence or absence of an IEP Results A total of 300 children retained in K 1 and 80 retained in third grade were included in the study Of the K 1 retainees 68 9 never received an IEP during the subsequent 4 to 5 years of the third grade retainees 72 3 never received an IEP Kindergarten first grade retainees in the highest quintile for socioeconomic status and those with suburban residence were less likely to receive an IEP than retained children in all other socioeconomic status quintiles adjusted odds ratio 0 17 95 confidence interval 0 05 0 62 and in rural communities 0 16 0 06 0 44 Among K 1 retainees with persistently low academic achievement in math and reading as assessed by standardized testing 38 2 and 29 7 respectively never received an IEP Conclusions Most children retained in K 1 or third grade for academic reasons including many of those who demonstrated sustained academic difficulties never received an IEP during elementary school Further studies are important to elucidate whether retained elementary schoolchildren are being denied their rights to special education services In the meantime early grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties Should retention be a flag for special education evaluation Some folks argue

    Original URL path: http://SpedPro.org/2009/06/02/does-retention-protect-kids-from-special-ed/ (2016-02-17)
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  • eligibility | SpedPro
    2009 September 2009 July 2009 June 2009 April 2009 February 2009 January 2009 December 2008 November 2008 October 2008 September 2008 August 2008 July 2008 June 2008 May 2008 April 2008 March 2008 February 2008 January 2008 December 2007 November 2007 October 2007 September 2007 August 2007 July 2007 June 2007 May 2007 March 2007 February 2007 January 2007 December 2006 November 2006 October 2006 September 2006 July 2006 June 2006 April 2006 March 2006 February 2006 January 2006 December 2005 November 2005 October 2005 September 2005 Latest from Teach Effectively Accommodations that don t ECF Misdirected Teacher Training has Crippled Education Reform Does monitoring progress help Latest from EBD Blog Summary of workshop on measuring SED in children Matt Brodhead on halting the spread of FC Facilitated Communication and its tentacles examined Latest from B Mod Info Let s tootle FA of BP for LD Talking about Behavior Latest from LD Blog Study seeks people with LD Thompson Road by Scott Wyatt Mistaking dyslexia Meta Register Log in Entries RSS Comments RSS WordPress org Tag eligibility Does retention protect kids from special ed Michael Silverstein and colleagues reported interesting data about whether children who are retained during the early grades later require special education Exploring the Early Childhood Longitudinal Study Kindergarten Cohort ECLS K they found that many children who were retained continued to experience academic difficulties but never received an IEP Receipt of Special Education Services Following Elementary School Grade Retention Michael Silverstein MD MPH Nicole Guppy MD Robin Young MA Marilyn Augustyn MD Arch Pediatr Adolesc Med 2009 163 6 547 553 Objective To estimate the proportion of children who receive an Individualized Education Program IEP following grade retention in elementary school Design Longitudinal cohort study Participants Children retained in kindergarten or first K 1 grade and third grade presumably for academic reasons were followed up through fifth grade Main Outcome Measure Presence or absence of an IEP Results A total of 300 children retained in K 1 and 80 retained in third grade were included in the study Of the K 1 retainees 68 9 never received an IEP during the subsequent 4 to 5 years of the third grade retainees 72 3 never received an IEP Kindergarten first grade retainees in the highest quintile for socioeconomic status and those with suburban residence were less likely to receive an IEP than retained children in all other socioeconomic status quintiles adjusted odds ratio 0 17 95 confidence interval 0 05 0 62 and in rural communities 0 16 0 06 0 44 Among K 1 retainees with persistently low academic achievement in math and reading as assessed by standardized testing 38 2 and 29 7 respectively never received an IEP Conclusions Most children retained in K 1 or third grade for academic reasons including many of those who demonstrated sustained academic difficulties never received an IEP during elementary school Further studies are important to elucidate whether retained elementary schoolchildren are being denied their rights to special education

    Original URL path: http://SpedPro.org/tag/eligibility/ (2016-02-17)
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