CEC Today, 2000-2001. INSTITUTION Council for Exceptional Children, Arlington, VA

DOCUMENT RESUME

ED 466 084 EC 309 054

AUTHOR Van Kuren, Lynda, Ed. TITLE CEC Today, 2000-2001. INSTITUTION Council for Exceptional Children, Arlington, VA. PUB DATE 2001-00-00 NOTE 150p.; For 1999-2000 issues, see ED 461 949. AVAILABLE FROM Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 888-232-7733 (Toll Free); TTY: 703-264-9446; Web site: http://www.cec.sped.org. PUB TYPE Collected Works Serials (022) JOURNAL CIT CEC Today; 7 1-9 Aug 2000-May/Jun 2001 EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Anger; Charter Schools; *Disabilities; Educational Assessment; Elementary Secondary Education; Financial Support; Head Injuries; Home Schooling; Self COntrol; *Special Education; Teaching Conditions IDENTIFIERS *Council for Exceptional Children; Full Service School Model

ABSTRACT Nine issues of the newsletter of the Council for Exceptional Children (CEC) include articles, news items, meeting announcements, news items of individual divisions, and professional advancement opportunities. Some major articles are: (1) "Home Schooling--A Viable Alternative for Students with Special Needs" (2) "High Stakes Testing a Mixed Blessing for Special Students" (Martha Frase-Blunt); (3) "Promise and Peril: A Look at Charter Schools" (Carolyn Cosmos); (4) "CEC Gains Media Attention on Special Education Teaching Conditions"; (5) "The Promise of Full-Service Schools" (Carolyn Cosmos); (6) "Proactive Approaches to Help Students Control Their Anger" (Greg M. Romaneck); (7) "Traumatic Brain Injury--The Silent Epidemic"; (8) "After School Programs Are for Students. with Exceptionalities Too!"; and (9) CEC's 2001 Convention & Expo--A Grant Time for Learning and Fun." (DB)

Reproductions supplied by EDRS are the best that can be made from the original document. CEC Today, 2000-2001

Lynda Van Kuren, Editor

v7 n1-9 Aug 2000-May/Jun 2001

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization N. D. Safer originating it.

CII Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

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Join CEC in Albuquerque, RUJOIV5 Num' 4odaMOOCE21) N.M., on Oct. 12-13, 2000, at the CEC/DDEL Symposium "VVhen parents are unhappy with the as well as allows children to learn at their on Culturally and Linguisti- schools they may fight the system or, own pace and pursue their interests three cally Diverse Exceptional in increasing numbers, they choose to educate criteria that enable children with special Learners. their children themselves. The trend toward needs to succeed. Attendees will learn practical home schooling, which has grown steadily Fortunately, parents who decide to home strategies on such topics as: over the past 10 -15 years, holds as true for school their children are usually extremely the parents of children with disabilities and/or dedicated and do an excellent job. However, O Communication gifts and talents as it does for the general edu- there is little oversight of those who home Development cation population. school. As a result, if a parent finds the job o Behavior Management In the few studies that have been done, too difficult or gives up on a child, few safe- Career Development and home schooling children with special needs guards exist to ensure the child receives an Transition seems to provide multiple advantages and appropriate education. few disadvantages. Both children with dis- It is estimated that approximately 1.5 mil- In addition, participants will abilities and/or gifts and talents do as well lion children are home schooled in the U.S., meet keynote speaker Lesra or better than their public school counter- with 10 percent of those having disabilities. A Martin, who overcame illiter- parts academically and socially. In addition, percentage for the number of gifted students acy and helped prove the in- home schooling gives parents more flexibil- who are home schooled was not available. nocence of Rubin "Hurri- ity to meet their children's individual needs, Continues on page 5 cane" Carter, a boxer who was unjustly accused of a triple homicide. Visit the CEC Web site, UFAMME ®D Rif Lailhgy TERIIIV www.cec.sped.org, or call 888/CEC-SPED for more in- CCA0_@CDTE iirrm®@[ formation. Eil 1931a C©nhrrono eading special education researchers Universal Design scatted on educators to demand univer- "Gooddesign for people with disabilities is sally designed materials from educational good for everybody," said Dave Edybum, publishers at the 15th Annual Research Pro- chair of the Exceptional Education Depart- ject Directors' Conference held in mid-July. ment, University of Wisconsin, Milwaukee. 2001 CEC Awards 3 The more than 350 researchers who con- With this in mind, Edybum and several vened in Washington, D.C., also heard ex- other universal design experts urged educa- Legislative Action pert panelists report recent findings about tors and curriculum planners to create market Center 4 effective reading instruction and detail tech- demand for universally designed materials by New Developments in niques for working more effectively with purchasing products that meet universal de- ADD/ADHD 11 families. The conference was sponsored by sign criteria. Universally designed products the U.S. Department of Education's Office present curricula in a variety of formats, i.e., Guide to Electronic Mailing Lists 13 of Special Education Programs (OSEP) and the ERIC/OSEP Special Project at CEC. Continues on page 9 C ujogs}IVIfbacho What It Means to BeaCEC 'Rh@nETandETCOr_ Federation/Division Teacher of the Year Nominate a colleague for the CEC Clarissa BY MAMIE EVANS Hug Teacher of the Year Award. privileged to represent the profession at My teaching career has included numerous functions. I have been asked The Clarissa Hug Teacher of the Year Award recognizes a CEC member who many wonderful experiences, but to speak at CEC award banquets and currently provides direct services to stu- none as exciting as being selected as served as a member of the Educational dents with exceptionalities. The Clarissa CEC's 1998 Florida Federation Teacher Resource Information Center Advisory Hug Teacher of the Year is an outstand- of the Year. maw- Board. From these oppor- ing member of the profession whose The rewards that come tunities, I have learned work exemplifies the best of special edu- with being a Teacher of the about my profession in cation teaching. His or her work reflects Year actually begin with ways not possible in the significant educational success for stu- the nominations packet. classroom. I have met dents, continued professional develop- The application packet many leaders in the field, ment, and the highest standards of edu- asks the question, "What and I have been empow- cational quality. do you consider your great- ered to help influence spe- est accomplishment and cial education directions QUM, 7d Zw2Els contribution to education?" within the organization The CEC Clarissa Hug Teacher of the That one question gave and at the national level. Year Award recipient will: me the opportunity to re- Being a CEC Teacher Be recognized at an awards ceremony during the CEC Annual Convention & flect on my career and my of the Year opened many Expo. values as a special educa- doors and gave me new Be invited to attend the CEC Annual tion teacher. I concluded that preparing experiences that led to my growth as a Convention & Expo and July Leadership students to reach their goals and do their teacher and a leader. I encourage all Institute compliments of CEC (CEC will personal best is what all teachers con- CEC units to nominate a candidate for cover the recipient's registration, meals, sider their greatest accomplishment. In CEC's Teacher of the Year Award. It is hotel, and airfare/mileage). addition, I have tried to be a role model Be an honored guest at the Teacher of for my peers by demonstrating high the Year Luncheon at the CEC Annual standards, practices, and professional- Convention & Expo. ism. I also realized that my passions are Represent CEC before members of teaching and learning. As a professional Congress and the administration. educator, 1 strive each day to learn some- Speak at federation conferences. Receive a commemorative plaque. thing new that I can use in my classroom or share with my fellow teachers. NCTItIZZ Ergibay RaVvento, As a member of CEC since my col- Mamie Evans gives a student individualized Must be a CEC member in good lege days, this award at the state level instruction. standing currently and for at least the took on a very special significance for previous 5 years. me. Since receiving the Federation one of the best ways we have to help the Must currently provide direct services Teacher of the Year Award, I have been public learn of the wonderful things our to students with exceptionalities. teachers do. Must hold professional certification in I have been a special educator for 37 the area in which the nominee provides years. I continue to be proud of this pro- services. fession, and I never miss an opportunity to let others know that I am a "teacher." Manthmftn Fems Working with exceptional students For a nomination form, go to the "About brings me much pride and joy. CEC" section of the CEC Web site, Show that YOU are proud of your www.cec.sped.org. Or, contact CEC, profession. Nominate a teacher from 888/232-7733 or [email protected]. Florida Federation (FFCEC) leaders cele- your unit for this prestigious award! Check with your federation or division brate with Evans at the 1999 CEC Teacher of leaders to find out how to apply. the Year Luncheon. (Pictured left to right: Mamie Evans is a technology special- 1994 Clarissa Hug Teacher of the Year Matty All nomination packets must be Rodriguez-Walling, Evans, past FFCEC Gov- ist at Paul B. Stephens Exceptional postmarked by November 6, 2000! ernor Lee Sherry, and past FFCEC President Student Center in Clearwater, Fla. Wynne Tye.) 4

2 CEC TODAY AUGUST 2000 oroxember bellzefits

CNC°2 200' NyETh Marl Hall@H2 MOM O Student CEC Ethnic Diversity Scholarship Student CEC awards a lag Mor0 $500 scholarship to a culturally diverse Student CEC member who has =onor a colleague, community promoted and provided for the en- made outstanding contributions to Stu- _IL _Deader, business, or student by hancement and employment of indi- dent CEC and exceptional children. nominating them for a CEC award. viduals with exceptionalities in order Student CEC/Black Caucus Schol- CEC annually presents awards to pro- to promote and support their full par- arship Student CEC and the Black fessionals, students, and organizations ticipation in the community. Caucus jointly award a $500 scholar- that have made outstanding contribu- The CEC Outstanding Public Ser- ship to an African American Student tions to children and youth with excep- vice Award recognizes an individual CEC member who has made outstand- tionalities, the field of special educa- from the United States or Canada whose ing contributions to Student CEC and tion, and/or the Council. actions in the governmental and political exceptional children. arena have been of national significance O The Susan Phillips Gorin Award Protessionai Awards for individuals with exceptionalities. honors CEC members, especially advi- The J.E. Wallace Wallin Special sors, who demonstrate exemplary per- Education Lifetime Achievement Student CEC Awards sonal and professional qualities and Award honors an individual who has The Outstanding CEC Student make outstanding contributions to Stu- made continued and sustained contri- Member of the Year Award recog- dent CEC and exceptional children. butions to the education of children nizes both an undergraduate and a and youth with disabilities in areas graduate student who have made out- Deadlines and intonation such as publications; research; devel- standing contributions to Student CEC Professional award nominations are opment of new concepts, approaches, and exceptional children. due Nov. 6, 2000. Student CEC award or programs; and practical application O Graduation Award CEC nominations are due Dec. 11, 2000. For of improved teaching devices. awards graduation stipends of $350 forms and information, contact CEC The Clarissa Hug Teacher of the each to an undergraduate and a gradu- Headquarters, 888/CEC-SPED or serv- Year Award recognizes a CEC member ate Student CEC member upon com- [email protected]. You may also access who currently provides direct services pletion of their education. A portion of professional award information from the to students with exceptionalities. The the award funds the recipient's first CEC Web site, www.cec.sped.org, in the Clarissa Hug Teacher of the Year's work year of professional CEC membership. "About CEC" section. reflects significant educational success for students, continued professional development, and the highest standards of Home Schooling A Viable Alternative for educational quality. (See page 2 for Students with Special Needs? 11 more information about this award.) O The CEC Outstanding Leadership Universal Design, Reading, and Family Award recognizes a CEC member who Collaboration Topics at Recent ConferenceIl has been a driving force in the organiza- August 2000 Vol.7 No.1 What It Means to Be a Federation/Division tion, resulting in the Council's being Teacher of the Year S recognized for its commitment, leader- (E( Todayis published10 times a year, Jan/Feb, March, April/May, June, July, Aug., Sept., Oct., Nov. Member Benefits B ship, and dedication to service for stu- and Dec., by The Council for Exceptional Children, dents with exceptionalities. This recipi- 1920 Association Drive, Reston, VA 20191-1589. Advocacy in Action ,g ent has made significant contributions to Telephone 888/232-7733, TTY 703/264-9446, CEC programs at the local, state/provin- [email protected], Web: www.cec.sped.org. Student CE( Spotlight 6 cial, national, and/or international level (R. Today is not copyrighted. Members are Diversity I? over an extended period of time. encouraged to copy and disseminate information in this publication. The CEC Special Education Re- Division Focus 8/3 CEC President:Hellen Bogie search Award recognizes an individual Professional Advancement II ExecutiveDirector:Nancy D. Safer or research team whose research has Editor: Lynda Van Kuren It Seemed like a Good Idea at the Time 211 made significant contributions to the Contributing Editors: Jacki Boatel, Public Policy; Jane Member to Member B. body of knowledge about the education Burnette, Information Services; Margie Crutchfield, of exceptional children and youth. Professional Standards; Kayte Fearn, Diversity; Anmarie Speaking Out IYIJ The CEC Business Award recog- Kailas, Conventions; Hannah Kerby and Sharon nizes a business or corporation that has Riechmann, Communications; Kathleen McLane, Calendar of Events Publications; Susan Simmons, Membership

CEC TODAY AUGUST 2000 3 uwagq kali Congress members, the president, and schedules updated daily. other government officials by selecting pre-written (editable) messages or Bill Status and Sponsor Tracking DEC Lunches Online Legislative writing your own. Find your members See a list of CEC's key legislation Action Center easily by entering your zip code. moving through Congress. View a list In early August, CEC launched a new of co-sponsors to see if your members interactive feature on its Web site, CEC's Legislative Alerts are supporting important legislation. www.cec.sped.org, that gives visitors Get updated information about federal direct and easy access to members of legislation and issues that are impor- Voter Scorecard Congress and other federal agencies, tant to you and then TAKE ACTION! See how your members voted on key information about important legisla- special and gifted education legislation, links to local media outlets, and Action E-List tion. information about candidates up for Sign up to receive CEC's weekly Pol- re-election. icy Updates so that you can keep up- Media Guide This free service will enhance CEC's to-date on federal policy issues impor- Use the Media Guide to send original political power by helping people in the tant to people with exceptionalities, and customized e-mails, faxes, and special and gifted education fields be- and TAKE ACTION! If you already printed letters to members of the come easily involved in the federal leg- receive CEC's Policy Update, you are media, based on city, state, and type of islative process. With more people tak- on the new Action E-List and do not media. Easily locate your local media ing action, we will be able to better pro- need to sign up again. outlets by typing in your zip code. tect our civil rights and expand laws that help students with exceptionalities, their Guide to Congress Election 2000 families, and those involved in the edu- Get information about all members of Find out how to register to vote in your cation of these students. In the near fu- Congress, including photos, phone, state, and learn about the candidates ture, CEC will consider this feature as a and other contact information, and who are running for office. member-only benefit. committee appointments. Every com- CEC's new online Legislative Ac- mittee and subcommittee is listed, Free Web Banner tion Center offers the following fea- searchable, and in printable format. Post a link to CEC's Action Center tures: with a "Write to Congress" graphic Daily Congressional Schedule right on YOUR Web site so that your Write to Congress Click on "Congress Today" and get visitors can write to Congress from E-mail, fax, or mail letters to your House and Senate floor and committee your home page. (NOTE: This feature is not yet available, but check back in PmsKon Comous J1/F1 M E2 Off CoCOCFETOH the coming weeks.) sal 7.12EOPSCY, Log On Today

During her July makers. Woven throughout the discus- Check out CEC's new Legislative Ac- visit to Washing- sions about international education issues tion Center today by logging onto ton, D.C., for that Bogie had with Mann, Deb Ziegler CEC's Web site, www.cec.sped.org, CEC's annual (CEC's Assistant Executive Director for and selecting the gold "Public Policy Children and Public Policy), and Embassy representa- and Legislative Information" marker Youth Action Net- tive Dan Abele, Bogie talked about tiny on the left sidebar of CEC's home work (CAN) Regalia Paddles, which are representative page. Workshop/Leg- of the larger paddles used in canoes. CEC's Legislative Action Center is islative Summit, Those paddles must be used in unison, easy and fun to use and can be ac- CEC President dipping deep into the water together to Hellen Bogie at the cessed by using any computer hooked Canadian Embassy Hellen Bogie reit- move the huge, heavy canoes. She erated a message likened this cooperation to that which up to the Internet. If you don't have a to several audiencesthat is common in must be used to ensure appropriate edu- computer at home or work, check your her native Canada. cational opportunities for students with local library or school for access. exceptionalities around the world. If you have questions or sugges- As she and Canadian Student CEC Liaison tions about CEC's Legislative Action Michael Mann visited with members of the In addition to meeting with the Canadian Center, contact CEC's Public Policy Canadian Embassy on Tuesday, July 18, Embassy, the group also discussed policy Unit at 703/264-9437 or send an e- Bogie conveyed a message of teamwork issues with members of the U.S. Depart- and cooperation with American policy ment of Education's International Unit. mail to [email protected]. 6 4 a CEC TODAYAUGUST 2000 Home Schooling,from page 1

As home schooling becomes increas- learning only 28 percent of the time. parents flexibility in scheduling. For in- ingly accepted, we may see more collab- Another Duvall study showed that home stance, instruction can be scheduled to oration between home schoolers and the schooled students with ADHD made mesh with the child's best learning public schools, both in extra-curricular greater gains in reading and math, and times, time can be given for a child with activities and in providing resources and their progress in written language was ADD to move around or turn to a new special education services. In fact, some the same as students with ADHD in the activity, or a child can pursue a topic of educators believe that making home public schools. As with the LD study, interest. Furthermore, parents of children schooling an option, as is placement in a the home schooled students were ac- with disabilities also have found that resource room or inclusive setting, may ' tively engaged in learning a greater per- when home schooling they can work be the way of the future. The deciding centage of the time than their public around medical appointments without factor would be the type of educational school counterparts. interrupting the child's studies. services and placement that would best Home schooled students with gifts Some education experts say another meet the child's needs. and talents also often do well when reason children with disabilities do well home schooled. In one study by Larry when home schooled is because they es- Why Do Parents Choose Home Rudner, students who were home cape the stigma and lowered expecta- Schooling? schooled were working 1-4 years above tions that labeling may engender. While some parents choose home their chronological age, said Sandy One other factor is critical to home schooling for religious or moral reasons, Berger, information specialist at CEC. schooling's success the parents are more are opting to home school because highly motivated to see their child suc- they have lost faith in the schools and Why Does Home Schooling illiork? ceed, and they will do anything to ensure believe their children will make more Interestingly, many of the reasons that success. In fact, many home school- academic progress under their tutelege. home schooling is successful revolve ing parents become experts in their child's Some parents also fear the violence in around the conditions we try to em- disability and strategies to help them. our schools today. ploy in special education. First, the "The parents of these kids have edu- Parents of children with special student/teacher ratio is low, so students cated themselves phenomenally," said needs often choose home schooling, with special needs receive a high de- Jacque Ensign, professor at Southern because they feel the school is not ful- gree of individualized attention. Connecticut State University. "They filling the IEP, providing the services Second, the instructional strategies typically have read far more of the liter- they want their child to have, or pro- and educational plan are specifically de- ature than regular certified teachers viding enough services. Parents may signed to meet the child's needs. Home have.... It's their kid and they want also believe the schools cannot give schooling parents often employ instruc- what's best for them." their children the individualized in- tional strategies that correspond to the struction they need and that home child's strongest learning modes. Thus, What about Socialization? schooling will allow the child to many of these parents not only utilize Though one of the biggest arguments progress at his or her own pace. experiential learning methods, inquiry against home schooling is that children In short, home schooling allows both learning, or other instructional strategies do not develop socially, it is an argu- parents of children with disabilities and/or that may not be readily available in the ment that has little basis. Because their gifts and talents to tailor-make educa- public schools, they also develop lessons time is not dictated by a school schedule, tional programs to meet their child's based on their children's interests. Hav- home schooled children are often more needs, learning rate, and interests. ing the flexibility to allow a child to pur- involved in extra-curricular activities sue his or her interests serves both chil- than their public school peers. They par- Does Home Schooling Work? dren with disabilities and those with ticipate in church groups, scouts, sports, While research concerning home gifts. The students can explore content in dance, and other activities. In addition, schooling is limited, particularly for greater depth than in the traditional some home schooled children join in ac- children with special needs, home classroom and, in some cases, they de- tivities such as band or gifted programs schooling appears to be effective. One velop special gifts and talents. like Odyssey for the Mind in their local study by Steven Duvall comparing ele- On the other hand, home schooling schools. Home schooling parents also mentary and junior high school stu- also gives children time to catch up on form coalitions for social engagements, dents with learning disabilities showed basic skills. If a child takes longer to such as sports leagues and field trips. that the home schooled students made master a skill, such as reading, the child Also, more than half of those who are greater gains in math, reading, and can develop that skill at his or her own home schooled are involved in volunteer written language and were engaged in pace without feelings of failure, inade- and civic activities, according to Ensign. learning 59 percent of the time. Their quacy, or shame. Parents are even warned to ensure peers in public school were engaged in In addition, home schooling gives Continues on page 10

CEC TODAY AUGUST 2000 =5 stimieng ear spolgii:ht

New Student CEC Leaders Are come great special educators. Those interested in serving on one or more of Working for You these committees can contact Mayfield at [email protected]. BY CYNTHIA REMEDIOS rr he following candidates were cho- Vice President of Programs I sen for the 2000-2001 Student Chad Clayton is a senior at Western CEC Executive Committee: Kentucky University in Bowling Green, Ky. Clayton will graduate in President December 2000 with certification in Jennifer Weaver is a master's student learning and behavior disorders. in school psychology at Towson Uni- Clayton has been actively involved versity in Towson, Md. Since joining in his local SCEC chapter for the past CEC in 1993, Weaver has served as the Student CEC Executive Committee officers pic- two years and will coordinate student 1998-1999 president and the 1997- tured left to right are Kimberly Mayfield, Gre- activities for the Kansas City conven- 1998 president-elect of the Maryland gory Pennerman, Cynthia Remedios, Michael tion. He asks all students and advisors Federation. Weaver is currently a mem- Mann, Jennifer Weaver, and Chad Clayton. to make comments/suggestions about ber of the CEC Board of Directors and cultural and ethnically diverse students the upcoming convention. Contact him the Governance and Unit Restructuring in the general membership. at [email protected]. Task Force. As president, Weaver encourages Vice President of Committees Vice President of Communications "more student involvement within Kimberly Mayfield, a doctoral student Cynthia Remedios attends the Uni- CEC so that Student CEC becomes a at the University of San Francisco in versity of Winnipeg and is completing productive unit that benefits both its learning and instruction, taught in the a general K-12 certification. She plans members and the children we serve." field for 11 years prior to continuing her to complete a master's degree in visual post-secondary education. Mayfield has impairments. Remedios has been ac- President Elect conducted presentations on a variety of tively involved with CEC since 1997 Gregory Pennerman attends Bethune- topics about special and multicultural as chapter president and governor. Cookman College in Daytona Beach, education. Remedios hopes to recruit student Fla., where he studies behavioral disor- In office, Mayfield aims to recruit representatives to assist with the "Stu- ders. Pennerman has been actively in- members and chairs for the three dent CEC Spotlight" section of CEC volved with CEC over the past year as standing committees she will oversee Today and the Student CEC Web page. chapter president and continues to work Honors, Membership, and Ethnic at the local chapter to increase member- and Multicultural Concerns. She hopes Canadian Student Liaison ship and step up CEC's advocacy efforts. that through these committees students Michael Mann will complete his One of Pennerman's major goals is will expand their involvement in Stu- bachelor's degree from the University to increase the representation of multi- dent CEC and acquire the skills to be- of Winnipeg in April 2001. Mann has been employed part-time as a special SauConnolad Sti@HCEC needs worker at a daycare center in Winnipeg for the past four years and The Student CEC Executive Committee is Cynthia Remedios has served as a mentor in a joint pro- here to support the needs and aspirations [email protected] gram between the Winnipeg Native of its student members. Contact any com- Alliance and Choices youth program. Michael Mann mittee members for help, to offer sugges- [email protected] This past year he served as vice presi- tions, or to get involved. dent of his university chapter.

Jennifer Weaver CE7 CAdeb Mann looks forward to creating [email protected] stronger Canadian representation within Be sure to check out Student CEC's Web site, www .cec.sped.org /ab /student.htm, SCEC as well as improving communi- Gregory Pennerman cation among chapters and associations [email protected] for the latest student activities as well as information on scholarships, committees, across Canada. Mann also hopes to acti- Kimberly Mayfield student executive positions, and much, vate student chapters in provinces and [email protected] much more! spread awareness of CEC.

Chad Clayton Send updates and news about your chap- Cynthia Remedios is a student at the [email protected] ter to [email protected]. University of Winnepeg in Manitoba. 8 6 CEC TODAY AUGUST 2000 divers

,GE1TH 3onarSiRtreogro MTEHg SmN[Ing Pcmgvems alai Moduco iimproprIEM u6111 Silui@e2 err® liworm CUMUITSZ ?km= SpAa Mark your calendars for October Reeder is a retired bilingual teacher Etfics2on 12-13 and join us in Albu- from the Laguna Pueblo in Laguna, querque, N.M., for the CEC/DDEL N.M. Reeder will speak to symposium As part of GEC's effort to end inappropriate placement of students from diverse back- Symposium on Diversity in the New participants about the appreciation of grounds in special education, CEC will Millennium! The symposium offers at- nature and respect for life and people. showcase programs that implement ap- tendees the opportunity to learn practi- Pre-symposium institutes propriate referral and evaluation practices cal instructional strategies, enhance ef- for this population. Selected programs will fectiveness when working with stu- Come a day early and attend one of be highlighted at CEC's pre-symposium dents from diverse cultures, meet and two full-day institutes on Wed., Oct. Institute on Disproportionality in Albu- hear nationally recognized leaders, ex- 11, 2000, from 9:00 a.m. to 4:00 p.m. querque, N.M., on Oct. 11, 2000. change information with colleagues, The institutes are: To ensure we present the best examples o Promising Practices for Reducing and develop new approaches for pro- of such programs, CEC is seeking nomi- gram and curriculum improvement. Disproportionate Representation (In- nations of exemplary special education Participants also will learn about stitute A). programs that demonstrate the follow- emerging trends in teaching and serv- An Assessment and Intervention ing criteria: ices for culturally and linguistically di- Model for Language Minority Stu- verse exceptional learners. During two dents (Institute B). o Helps general educators provide effective interventions, which then reduce re- full days of professional development, ferrals for special education evaluation. attendees will choose from more than Post-symposium institute 100 sessions and four educational Stay a day after the symposium for the Provides evidence that referred stu- strands that address the most impor- Post-symposium Institute, CEC/ dents make progress through an appro- tant topics affecting the education of Franklin Covey Workshop: Building priate education plan, whether or not culturally and linguistically excep- Trust The Key to High Performance, they are placed in special education. tional learners today! which will be held on Sat., Oct. 14, a Designs and implements a systems 1 from 9:00 a.m. to 4:00 p.m., presented change, where necessary, to provide for Keynote Speaker Lesra Martin by Steven Kukic. more effective instruction for all students. Symposium Keynote Speaker Lesra Martin will share his personal experi- Registration a Collects data that demonstrates the efficacy of the model or process. ences in his fight to overcome adver- For more information or to register, call sity and abolish illiteracy. In his role in CEC, 888/232-7733, or visit the Web, Considers cultural and socioeconomic proving the innocence of Rubin "Hur- www.cec.sped.org. The pre-registration factors. and housing deadline is Sept. 11, 2000. ricane" Carter, Martin is an inspiring Demonstrates positive parental in- example of the power that one person Registration rates for professional volvement. has to make a difference. Through his members are as follows: inspiring presentations, he shows audi- Symposium $258 a Provides programs for second lan- ences that the power to make a differ- Pre-symposium guage learners and has evidence that the ence exists in each of us. Institute (A or B) $135 process used is effective.

Post-symposium institute . $250 o Provides evidence that the program Native American Storytellers Registration includes a continental values diversity. CEC and DDEL are honored to wel- breakfast and lunch on Thursday and a Places students in the least restrictive come Sunny Dooley and Virgil Friday, Oct. 12 and 13. environment in which they can succeed Reeder, two Native-American story- academically and/or behaviorally. tellers who will be featured throughout Albuquerque's Balloon Fiesta the symposium. While in Albuquerque, don't miss the Programs are not expected to have ALL the qualities listed above. Dooley has been a Navajo story- .spectacular Albuquerque International teller for the past nine years. She trav- Balloon Fiesta for a breathtaking expe- If you are aware of such a program, els frequently and shares the blessing rience. The skies over Albuquerque please send information to Kayte M. way, healing stories of the Navajo, and will be a sight to behold as hundreds of Fearn, CEC, 1920 Association Dr., Re- traditional stories that have been balloons ascend and fill the sky with ston, VA 20191, 703/264-9450, fax: handed down in her clan. amazing shapes and colorful hues. 703/620-4334, or [email protected].

CEC TODAY AUGUST 2000 7 * CASE * COD CEC-DR * CEC-P0 COEDS CCD MEL *

nidgn Tuim The Division for Early Childhood DEC introduces The Young Exceptional Chil- CASE dren (YEC) Monograph Series: Practical The Council of Administrators of Ideas for Addressing Challenging Behavior. Special Education This book contains articles gathered from YEC that offer proven interventions for chal- At a meeting this July, the CASE Executive lenging behaviors that can be used in early Committee discussed constitutional changes childhood programs and at home. To order, to align CASE with the new CEC governance contact Sopris West at www.sopriswest. structure. The committee will propose lan- corn or call 800/547-6747. Cost is $12.00 guage that assigns the CASE president elect plus shipping & handling. as one of its members in the CEC Representa- tive Assembly. CASE will also propose that the second Representative Assembly member be [DOSES an elected position. This year, that post will be The Divisiovi of international held by Tom Jeschke, who replaced Kelly division, start one by contacting CEC-PD Special Education and Services Evans as the CASE governor to CEC. Evans' membership chair Jean Lokerson, 804/358- Be sure to participate in two dynamic interna- service is greatly appreciated. 5474 or [email protected]. tional conferences next summer. Interaction The CASE Executive Committee is final- If you would like to recognize a peer or and Collaboration will be held June 24-27, izing plans for the 11th annual CASE confer- honor the memory of a deceased colleague, 2001, in Antalya, Turkey. For more informa- ence, "Revising the Future," to be held No- please donate to the June Jordan "I Have a tion, contact Gonul Kircaali -Iftar, Anadolu Uni- vember 16-18, 2000, at the Marriott Dream Fund." Send your contribution to versity 26470, Eskisehir, Turkey, giftar@ Williamsburg in Williamsburg, Va. The Diane Gillespie, 1103 Mourning Dove Dr., anadolu.edu.tr. The deadline for submission of CASE Institute, Emerging Issues in Human Blacksburg, VA 24060-1467. papers is Sept. 30, 2000. Making a World of Resources, will be held Jan. 17-19, 2001, in CEC-PD members will receive the Pio- Difference will be held July 23-26, 2001, in Clearwater Beach, Fla. neer newsletter and an updated member- Warsaw, Poland. For more information, con- ship directory soon. tact Robbie Ludy, Buena Vista University, BVU CCBD Box 2949, Storm Lake, Iowa 50588, ludy@ The Council for Children with CEDS bvu.edu. Submit papers by Oct. 15, 2000. Behavioral Disorders The Council for Educational CCBD announces its new CCBD Executive Diagnostic Seivices Committee members. They are President CEDS will host its annual conference, Cul- The Division for Learning Reece Peterson ([email protected]), Past tural Diversity and Assessment, Nov. 2-4, Disabiiities President Sharon Maroney (SA- 2000, at the Hanalei Hotel in San Diego, The first DLD international conference, Maroneyl @wiu.edu), Vice President Paul Calif. Alba Ortiz will deliver the keynote ad- Bridging the Gap between Research and Zionts, Governor Eleanor Guetzloe dress, "Assessment of Linguistically and Practice: Research Supported Interventions (ccbdl @aol.com), Treasurer Sandra Culturally Diverse Learners: from Traditional for Students with Learning Disabilities, will Keenan (skeenan @air.org), Canadian Mem- to Best Practices." For hotel reservations, be held Sept. 28-29, 2000, at the Westin ber-at-Large Peter Hamilton, Ethnic & Mul- call 800/882-0858. For registration and in- Francis Marion in Charleston, S.C. Methods ticultural Concerns Member-at-Large Court- formation, contact Sandra Miller, 616/844- validated through research will be de- ney Davis, Newsletter Editor Alec Peck 2629, e-mail: [email protected], or visit the scribed, modeled, and practiced. ([email protected]), Advocacy & Govern- CEDS Web site at www.cec.sped.org/CEDS. The conference's program strands are mental Relations Chair Brenda Scheuer- reading, math, written expression, assess- mann ([email protected]), and Webmaster DDEL ment, learning strategies, and content en- Claudia Rinaldi ([email protected]). The Division for Culturally and hancement routines. Linguistically Diverse Exceptional Register early. Total registration is limited CEC-PD Learners to approximately 300 participants. All partici- The CEC Pioneers Division pants will receive a conference binder con- A collaborative project among CEC, DDEL, CEC-PD thanks Barbara Swigon, who pre- taining general conference information as and the Black Caucus offered professionals sented every attendee at the Pioneers dinner well as the handouts, outlines, and references the opportunity to listen to Lesra Martin for the sessions in which they are enrolled. at the 2000 CEC Annual Convention & Expo, share his story about overcoming illiteracy. with a hand-designed needlepoint bookmark. Registration also includes a luncheon on Fri., Black Caucus President Frances Carrol rec- Sept. 29. To register, contact Monique CEC-PD currently has seven active sub- ognized Martin for his accomplishments divisions in California, Florida, Illinois, On- Piltch, dldconference @hotmail.com or DDEL supports the efforts of CASE, CCBD, tario, Pennsylvania, Kentucky, and Georgia. 785/749-1473 Monday through Friday be- TED, and TAG to raise the knowledge-base on The Pioneers thank Landis Stetler for his tween 8:00 a.m. and 12:30 p.m. CST. effective instruction for culturally and linguisti- work as the CEC-PD subdivision chair. If cally diverse exceptional youth. your state or province does not have a sub- 0 8 ^ CEC TODAY AUGUST 2000 * DEC DOSES RD DPHD DUO MADO TAG TA 1 ED *

The Division on Visuai levels. The beginner level uses simple ers, administrators, researchers, profes- pairments words and less text with ample pictures sors, and parents. The panel reports that Visit DVI's new Web site at www.u.arizona. to illustrate the topic. The intermediate effective reading instruction includes: edu/-rosenblu/penny/dvi.htm or follow the and advanced levels employ increas- Phonemic Awareness Phonemic link from the CEC division page at ingly more text description and chal- awareness refers to the ability to focus www.cec.sped.org. The DVI Web site has lenging word usage. In addition, the ad- on and manipulate phonemes in spo- links to its board members, resources in vanced level contains links in the text to ken words. (Phonemes are the smallest blindness education, and its publication, the more information on related subtopics. units constituting spoken language that DVI Quarterly. DVI will add more to its site Educational materials can also be during the next few months and encourages combine to form syllables and words.) suggestions and feedback. more cognitively accessible through re- Phonics Phonics instruction bene- ciprocal teaching that includes prompts fits children from kindergarten through TED for questions embedded in the text and 6th grade. Systematic synthetic phonics Tice Teacher Education Division focused learning through which teach- instruction teaching students to con- ers can eliminate some learning areas to vert letters into phonemes and then blend TED will hold its annual conference, The New concentrate on a particular skill, such as Millennium: Issues, Concerns, and Solutions, the phonemes to form words has a in Las Vegas, Nev., on Nov. 6-9, 2000. content, reading, or spelling. positive and significant effect on reading In collaboration with the Florida Compre- skills for students with disabilities. The Creating Market Demand for Universally hensive System for Personnel Development report also found that older students re- Designed Materials Project, TED will publish a monograph, ceiving phonics instruction are better "Emerging Practices in Teacher Preparation: California, Texas, and Florida are lead- able to decode and spell words and read Collaborative Programs to Prepare General ing the charge for increased use of uni- text orally, but their text comprehension and Special Educators." For more information, versally designed materials in the class- was not significantly improved. contact Lee Sherry at 727-553-3184 or ssh- room. These states require education Guided Oral Reading Guided oral ery @bayflash.stpt.usf.edu,or Nasim Dil, publishers to produce materials that will reading is important for reading fluency. 702/895-1103, fax: 702/895-0984, dil@cc- allow all children access to learning, In guided oral reading, students read mail.nevada.edu. said Catherine Banker of the California aloud to parents, teachers, or other stu- Curriculum Development Commission. dents who correct their mistakes and Research Conference, frontpage 1 In particular, states can issue directives provide them with feedback. Guided textbook information would also be pre- that ask publishers to produce univer- oral reading helps students across a wide sented in speech, graphically, or in vari- sally designed materials that are not range of grade levels learn to recognize ous languages, or the print could be supplementary add-ons to pre-existing new words, read accurately and easily, made larger. Panelists also recom- products but are part of a comprehen- and comprehend what they read. mended that materials not only be physi- sive coordinated program. o Reading/Vocabulary Comprehen- cally accessible but also cognitively ac- The Center for Applied Special sion Vocabulary instruction leads to cessible to all students. Technology (CAST) is also thrusting gains in comprehension as long as in- this issue forward by creating guide- structional methods are appropriate to Physical and Cognitive Access to Materials lines publishers can use to develop ap- the reader's age and ability level. Ac- Universal design is often thought of as propriate and effective universally de- cording to NRP's report, vocabulary physical access to materials, such as signed materials, said David Rose, should be taught both directly, apart text to speech capabilities for people CAST's co-executive director. CAST from a larger narrative or text, and indi- with visual impairments and captioning welcomes input from educators as to rectly, as words are encountered in a for deaf or hard-of-hearing students. At what they should tell publishers to put larger text. Repetition and multiple ex- this year's ERIC/OSEP conference, ex- in the materials so that all students can posure to vocabulary words will also as- pert panelists re-emphasized the need access all curricula. Contact CAST, sist vocabulary development, as will the for students with cognitive disabilities 978/531-8555 or Web: www.cast.org. use of computer technology. In addition, to access the content of materials. the use of computers in vocabulary in- "The idea is to make learning ac- The Most Effective Reading struction was found to be more effective cessible, not just the book," said Rose. Strategies than some traditional methods. One way to make learning accessi- The most effective way to teach chil- ble is by having descriptive text about dren to read is through instruction that Working with Families a topic available at various reading includes a combination of methods, ac- Education professionals who work di- levels. At the click of the mouse, stu- cording to a report by the National rectly with families are most effective dents can read about a topic at begin- Reading Panel (NRP). NRP is a con- when they establish understanding and ner, intermediate, or advanced reading gressionally mandated group of teach- Continues on page 15

CEC TODAY AUGUST 2000 ^ 9 professionall co,divanceuneuut

i0 VDU E 7a0 [AMEN? (Kis Proiessionalevelopment If the people who work for you had a choice about who their leader was, t YOU° desk would they choose you? Learn how to rl ECconnects you to the training Adapting Elementary School lead from influence rather than control you need. When you can't fly or Curricula Dece ber 2000 by attending the following CEC/Franklin Covey workshop: drive to professional development Adapting Curricular Materials for events, take advantage of CEC's up- the Inclusive Elementary Classroom %MY FY:r3pl]C,'S 2EZ3 coming Web-based seminars. All you Learn specific techniques and need is access to a computer. strategies to adapt standard curricular Williamsburg Marriott Hotel Williamsburg, Virginia materials for elementary school stu- Assessment Fall 2000 dents with mild cognitive disabilities.

RcE.Js2FEUsaD Rets Assessing One and All: Educational Get the best and promising practices in Accountability for Students with a teacher-friendly format. These 90- CEC Members: $250 minute seminars are based on the best- Non-members: $325 Disabilities CEC's Web-based trainers,Steve Elliott and Jeff Braden, selling ERIC/OSEP mini-library, FaT Ritm Cftmetru have developed a 16-week Web Adapting Curricular Materials. Each course based on the book by the same site registration fee includes one copy Call: 888/232-7733 of the mini-library. E-mail: [email protected] name, to be published by CEC in May. Complete the course at your own pace via the Web using your own For More Information UNEn'FOR computer, and obtain CEUs for a se- Check the "Professional Develop- nvsged mester-length course. Registration ment" section of the CEC Web site, opens this fall. www.cec.sped.org, or call CEC, 888/232-7733. Civic Education Grants The Dirksen Congressional Center funds practical classroom strategies that improve the Home Schooling, from page 5 problems can, and do occur, experts in quality of teaching and learning about civics, with a focus on the role of Con- their children do not become over- the field say they are rare. gress in the federal government. Dead- loaded with social obligations. Parents interested in home schooling lines: October 1, January 1, May 1. Eligi- "There are so many opportunities should also be aware of the huge task bility: Teachers (4th through 12th for socialization that parents must be they are undertaking, particularly for a grades), community college faculty, uni- proactive in limiting social activities," child with an exceptionality. In addition versity faculty, teacher-led student teams, said Lawrence Williams, co-founder of to ensuring the child receives an appro- and curriculum developers. Contact: Oak Meadow School in Vermont. priate education, the parent must learn Frank Mackaman, The Dirksen Congres- Home school proponents also say that about the child's exceptionality. Thus, in sional Center, 301 S. Fourth Street, Suite they do a better job of preparing children addition to reading and attending con- A, Pekin, IL 61554, 309/347-7113, fax: to function in the real world. When chil- ferences, the parent may need to work 309/347-6432, e-mail: fmackaman© with consultants or other professionals pekin.net, Web: www.pekin.net/dirksen/ dren are home schooled, they interact micheledgrants.html. with people of all ages, from the elderly to have a child tested and plan an appro- to younger siblings. And, as they are priate educational program. Also, home Grants for Professional Development often in the community, they gain the schooling a child with an exceptionality The National Foundation for the Improve- skill and confidence to interact with a can be exhausting and the potential for ment of Education (NFIE) awards $1000 wide range of individuals. burn out is high. grants for professional development op- Finally, home schooling affects a portunities for teachers, support person- Disadvantages family financially, because most give nel, and higher education faculty and staff. Deadline: Oct. 15, 2000. Eligibility: Perhaps the most serious problem with up a second income. home schooling is that there are few Practicing public school classroom Some Innovations in Home teachers, public school support person- safety nets to ensure it is working. Thus, nel, and faculty and staff of public higher if a parent is unable to teach a child or Schooling education institutions. Contact: NFIE, At- gives up, the child can receive little or no Parents who home school have far tention: Leadership Grants, 1201 16th education. Or, if a home schooled child more options than in the past. Of Street, N.W., Suite 416, Washington, DC has a behavior problem and the parents course, one exciting innovation is the 20036-3207, 202/833-4000, Web: don't address it, the inappropriate behav- www.nfie.org/Idrshp.htm. iors continues. However, though these Continues on page 15

10 CEC TODAY AUGUST 2000 12 -pFofessionag advallweyneyag

Mow Dow®ujonugs on MAIDND Soomo6 L a Om 6@s a no mug Single Dose Drug Approved i?or more of a child's settings and that the Sean was a first grade student in my ADD/AMID symptoms adversely affect the child's class with mild autism and speech and The first single-dose form of the drug academic or social functioning for at language disabilities. I was having trou- most commonly used to treat attention least six months. ble with him bringing in his complete deficit disorder in children won gov- The assessment of ADHD should in- amount of lunch money, and I asked his ernment approval in August. Concerta clude information obtained directly mom to send the money in an envelope so that he would not lose it. is a new form of the drug Meth- from parents or caregivers, as well as a lyphenidate, commonly known as Ri- classroom teacher or other school pro- During math practice, Sean became ex- talin. However, unlike Ritalin, which fessional, regarding the core symp- tremely obsessed with the concept of requires two or three doses daily, Con- toms of ADHD in settings, the age of zero. I would use manipulatives, draw certa lasts 12 hours and will make in- onset, duration of symptoms, and de- "cookies" on the board, and use Chee- school and after-school dosing unnec- gree of functional impairment. rios. He was amazed with zero. One essary. Concerta is an extended-release Evaluation of a child with ADHD morning he came into class and I asked, as I usually do, for his lunch money. He formula in tablet form designed to be should also include assessment for co- had been doing wonderfully with the use taken in the morning before a child existing conditions: learning and lan- of an envelope, so I wasn't worried at all. leaves for school. guage problems, aggression, disrup- He brought me his envelope, handed it It is hoped that the new form of the tive behavior, depression, or anxiety. to me, and said, "Look Mrs. Phillips. drug will eliminate the stigma of taking As many as one-third of children diag- Zero lunch money!" It was time for a a drug in school and the problems of nosed with ADHD also have a co-ex- new adaptation. But that's why I love getting it to the school nurse. isting condition. teaching special education students. Research shows that between 4 and In recent years, there have been They keep me thinking! 12 percent of all school-age children growing concerns about possible over Kathleen Phillips, via e-mail may have ADD/ADHD, making it the diagnosis of ADD/ADHD. In surveys most common childhood neurobehav- among pediatricians and family physi- SzEf nur &IT ioral disorder. cians across the country, wide varia- Teachers often have good ideas, but not tions were found in diagnostic criteria New Guidelines lor ADD /ADHD all of them turn out as planned. Read fel- and treatment methods for ADHD. low CEC members' stories on the Web, The American Academy of Pediatrics The new standardized AAP guide- www.cec.sped.org, and send your anec- (AAP) recently released new guidelines lines were developed by a panel of dotes to CEC Today Editor, 1920 Associ- for the diagnosis and evaluation of chil- medical, mental health, and educa- ation Dr., Reston, Va. 20191-1589, or dren with Attention Deficit/Hyperactiv- tional experts. The Agency for Health- [email protected]. ity Disorder. The new guidelines, de- care Research and Quality also pro- signed for primary care physicians diag- vided significant research and back- MoD CORfOTOg CEMT nosing ADHD in children ages 6 to 12, ground information for the new policy. include the following recommendations: Egucsjon UMmhopo ADHD evaluations should be initi- ADD /ADHD Resources Give your students the skills they'll need ated by the primary care clinician for CEC offers a number products about for life by attending a Life Centered Ca- children who show signs of school dif- ADD/ADHD. Call 888/232-7733 or see reer Education (LCCE) workshop. The ficulties; academic underachievement; the Web, www.cec.sped.org, to order. next training is: troublesome relationships with teach- The ADD/ADHD Checklist: An Easy ers, family members, and peers; and Reference for Parents and Teachers LCCE uffa Ct'iN other behavioral problems. Questions (#S5253, $11.95). OtszNIMos to parents, either directly or through a Attention Deficit Hyperactivity Disor- Nov. 2-3, 2000 pre-visit questionnaire, regarding der Knowledge and Skills: Training school and behavioral issues may help Program for Educators (#S5363, $49). The Sheraton Reston Hotel alert physicians to possible ADHD. A.D.D. from A to Z: A Comprehensive 11810 Sunrise Valley Drive In diagnosing ADHD, physicians Guide to Attention Deficit Disorder Reston, Va. 20191 should use DSM-IV criteria developed (#M5144, VHS, $96). Registration: $235 for members. by the American Psychiatric Associa- ADHD: Inclusive Instruction and tion. These guidelines require that Collaborative Practices (#M5085, See the CEC Web site for more information about other LCCE training opportu- ADHD symptoms be present in two or VHS, $99). nities, or call 888/232-7733.

1 ° CEC TODAY AUGUST 2000 1111 yvsember go pneymber

US129T@ J PLCARY1 CEC® 2 00 Lead rs

This fall will find CEC in a new location! In November, CEC will move to 1110 N. Best Yeti Glebe Road in Arlington, Va. n July 15-17, more than 100 of tional services. However, if a student Though it was not easy to make the deci- your CEC colleagues gave up with a disability exhibits dangerous be- sion to move CEC Headquarters, the CEC lazy days of sunbathing, golfing, havior to oneself or others, that student Board of Governors determined that the lolling about, and should receive move was in the best interests of the or- just plain enjoy- educational serv- ganization. In its new locale, CEC will be lo- ing themselves to ices in an appro- cated on the subway line and much closer attend CEC's an- priate alternative to downtown Washington, D.C. In this age nual Leadership setting and of high-speed decision-making and com- Institute. These should receive munication, it is vital for CEC to be in close proximity to those we work with, including hearty individuals behavioral sup- congressional members, the Department spent 2 1/2 days ports and in- of Education, and other education associa- in intensive train- struction. CEC is tions with which CEC collaborates on edu- ing to learn about also advocating cation issues and policies. CEC policies andMembers of the new Board of Directors convened for thefor gifted educa- initiatives, publicfirst time during the Leadership Institute. tion funding so Secondly, moving to the new location will that on-going programs will be available be more cost effective than staying in the policy issues, and the nuts and bolts of current building. In addition to major repair leading a CEC federation or division. for students with gifts and talents. work and on-going maintenance, CEC A highlight of the institute was an Of course, the Leadership Institute would need to make substantial changes in update on CEC's initiative to improve would not have been complete without the building to make it more accessible to special education teaching conditions. Steve Kukic's keynote address, Leading individuals with disabilities. Throughout the year, CEC's units will in Turbulent Times. According to Kukic, join Headquarters in our quest to make to manage change, a leader must keep Saying goodbye to 1920 Association Drive the public aware of current special edu- three constants in mind: 1) change is in Reston is a bittersweet moment. CEC has been housed at this location since cation teaching conditions, the types of constant, 2) the leader must operate 1974, and this locale has been the site of changes that need to be made, and ac- under principles that are changeless, and several innovative policy and legislative ini- tivities to make those changes happen. 3) the leader must remember that he or tiatives, the home of some of our most im- CEC's leaders also learned about she always has a choice. Kukic also said portant publications and products, and nu- major public policy issues CEC is in- those who wish to lead must exhibit merous wonderful times for CEC's leaders volved in. One area in which CEC is trustworthiness 100 percent of the time, to meet and work together to advance the working is gaining full appropriations and they must "renew the saw" mentally, field and the organization. for special education. That is, the federal socially, physically, and spiritually. A look back reminds us of some mile- government would provide 40 percent of At the CEC 2000 Leadership 1nsti- stones in CEC's and the field's history: the cost of special education. In addition, tute, our leaders renewed their mission The Individuals with Disabilities Edu- CEC is continuing its work on school to CEC, learned how to implement plans cation Act was passed. discipline. CEC believes that no student for their units, and gained a new sense of CEC established six national awards to with a disability should be denied educa- camaraderie with their colleagues. honor outstanding contributors to the education of exceptional children and youth. CEC Today, Teaching Exceptional Chil- dren, and Exceptional Children were c"homoiruTcpE made official CEC publications.

We will remember CEC's tenure in Reston Stanley Klein of Brookline, Mass., and member of CEC Chapter #143, was recently appointed fondly, even as we move on in our quest to as content editor for CanDo.com, a centralized online resource for people with disabilities. better serve the field and our members. Green Bay Packers' Guard Joe Andruzzi visited the special education class of Donald CEC will keep members apprised of when Casey, member of CEC Chapter #58, as part of their "Heralding Heroes and Heroines" cur- to begin using CEC's new address and riculum. Andruzzi honored each of Casey's students at Stepney Elementary School in Mon- phone and fax numbers. Members can al- roe, Conn., with an autographed photo. ways contact CEC by e-mail, service® Do you have Honor Roll news to share about yourself or a fellow CEC member? Write to cec.sped.org, or visit the Web site, CEC Today Editor, CEC, 1920 Association Dr., Reston, Va. 20191-1589 or e-mail your news www.cec.sped.org, for the latest news. to [email protected].

112 aCEC TODAY AUGUST 2000 14 Er© :U L® E@C Tal© J LeMng ©q © aoin jps end MuinUs If you have questions on how to use As CEC expands its opportunities so that when you hit the "Reply" but- mailing lists or would like specific tips for members to interact online, ton to answer a list message, your reply on list behavior, you can consult the fol- we will offer members the opportunity goes to the list unless you specify oth- lowing Web sites: to join targeted electronic mailing lists, erwise. If you wish to reply to the also known as "list serves." Because sender of the message directly, you http://www.albion.com/netiquette many members may not be familiar must hit "Reply" and then delete the o http://www.list-etiquette.com. with how these lists work, following list address from the "To" field and re- are some tips on what to expect and place it with the original sender's ad- Both sites have information on how to how best to use these lists. dress. If you don't remember to do this, use mailing lists, as well as things you the results can be embarrassing. should and shouldn't do on these lists. "Why am D gelling mail from all these people?" "D have a question about the list. This question is frequently asked by Who can 0 ask?" S.PEDE people who are new to electronic mail- All mailing lists have an "owner," Tho Totem'FOTUND ing lists. When you subscribe to a mail- whom you can contact about questions Do you have questions for teachers in a ing list, you are putting your e-mail ad- pertaining to how the list operates, specialty other than yours? Are there tech- dress into an electronic distribution sys- whether replies are set to go to the per- niques you want to know about? Want tem. When someone sends an e-mail to son who sends a message or to the list, help with classroom problems? If so, join the list, that e-mail is distributed to all or if there are particular list rules you the SPEDEX electronic mailing list. list members, who can then reply either should follow. If you don't know the list to the list so that everyone can see their owner's personal e-mail address, you SPEDEX is for teachers in all capacities reply or to the sender directly. can still send them a message. Take the general and special education teachers, teachers of English as a second language, Generally, when you subscribe to a name of the mailing list (for example, and other specialists. By contacting other mailing list, you will receive a "Wel- CEC has a list on special education top- teachers and specialists, you can get come" message that contains information ics called "SPEDEX," with the address many perspectives and information on a about the list, instructions on subscribing [email protected]), and put question, issue, or problem. and unsubscribing, and any guidelines or "owner-" in front of it. For the SPEDEX rules for posting to the list. Save this list, the owner's address would be Help us get some good discussions message in case you have questions. [email protected], and going by joining SPEDEX now and passing the word along to your friends and Once you have subscribed to a mail- any e-mail sent to owner-spedex is for- colleagues. ing list, you will often receive mes- warded to the list owner. sages that do not seem to be addressed How to Join to you. They generally have something "0 can't take all this e-mail. How in brackets in the subject line, such as can I unsubsculbe from the list?" Send an e-mail to spedex-request@ lists.cec.sped.org. Leave the subject line [SPEDEX]. The text in brackets is the To unsubscribe from a mailing list, blank and write "subscribe" in the body list name and lets you know that the you can either send a message to the of the message. message originates from someone on list owner asking to be unsubscribed or the mailing list. DO NOT send mes- send an unsubscribe request to the The SPEDEX list is operated by the ERIC sages you receive from the list back to mailing list administrator. The admin- Clearinghouse for Disabilities and Gifted the list. When you forward messages istrator's address will be (listname)-re- Education. back to the list, you send your mes- quest@ lists.cec.sped.org for the sage, with the original message at- SPEDEX list, it's spedex-request@ Arm Vooll tached, back to everyone on the list, in- lists.cec.sped.org. You should make cluding you. If you do not wish to reply sure that the word "unsubscribe" ap- Does CEC have your current e-mail ad- to the message, simply delete it. pears in either the subject or the body dress? Are you starting a new job this of your message. year and need to update your daytime Reply with Caution DO NOT send unsubscribe requests contact information or mailing address? Stay in touch by keeping CEC informed It is important that you pay attention to to the main list address. All that will of such changes. To update your infor- whom you are sending a reply when do is distribute your request to the mation, contact CEC, 888/CEC-SPED or using e-mail lists. Most lists are set up other members of the mailing list. [email protected].

CEC TODAY AUGUST 2000 13 specallgimg- ollzg

Group Seeks to Establish EC skin cys for Deaf and Hard of Hearing BY SUSAN EASTERBROOK Free IEP Guide The U.S. Department ing loss and the instructional, adminis- of Education's Guide to the Individual- A re you interested in a professional trative and legal issues they face. ized Education Program (IEP) offers ed- ..organization in the field of Deaf During its initial organizing process, ucators a step-by-step look at the IEP, and Hard of Hearing with the clout of the group is asking for donations only including information about writing the IEP, deciding placement, and implement- the Council for Exceptional Children? no dues! To join in on the ground ing the IEP. The guide also contains a That is exactly what a group of CEC floor of this new division and to help it sample IEP form and information remembers has been wondering for quite grow, please go to the third page of our sources. Contact: ED Pubs, Editorial some time. This grass-roots group has Web site, www.gsu.edu/ddhh, copy the Publications Center, U.S. Department of formed itself into an organization application form, and mail it to Tens Education, P.O. Box 1398, Jessup, MD called the Division for Deaf and Hard Schery. Her address is on the page that 20794-1398; 877/4ED-PUBS, TTY: of Hearing (DDHH), a division they follows. You can also call her at 877/576-7734, fax: 301/470-1244, or hope to see incorporated into the CEC 404/651-0116. www.ed.gov/pubs/edpubs.html (search organization. Thank you for the opportunity to "IEP Guide"). This is a tremendously exciting inform you of this new and very excit- Reading and Writing Assignments new opportunity for educators devoted ing event. Won't you please consider At www.storiestogrowby.com, educators to providing quality programming to CEC and DDHH?We'd love tohave can access free teaching materials to children who are deaf or hard of hear- you join us! 0 help their students learn reading and ing. Whether their responsibilities are writing. The site has dozens of folk tales as classroom teachers, resource sup- Susan Easterbrook is an associate pro- from around the world, each themed port personnel, or program administra- fessor of deaf education at Georgia around positive behavior. Each story is tors, this new organization strives to State University in Atlanta. She is also accompanied by a set of discussion meet these needs. president elect of the Division for Deaf questions. Contact: Whootie Owl Pro- ductions, 877IWHOOTIE, 617/244-0106, CEC has long been the nation's and Hard of Hearing [email protected]. strongest and most aggressive professional organization for educators of children with disabilities. CEC's 1gga u:1 u:02 trd strength and position within the politi- Letter to the Editor cal arena have been invaluable in pro- I just received my copy of CEC Today L.H0L-0.Cd2ET.E[ ChillOZE moting laws, policies, and services to and saw the article regarding special CEC High School Clubs provide an excel- students with disabilities for over 75 education teaching conditions and im- lent volunteer experience to foster con- years. Students who are deaf and hard proving them. I didn't see any refer- cern for and acceptance of individuals of hearing have benefited from these ence to my biggest concern, and that with exceptionalities. It can also be the efforts, but isn't it time for them to is lack the of qualified and dedicated recruitment avenue needed to ensure have a formal face and stronger voice educational assistants. I am thinking quality special educators for the future! within CEC? of leaving this profession due to the High school students can benefit from a Perhaps one reason for CEC's con- fact that I have no classroom support. number of your activities. You can tinuing position of leadership has been Many districts require no full-time speak at their meetings, invite them to its organizational ability to change aides. visit your classrooms, or be a mentor. In with the times, address new problems, I STRONGLY believe that all addition, many high school students and envision new approaches. Creat- classrooms serving students with emo- have hosted conference sessions, pro- ing a new division devoted to students tional/behavioral disorders have full- vided babysitting services during meet- with hearing losses would continue time, qualified aides. It is dangerous ings, and developed lesson plans and this tradition of leadership. and foolish to not have this support. activities for new creative ways of learn- The group of individuals who When I don't have an aide, I have no ing. presently comprise DDHH intends to lunch, no planning periods, NOTH- Call 888/232-7733 today to have a CEC petition the CEC Board of Directors to ING! I have to supervise my kids. High School Club packet mailed to you. propose such a change, and you are in- This is not fair! I would like to see this Or write to CEC, Membership and Unit vited to join in the effort. The primary issue addressed. Thank you. Development, 1920 Association Dr., Re- focus for this new group will be on in- Heather Gabelman ston, Va., 20191, or e-mail: fants through young adults with hear- [email protected]. Cleveland, Ohio 16 114 CEC TODAY AUGUST 2000 Home Schoo Ng], from page 5 Tips to Establish Relationships with Internet, which allows parents to hook If the child has a disability, the par- Families up with each other and enables chil- ents often create an IEP for the child, ei- dren to have a library at their finger- ther with the school, a consultant, or on Presenters recommended several tips to tips. In fact, 86 percent of families their own. They may do the same with a strengthen relationships with a student's who home school use the computer. transition plan. Parents who home family to enhance his or her education. Another contributor to effective home school their children with disabilities a Recognize a family's spirituality. schooling is distance education, which realize that it takes a lot of planning to Spirituality influences behavior and provides appropriate curricula for home ensure the children will transition suc- cannot be overlooked, said Valerie schooled students and allows them to ad- cessfully into society, said Jane Duffey, Muhummad, a parent of a child with a vance at their own rate. For example, director of the Norfolk Christian disability. By acknowledging the spir- gifted students may take advanced place- School's Home School Program. itual component of a family, educators ment and/or college courses via distance However, an area that is not well ad- can better connect with families and education in their early teens. dressed is accountability. Currently only "heal each other," said Rud Turnbull, On the other hand, some distance a few states have assessment require- co-director of the Beach Center on education facilities specialize in pro- ments for their students with disabilities Families and Disability, University of viding programs for students with ex- who are home schooled. Depending on Kansas, Lawrence. ceptionalities. One such school, Oak state requirements, home schooled stu- o Employ a translator. If English is Meadows, helps develop the student's dents may take a standardized test, pro- not the family's native language, use a IEP, builds independent study provide a portfolio of their work, or be eval- translator of the family's choosing. grams around the child's interests, and uated by an independent consultant. If a a Walk in their shoes. Educators must adapts instruction to the child's learning student has not made adequate progress, understand and respect a family's situa- style, said Lawrence. Students can learn the state may mandate an alternate form tion. For example, families whose content through the Web, by reading of education for the student. But, even members may be in the United States il- texts, watching a video, or completing these programs are not failsafe. If the legally may not trust even well meaning an experiential project! Another school, schools make it too difficult, the parents people to safeguard their information. Almaden Valley Christian School in may circumvent the system by failing to Meet on their turf or in a neutral California, helps parents set up pro- register their child as home schooled. environment. Be sure the family feels grams and provides texts for students comfortable and safe. with special needs. Home Schoo0ing and the Future a Break bread with them. "If they Home schooled students with ex- A new trend that may continue into serve you a plate of beans and rice ceptionalities also take advantage of the future is one in which the public piled high, break bread with them," community colleges. Students may school and home schools work to- Muhummad said. "You may not be start taking college courses early or gether. Rather than focusing on the able to eat it all, but you must respond enroll in vocational courses. "place," parents and teachers would to their hospitality." focus on what is best for the child. What about DlPs and Other tape "I hope to continue to see the trend Getting Information to Families !Issues? where schools and home schools work Families want practical information The law and home schooled children together collaboratively," said Ensign. about their child's disability and educa- with exceptionalities is a slippery "By inviting home schooled children tion that is packaged like a recipe, said area. First, parents may not get their to participate in Special Olympics, the Suzanne Ripley, deputy director of the child with disabilities formally tested, school gains some very dedicated par- National Information Center for Children because they do not want the child to ents. And the (home schooling) par- and Youth with Disabilities (NICHCY). be labeled. If they do get their child ents are eager for help and advice. "When families first learn their child tested, many have an independent They want to know ways to work with has a disability, they want to know what consultant or psychologist perform the children with exceptionalities and ma- it means," Ripley said. "They want to assessment rather than the school. terials they can use with their chil- know if their child will walk, talk, learn, If the child resides in a state that dren." go to college, get a job, or have friends." recognizes home schooling as a pri- Families also want specific and re- vate school (12 states do) and the Research Conference, from page 9 alistic information about how to teach child has a disability, he or she is enti- their child to talk and read and how to tled to special education services at respectful relationships and provide in- foster self-esteem. Ripley also stressed the public school. The services typi- formation that is clear, specific, and the importance of actively getting infor- cally provided are speech, occupa- relevant, said panelists representing re- mation about services, training, and re- tional, and physical therapy. searchers, parents, and family trainers. search out to families.

I CEC TODAY AUGUST 2000 15 CALEZBAn 1C ent sepgerthar October 12-14, 2000 VA 20191-1589, 888/232-7733, September 28-29, 2000 Florida CEC Federation Annual Confer- [email protected]. ence, "Exceptional Education ... March- DLD's First Annual Conference, "Bridging November 2-4, 2000 ing Forward into the New Millennium." the Gap between Research and Practice: CEDS Annual Conference, "Cultural Di- Doubletree Hotel, Tampa, FL. Contact: Research-Supported Interventions for versity and Assessment." Hanalei Hotel, Linda Phillips, 727/588-6506 (0), Students with Learning Disabilities." San Diego, CA. Contact: Sandra Latchford, 727/579-4056 (H), 727/588-6441 FAX, e- Westin-Francis Marion Hotel & Charleston 60 Surrey Crescent, Fredericton, NB E3B mail: [email protected]. Lightsey Conference Center, Charleston, 4L3, Canada, 506/453-3515 (0), 506/453- SC. Contact: National DLD Conference, PO October 12-14, 2000 4765 FAX, [email protected], CEDS Web Box 1304, Lawrence, KS 66044, 785/749- MRDD's 7th International Conference, site, www.cec.sped.org/CEDS. 1473, FAX 814/863-1002, DLDConfer- "Many Roads: Different Directions." Holi- November 2-4, 2000 [email protected], or [email protected]. day Inn-Inner Harbor, Baltimore, MD. Con- Illinois CEC Federation Annual Convention, tact: Val Sharpe, 410/480-9667, e-mail: "Millennium Bridges to the 21st Century." [email protected], or mail: Tom Wood, 5337 Hyatt Regency Woodfield, Schaumburg, IL. Country Oaks Drive, El Paso, TX 79932, October 11, 2000 Contact: Robert Abbott, PO Box 595, 915/747-5572 (0), 915/581-4261 (H), FAX CEC Pre-symposium Institutes, "Promis- Waukegan, IL 60079. Conference Web site: 915/747-5755, e-mail: [email protected]. ing Practices for Reducing Disproportion- http://www.bradley.edu/campusorg/bscec/ ate Representation" and "An Assessment October 25-28, 2000 fallconf.html. and Intervention Model for Language Mi- California CEC Federation 50th Annual November 6-9, 2000 nority Students." Hyatt Regency, Albu- Meeting and Special Education Showcase, 23rd Annual TED Conference, "The New querque, NM. Contact: CEC, 1920 Associa- "Taking Reform into the New Millennium." Millennium: Issues, Concerns, Solu- tion Drive, Reston, VA 20191-1589, Doubletree Hotel, Sacramento, CA 95815. tions." Tropicana Hotel, Las Vegas, NV. 888/232-7733, [email protected]. Contact: Marion England, 1010 S Street, Contact: Nasim Dil, Department of Special Sacramento, CA 95814, 916/443-1838 FAX. October 12-13, 2000 Education, University of Nevada-Las Vegas, For program presentations, contact Leo San- CEC/DDEL Symposium on Culturally and 4505 Maryland Parkway, Las Vegas, NV doval, 916/783-9577, [email protected]. Linguistically Diverse Exceptional Learn- 89154-3014, 702/895-1103 (0), FAX ers, "Diversity in the New Millennium." 702/895-0984, [email protected]. Hyatt Regency Albuquerque, Albuquerque, movembe7 NM. Contact: CEC, 1920 Association Drive, November 8-10, 2000 November 1-3, 2000 Arkansas CEC Federation Conference, "Let Reston, VA 20191-1589, 888/232-7733, e- South Carolina Transition Conference. Us Continue: Special Education in the 21st mail: [email protected]. Hyatt Regency Greenville, Greenville, SC. Century" (Nov 9-10). Austin Hotel and Con- Contact: Project SIGHT, University of October 14, 2000 vention Center, Hot Springs, AR. Pre-confer- South Carolina School of Medicine/CDR, CEC Post-symposium Franklin Covey Work- ence workshop sponsored by CCBD, Novem- Columbia, SC, 29208, 803/935-5219, e- shop: "Building Trust." Hyatt Regency, Al- ber 8. Contact: Bruce Pilcher, PO Box 1155, mail: [email protected]. Co-sponsored by buquerque, NM. Contact: CEC, 1920 Associ- Rogers, AR 72757, 501/631-3515, South Carolina DCDT and Project SIGHT. ation Drive, Reston, VA 20191-1589, [email protected], or see the 888/232-7733, [email protected]. November 2-3, 2000 Web: http: / /www.cec.sped.org /Arkansas. LCCE Regional Training. Reston, VA. Con- tact: CEC, 1920 Association Drive, Reston,

COUNCIL GXGBPTIONALCHILDREN NONPROFIT ORGANIZATION 1920 Association Drive U.S. POSTAGE Reston, VA 20191-1589 PAID RICHMOND, VA PERMIT NO. 930

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-WienMo a RITHG1 Co Mpg'1oTa 18e,EE ono ardaot Sped_ Raiss 'Rs Do you know of a colleague BY MARTHA FRASE-BLUNT who does outstanding work abilities should have access to the general on behalf of children with ex- With theword "accountability" on education curriculum and that these stu- ceptionalities? Then nomi- every teacher's and parent's lips dents should be included in state- and dis- nate him or her for a CEC these days, one controversial tool that's trict-wide assessments. And that includes professional award. emerging is state mandated proficiency high stakes testing.

The CEC professional awards exams. Statewide assessments become Currently, many states are implementing or include: truly 'high stakes' when school quality, considering implementing high stakes testing. teacher competence, and individual stu- Twenty-seven states have instituted or are pi- aThe Clarissa Hug Teacher dent capability are judged by their results. loting a high school graduation test, and some of the Year Award The stakes hit the ceiling when these test other states are requiring students to pass tests J.E. Wallace Wallin scores are used by states and school dis- in the elementary and middle school levels be- Special Education Life- time Achievement Award tricts as the sole determinant of whether fore they pass on to the next grade. Outstanding Leadership students pass to the next grade or graduate. "I think many in the special education Award The 1997 reauthorization of the Individ- community perceive the tests as a way of aBusiness Award uals with Disabilities Education Act ensuring that the kids will have real access aOutstanding Public Ser- (IDEA) has pushed the notion of accounta- to the general curriculum," says Doug vice Award bility into the world of special education. Fuchs, professor at Vanderbilt University. Special Education Re- The law says that students with dis- Continues on page 5 search Award

The deadline for nominations is November 6, 2000. In AbuquaTque Visit the CEC Web site, www.cec.sped.org, or call BY CAROLYN COSMOS A Menu of Dreams, &tries, and 888/CEC-SPED for more in- Strafogies formation. ducators and others who attended the --.1Albuquerque Symposium on Culturally and Linguistically Diverse Exceptional "We used American Indian storytellers at Learners were in for a treat: A colorful the conference," which set the tone while learning buffet with food for thought, suc- reflecting the reach of special education, cor for the soul, hands-on lessons, and a Scott said. Presenters included professional Taking Risks in soupcon of festival fun. storyteller Sunny Dooley, a Navaho, and Your Teaching 2 "We offered an active, interesting confer- Laguna Pueblo's Vergil Reeder. ence experience," says Scott Sparks, co-chair Attorney Lesra Martin gave the keynote Turn Your Students with Dis- of the gathering held in New. Mexico's largest address. Functionally illiterate to age 15, abilities into Writers _12 city on October 12 and 13. "Professionals Martin is the advocate who used his newly All CEC Units Invited to were able to hear what is happening right now minted skills in reading and writing to help Join Yes I Can! Awards whatever their area of interest," he said. free unjustly imprisoned boxing champ Program 13 Continues on page 9 1 9 speckag edwar:ggii ouv, works

On Taking Risks in Your Teaching: A The students were next matched with one or two seniors who learned word Teacher Speaks Out processing and basic computing from them. The learning, however, went both idea that school was fun." In addition, ways, with the pairs writing stories to- her son entered the year reading poorly gether. As part of the project Rob Jogan and by the end of it had "mastered his had to research and write a paper on So- grade level," she observes. cial Security, and his mother links the seniors program to his improved reading. Service with a Smile "Every Friday they took a bus to Jennings was nominated for the New the Senior Center," says Jogan. Of Jersey Federation award for his innova- Rob's senior partner, she says, "He tive service learning programs. His stu- loved her like a grandmother. He dents taught kindergarten students how would get all dressed up on Friday, as Jennings and his students pose before a gar- to read. They trained senior citizens in if he were saying to himself, 'I'm dening project they completed. computer use. They made quilts for in- going somewhere' in life."

BY CAROLYN COSMOS fants born addicted to drugs. In each service program varied skills and sub- A Boost in iViorale for "Special Education is a place where jects were woven in reading, writing, Teachers Too experimentation and risk-taking aren't math, measurement, and topics in social "My service projects motivated me," an option they're a necessity," says studies. The programs were so success- Jennings says, noting that he, like many the New Jersey Federation's Teacher ful that Upper Elementary School in teachers, goes through tough times. "It's of the Year Matthew Jennings. "People South Brunswick has hired Jennings the sheer volume of paperwork, and often try to do more of what doesn't away and is now asking him to create special ed teachers have to look for work, trying the same things in larger service learning projects for every unit in smaller steps in terms of student growth. doses, but if it's not working we need the school special and general educa- If you're results driven, as I am, that can to try something different." tion alike. be a frustration," he observes. Jennings' own risk-taking has paid "I had 7th and 8th graders below The service projects were a boon off. He came to national attention this grade level in reading. I trained them because they brought out the best in year for his work at Crossroads Middle to be reading tutors for young special everyone, he explains. "Some of the School in Monmouth Junction, NJ, education students," Jennings says, ex- more difficult kids would rise to the when he was recognized as an outstand- plaining how he got started. occasion with these projects. I rarely ing teacher at CEC's annual convention. He was supported by his supervi- had a behavior problem," he com- He's also experienced positive feed- sors, who provided 160 books and ments, although, he adds, "they might back a bit closer to home. other resources, including computer act out coming back on the bus!" "Mr. Jennings taught me a lot," programs where students could write The service projects were a lot of says Rob Jogan, 13, of his Crossroads and illustrate alphabet books to share extra work and involved him in late- encounters with Jennings in special with their younger reading partners. night grant writing and other searches education language arts as well as "It was fun working with the kids," for funds. However, the extra time was mainstream social studies classes comments Rob Jogan. "It reminds you worth it, because his programs address where Jennings assisted Rob. of when you were little, and it was fun the whole child as well as his or her "He had all these techniques," Rob reading the books to them. It makes you academic achievements. says, including " how to study for tests, feel good because you're helping them." "I'm concerned about the increas- how to do the things that we have to do Next, when Jennings heard that a ing focus on improving test scores," in this life, how it will be [when we're] senior center's computers were lying says Jennings. "Unless we deal with writing a resume, steps to succeed." idle, because "nobody knows how to the emotional and social needs we're Rob says he enjoyed Jennings' classes: use them," he created a second program, not going to get forward movement "I was happy I was learning." this time setting his special education with the academics." Doreen Jogan, Rob's mother, is an English class to teaching computer use In special education, teachers need educator herself but notes "when to seniors. Using computers and scan- to take risks to move forward, he be- you're on the other side of the fence ners provided by the New Jersey Educa- lieves, knowing that "sometimes it's you see it as a mother." What did she tional Association, Jennings tutored his going to work, but not always. Some- like best about her son's tour with Jen- kids in computing. He discovered "they times it's not going to go your way. nings? "Number one, the improvement were phenomenal .... and often devel- And sometimes it is." in self esteem. Secondly, Rob got the oped exceptional skills."

2 CEC TODAY SEPTEMBER 2000 0 uneynber benefigs

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21 CEC TODAY SEPTEMBER 2000 3 are asked to submit artwork, and the discretionary to mandatory. Bass plans winning entry will be made into a 25th to introduce the legislation once Con- IDEA Anniversary commemorative gress returns this fall. CEC Celebrates ID P A's 25111 poster. For a copy of the Poster Con- UnderBass's bill, the minimum state Anniversary test entry form, please contact Beth grant for special education would in- CEC, in conjunction with the Consor- Foley at 703/264-9409, or bethf@ crease by five percent each year begin- tium for Citizens with Disabilities and cec.sped.org. The winner and a family ning in Fiscal Year 2002 and will con- the Office of Special Education and member will receive an all-expenses- tinue until Fiscal Year 2006, when fed- Rehabilitative Services in the U.S. De- paid trip to Washington, D.C., when eral funding would reach 40 percent. partment of Education, is working to the poster is unveiled in November. "In 1975, when Congress passed celebrate the 25th anniversary of the Finally, we are working with ad- the Individuals with Disabilities Edu- passage of P.L. 94-142, the Education ministration staff to have a White cation Act mandating special educa- for All Handicapped Children Act, House event on November 29, the action, the federal government promised now known as the Individuals with tual date the legislation was signed 25 to fund 40 percent of the cost of the Disabilities Education Act (IDEA). years ago. program," said Bass.. Since entering Several events are planned for the fall Congress in 1995, I have worked to to recognize this landmark legislation. CEC Supports Bill Mandating Full more than double federal funding for CEC is collaborating with congres- Federal Funding for Special Ed special education from just 5 percent sional staff to hold a symposium on CEC is putting its support behind a to its current historical level of 12.6 October 5, 2000, in the Senate Russell new bill that would force the federal percent. Caucus Room. Several panels will dis- government to pay for 40 percent of "IDEA has made it possible for cuss the progress of IDEA, students' the cost of special education. The many children with disabilities to re- perspectives about the law, IDEA's im- Mandatory IDEA Funding Act bill, ceive an education," continued Bass. pact, and the future of the legislation. unveiled by U.S. Representative "But the high cost of educating children Additionally, we are sponsoring a Charles Bass (R-NH) this summer, with disabilities and the federal govern- "Poster Contest" for students with dis- would change the funding stream ment's failure to pay its fair share have abilities. Students across the country under IDEA for state grant funds from stretched state and local education funds, making it difficult to provide a quality education to all students, includ- IrLET1',3 YOU Csondsm: ing children with disabilities. 2'10EN. Kv EonAng Hsunechw 2E4 "The Mandatory IDEA Funding Act would help ease the financial burden October 25, 2000, will be Disability Men- ships between young people with disabili- IDEA has placed on states and local toring Day, which is modeled after a vari- ties, employers, organizations, and school districts by amending the Indi- ety of mentoring and job shadow days as- schools Disability Mentoring Day can viduals with Disabilities Education Act sociated with African American History help realize the employment goals of ADA. to change federal funding for special ed- Month, Hispanic Heritage Month, etc., and In addition, Disability Mentoring Day can ucation from discretionary to mandatory national programs like the February mobilize the employment of people with spending," said Bass. "This would free Groundhog Job Shadow Day. It is also disabilities. Employers can identify quali- up state and local dollars for school con- part of the National Disability Employment fied job candidates for future employment, struction, new teachers, and new com- Awareness Month. and participants can view the day as an puters or property tax relief" Disability Mentoring Day is to take place occasion to learn about potential job op- As soon as the bill is introduced the last Wednesday of every October and portunities and attractive workplaces. It (we'll let you know), look for it on is designed not as an alternative to "main- can also help in developing long-term re- CEC's Legislative Action Center at stream" job/career days, but rather as a lationships between disability organiza- http://congress.nw.dc.us/cek/. We'll be complement to them. (Check out tions and employers. following it for you. www.jobshadow.org to learn more about People with disabilities interested in par- While CEC supports the Mandatory the Groundhog Job Shadow day.) ticipating should begin thinking now about IDEA Funding Act legislation, we will Disability Mentoring Day gives people with preparing a resume and about what kind continue to work for full funding for disabilities an opportunity to think about of mentoring experience would be most other IDEA programs such as special career options and to educate the public helpful (i.e. what type of career). education services for preschoolers about the potential of a massive resource In the coming weeks, detailed information and infants and toddlers, as well as for sustaining our national well being. By will made available online at the new special education support programs. having participation from all across the www.disability.gov Web site. country and demonstrating partner-

4 CEC TODAY SEPTEMBER 2000 Assessment,from page 1 a former CEC Teacher of the Year. "I more intensive, more individualized ex- "It puts pressure on everyone con- work with many classroom teachers in pert instruction for these children in the nected to children with disabilities to various settings, and I can assure you that classroom and the resource room." accelerate their academic progress, it has changed the way they teach. The Another plus is that including stu- ensuring that they will not be forgot- purpose of instruction has changed to dents with special needs gives school ten in the general classroom." mastering what will be assessed, as op- administrations incentive to devote posed to mastering major concepts and more resources to special education, Gains and Losses being creative. The whole atmosphere of notes Rodriguez--Walling. High stakes testing has engendered the class and of the school is permeated "The administration is paying more pluses and minuses, as well as confu- with FCAT." attention to our students, teachers are sion and anxiety for special education While parents of children with spe- receiving more training, and there is students and their teachers in schools cial needs support their children's in- more communication between general across the nation. clusion in state- and district-wide test- and special education," she explains. For instance, some special educa- ing for the most part, they often share tion teachers are caught in a basic teachers' concerns about what is being Test Anxiety quandary: do I teach content to my stu- lost educationally. For example, the A side product of high stakes testing is dents so that they will do well on the "teaching moments" that can make all the psychological toll on students and test, or should I focus my energy on the difference to a child's understand- teachers. Terrasi points out that both helping a student master essential ing of a subject, can be forfeited be- special and general education students skills such as reading or math? lieves Salvatore Terrasi, Supervisor of "are feeling a level of anxiety we "It has always been my understand- Assessment for Brockton Public haven't seen before." ing that the IEP drives the special educa- Schools in Massachusetts. The net effect of the diploma sanc- tion student's education," says Jennifer "There's a danger that test-driven ed- tion has been an increase in dropout Weaver, former teacher of students with ucation can become fairly mechanistic rates, especially for minority, urban, disabilities and the SCEC president. a 'skill-and-drill' exercise," he says. special education, and bilingual stu- "However, teachers are often forced to Special educators further express dents, according to Terrasi. put grade-level content and curriculum concern about high stakes testing, be- "They're just not going to play the ahead of the specialized programs devel- cause in some states the special educa- game and are self-selecting out of the oped by IEP teams in order to prepare tion constituency was not included in the process," he says. students for these assessments." development of state standards. As a re- Special education teachers are also Weaver goes on to say that many sult, the standards don't extend them- grappling with the question of who can teachers try to offer the best of both selves widely enough to encompass chil- take alternate assessments. IDEA says worlds by attempting to meet IEP dren with special needs, and what you that students with disabilities have the goals by using content that may be end up with is a fairly rigid or strictly in- option of alternative assessments, but it found on state assessments, but no one ! terpreted curriculum," says Terrasi. is expected that only a low percentage of knows if this technique leads to suc- "I'm not saying children with special students, between one and five percent, cess for the students. needs shouldn't be counted, but if the will require an alternative assessment. In other cases, special education method of including them in some way "Our special ed teachers have lots teachers say high stakes testing and the becomes an impediment to their educa- of questions in their minds concerning pressure it brings has caused them to tion, I think there's an issue there." those who can't take alternate assess- change they way they teach. However, special educators also say ments," says Clara Martin, lead man- In Florida, the FCAT (Florida Com- that state- and district-wide assessments ager of Student Assignment and Train- prehensive Assessment Test) is used as can benefit students with disabilities. For ing for Cincinnati Public Schools. a measure to give grades to schools, example, high stakes testing may prove "How can we expect them to prepare with monetary incentives or penal- to be the impetus needed to ensure stu- students who are not functioning on

ties for teachers and schools tied to ff dents with disabilities get a higher qual- that educational level?" these results. ity of educational service from both spe- "Teachers and parents of special ed cial and general educators. The Accommodation ParadoN students are happy that expectations are "The jury is out on whether many of IDEA '97 states that children with dis- high, yet using this test as a single meas- these kids can pass," says Fuchs. "This abilities must be "included in general ure to award a diploma is causing lots of doesn't suggest that most classroom state and district-wide assessment pro- frustration and fear," says Matty Ro- teachers are not capable of bringing low- : grams, with appropriate accommoda- driguez-Walling, a teacher and trainer for est achieving children with disabilities tions, where necessary." But the legisla- Miami-Dade County Public Schools and up to the test criteria, but it argues for Continues on page 7 9 0 CEC TODAY SEPTEMBER 2000 a 5 staden,g. oar spogilighg

&Er-AU@ OR,0%12 OT Frig,- De-stress Even When Your Life is V@ET Til2EC7AM Full of Stress! If you are a beginning special education teacher, you'll want to be sure and order It's early in the school year, but before do wonderful things for you. your copy of CEC's Survival Guide for the you know it, you'll be buried in assign- First-Year Special Education Teacher. It's ments, campus activities, and other obli- Q tart Small Too often we think chock-full of tips to help you get to know gations. If you're a new teacher, it can be we must complete a project from your students, collaborate with other pro- even worse! You have to get to know start to finish in one sitting. A better fessionals, communicate effectively, and your students, plan lessons, learn your approach is to tackle big jobs in small more! A sample of the contents of this in- school's procedures and culture, write steps. You can space them out over valuable resource includes: IEPs, and meet parents. And, not least, days, a week, or even a month, de- Tips for the Classroom This chapter you need to prove to yourself that you pending on how much time you have. covers everything from an interest in- can do the job. Yikes! Before you find When starting out, some people do the ventory for your students, setting class- yourself grasping for a lifeline, take these hard tasks first and get them out of the room rules, behavior management, what steps to de-stress your life. way. Others start with something they to prepare for a substitute teacher, and enjoy, and then they are ready to take general tips to help you succeed. Stop When panic sets in and you on the tasks they dislike. Either way Building Rapport To be effective, a wonder how you will ever accom- works. Just be sure you get started! special education teacher must be able plish everything you need to do, take a to build relationships with many differ- moment for yourself. Sit down. Breathe Share Your Stress with a Friend ent individuals. You'll learn how to get deeply. Sip tea, hot chocolate, or even Find someone to talk to about all to know and work with your colleagues coffee. (You'll sit longer if it's hot.) that you have going on in your life. and the administration in way that will Enjoy a moment of calm. Then begin to Vent when things become overwhelm- increase your professional status. Plus, focus on what you need to accomplish. ing, but share your accomplishments there's a whole section devoted to com- as well. Once you've completed a big municating clearly and positively with Try a List Even if lists make you task, check in with your friend and re- parents. crazy, write down everything you port on how you are doing. Don't for- Interfacing with Regular Educators need to do. This will help you get every- get to listen to what your friend has You'll learn the "basic ingredients to a suc- thing out in the open and give you a been doing as well. It helps to know cessful regular and special education part- place to start. If you are a notorious list you are not alone! nership," as well as methods to implement maker, try organizing your list by cate- instruction for your students in the general gory. Finally, as you accomplish your xercise Even if you aren't a dis- education classroom. Additional commu- goals, cross things off your list. Etance runner, your body will bene- nication strategies are outlined so you can fit from a brisk walk, time on the keep these relationships on track. e-evaluate Your Priorities Once treadmill, or a rollerblade across cam- Be Kind to Yourself and Enjoy Stress .1Xyou've got your list, look at all you pus. Physical exercise will raise your is a part of life, but you shouldn't be need to do and put things in perspective. endorphin level, help you focus more "stressed out!" Learn strategies to reduce You will need to do some things imme- effectively, and make you accomplish the stress that comes with being a special diately, while others can sit on the back more in the long run. education teacher, as well as techniques to burner. Highlight those things that are reduce stress for your students. top priority and focus on them. Schedule r\on't Try to Schedule Too Much in a Think About It Often when we are the other things for a later date. By pri- LiDay One of the most discourag- new teachers, we encounter situations oritizing your tasks, you'll be able to tar- ing realizations is to end the day and still neither our classes nor student teaching get your energies in the right direction. have a long list of unaccomplished prepared us for. This section presents chores. To avoid this, take a realistic look you with some "sticky" situations you Eat Healthy Food Eating junk at the time you have available in a day, could be faced with. They provide a great food contributes to stress. Your the time each task takes, and schedule opportunity to talk with other teachers body doesn't function at peak perform- accordingly. If you have a lot of meet- and see how they would handle the situ- ance when it's overloaded with Chee- ings or classes one day, you simply are ation and to work out an "emergency or any plan" before the emergency occurs. tos, Coke, and Twinkies. Try a turkey not going to have as much sandwich instead of a hamburger. time to write papers or lesson plans. If To order Survival Skills, call 888/CEC- Drink lots of water and eat some fruit in- you just aren't going to be able to get to a SPED. #P335R $13.50/CEC Members stead of munching on cookies. Fuel your particular task on one day, move it for- $9.30. body with good food, and your mind will o a day that is less busy. Eil

6 CEC TODAY SEPTEMBER 2000 EimEamACTHEiffig wreSado

ducators can join together for an educators, students, and administrators -exciting conference on transition, from different states. The work of Susan Free School Equipment By clipping "If Transition Is Such a Great Idea Brody Hasazi, from the University of labels from Campbell's brands, parents Then Why Is It So Difficult to Imple- Vermont, is featured as well as the and teachers can get resources, such as computers, educational software, art ment?" A first conference was held on promising programs and approaches supplies, and playground equipment, for Oct. 3, 2000, and the second confer- identified by the National Transition their children's schools. To register a ence will be held on Dec. 12, 2000. Network of the University of Minnesota school in Campbell's Labels for Educa- The conferences explore the eight re- and the National Transition Alliance at tion program, call 800/424-5331 or visit search-based practices that enhance tran- the University of Illinois. www.labelsforeducation.com. sition from school to work and adult life. If you aren't able to participate in Earn a Masters Degree in Educational They focus on parent and student partici- these teleconferences, you can still ac- Technology Management Carnegie pation in planning, shared values be- cess the information! For information Mellon University is introducing a Mas- tween teachers and administrators, re- on ordering videotapes and handouts of ter of Educational Technology Manage- search and evaluation of post-school the telecast, call Distance Learning Cen- ment degree program. Courses will be outcomes, and uniting leaders and advo- ter at 800/236-5293 (PA only) or offered at night to enable working pro- cacy top-down and bottom-up. 724/443-7488. Please allow six-eight fessionals to pursue the METM degree. The conferences are co-facilitated weeks for delivery. For more information, contact Peggy by a nationally recognized parent The two national satellite confer- Neely, 412/268-4381, or pegneely@an- leader and prominent transition re- ences are sponsored by the IDEA Part- drew.cmu.edu/, http:// searcher and include teams of parents, nership Projects. 111 www.heinz.cmu.edu/etm/. Projects to Increase the Success of In- dividuals with Disabilities DO-IT Assessment, from page 5 with test accommodations and modifi- CAREERS projects encourage and pre- cations is that they require additional pare individuals with disabilities to enter tion does not specify what constitutes an personnel, and some schools do not challenging careers and create a model "appropriate" accommodation, so deci- have the resources for such personnel. for a continuum of services from K-12 sions about which accommodations are through post-secondary levels. For more information, go to www.washing- allowed during testing are in the hands of Positioning the Goaiposts ton.edu/doiUCareers/. the states, and ultimately the student's Last year in Virginia, more than 90 per- IEP team. Examples of accommoda- cent of schools failed the new statewide Free Online Tutoring TopTutors.com tions are giving students with disabili- Standards of Learning test, and other is providing children in grades 2 -12 ties more time on the test or using the states have had similar testing experi- with free online tutoring in mathematics services of a scribe or reader. ences. In schools where the majority of or English/language arts. TopTutors.com Then there's the nagging question ofnon-disabled students are struggling fo will send parents headsets and a copy of their TutorDesk software, and students whether a test taken with accommoda- pass standards tests, some educators fear will connect with credentialed teachers tions is the same test at all. that students with special needs will be for a one-on-one tutoring session via the "The U.S. Office of Special Education left behind. Others are optimistic about Internet. For more information, visit has recently sponsored some very prom- the types of success students with dis- their Web site, www.TopTutors.com. ising research on test accommodations," abilities can achieve. But the fact is, we says Fuchs, "But for now, most educators just don't know what to expect. Online Science and Technology Center are really guessing when they come up Even in today's climate of increased TryScience offers a new way for young children to gain access to and discover the with accommodations. They don't know accountability, no consensus has science presented by museums around which ones really aid, and few have a real emerged about how much progress is ac- the world through interactive exhibits, sense of what they mean for the validity ceptable for students with disabilities. multimedia adventures, and live Web cam- of the tests." Thus, if a teacher reads a "For kids without disabilities, the as- era "field trips." TryScience also provides question to a child with a learning dis- sumption is that they will have advanced hands-on science projects that children ability, is that the same test? At what one grade level by the end of every grade, and their parents and teachers can do at point does a reading test become a listen- but you can't necessarily use that rule of home or in school. For more information, ing comprehension test? thumb for kids with disabilities." says contact Marylou Molina, 914/499-4909, or Another problem schools are facing [email protected]. Continues on page 15 25 CEC TODAY SEPTEMBER 2000 7 r CASE * CCU CEC-OR * CEC-PD * DADS * OCCO * DCDT * DBE

MISES Division Focus The Division of International Special Education and Services CASE Exciting news! CEC's International Pages The Council of Adinistrators of are on the Internet! The CEC Webmaster, in Special Education cooperation with DISES, has developed a series of international pages as part of The final pre-registration date for the Novem- CEC's Internet Web pages. The initial com- ber 16-18, 2000, CASE 11th Annual Confer- ponents include Programs and Practices, ence, "Revisioning the Future," is October 30. Research Centers and Projects, National The conference will be held in Williamsburg, Perspectives, Products and Publications, Va. The hotel registration deadline is October Conferences and Training Events, Service 10, so members who plan to attend are urged Organizations, Professional Exchanges, In- to make arrangements immediately. A pre- ternational Documents, and Links to inter- conference workshop will feature Alan Gartner national Web sites in our field. and Dorothy Kerzner Lipsky, who will discuss New information will be added regularly, new paradigms of services for students with in serving as chair of the Publications Com- and your input is welcome! A DISES advi- exceptionalities. Featured keynote speakers mittee and/or the editor of Beyond Behavior. sory group will review submissions. To sub- will be Delia Pampa, executive director of the Both positions involve a 3-year term and mit information or recommendations, National Association for Bilingual Education, begin on July 1, 2001. For more informa- please contact Judy Smith-Davis, attorney Art Cernosia, and Cal Evans. There tion, contact Reece Peterson, 402/472- [email protected], or James Granfield, gran- will also be 45 breakout sessions. The confer- 5480, or [email protected]. [email protected]. To access the in- ence will be outstanding. ternational pages directly, go to Registration forms for the CASE Institute, CEDS http://www.cec.sped.org/intl/index.html or "Emerging Issues in Human Resources," will The Council for Educational click on the "International" link on the CEC be mailed to members shortly. The Institute Diagnostic Services home page: www.cec.sped.org. will be held in Clearwater Beach, Fla., on Janu- ary 17-19, 2001. As always, space will be lim- CEDS' Annual Topical Conference, "Cultural ited, so members are urged to return registra- Diversity and Assessment," will be held in R130 tion forms as soon as they arrive! San Diego, Calif, November 2-3. Keynoter The Division on Mental Be sure to check the CASE Web site for ad- Alba Ortiz will address "Assessment of Lin- Retardation and Developmental vance information on all CASE activities! You guisitically and Culturally Diverse Learners: Disabilties From Traditional to Best Practice." For fur- may go to the Web site from the CEC site or MRDD is pleased to announce the Dolly ther information, contact Sandra Latchford directly to: members.aol.com/casecec. Gray Literature Award. This new award at [email protected] or 506/453-3515. Infor- will be presented at the MRDD biennial con- mation is also available on the CEDS Web CCBD ferences to authors/illustrators of books site (go to cec.sped.org and follow the divi- The Council for Children with that positively portray individuals with men- sion links) Behavioral Disorders tal retardation or developmental disabilities. The award will be given to one chapter book CCBD's 2000 International Adolescent Con- DCDT and one picture book. The first award will ference, "Preparing for a New Century: Pro- The Division on Career be presented at the MRDD Baltimore Con- gramming for the Needs of Adolescents with Development and Transition ference on October 12-14, 2000. The devel- Emotional and Behavioral Disorders," prom- opment of this award resulted from a col- ises to exceed your expectations! Keynoter DCDT's 10th Biennial Midwest Regional Con- laborative effort of MRDD members, the Dixie Jordan of the PACER Center in Min- ference, "Picture This," will be held October MRDD board of directors, and the Special neapolis, Minn., wil present "New Wings for a 22-24, 2000, at Collins Plaza Hotel and Con- Dream," and Hill Walker of the University of vention Center in Cedar Rapids, Iowa. The Needs Project (a distributor of books re- Oregon will address "When You Hear the early registration deadline is October 13. Tu- lated to disability issues). The Dolly Gray award is named for Dolly Sirens It's Too Late: Intervening Early to Make ition for DCDT members is $125 for early reg- Sharpe Gray who was born with Cerebral Schools Safe for Everyone." istration and $75 for early student member Plus, you'll have more than 150 topical registration. The keynote presenters are Steve Palsy. While medical and educational pro- strand sessions to choose from addressing Siemens and Heidi Horak. For more informa- fessionals painted a negative picture of Gray's future, she surprised everyone by such diverse topics as adolescent develop- tion, contact Jackie Gray, 641/753-3564, ext. ment and risk, alternative schools, assess- 146. learning to read and developed a great love ment, behavioral and clinical interventions, Florida DCDT and the Florida Special for books. She was particularly fond of and girls' issues. Other sessions will cover Needs Association are co-sponsoring the 8th books with characters with disabilities. Gray hospital and residential services, intera- Annual Visions Conference, to be held on Feb- died of a respiratory infection in 1989. The gency collaboration, juvenile justice pro- ruary 14-16, 2001, in Tampa Bay. award will honor her memory as well as grams, and inclusion and mainstream those who contribute to the literature por- traying individuals with developmental dis- school service. CCBD is seeking indivdiduals interested abilities.

8 CEC TODAY SEPTEMBER 2000 4.00 * DEC DOSES DLID ORD ADD TAG *TA M TED *

TED Exciting Developments in The Teacher Education Division cal decision making, and the value of American Indian Education families, communities, and schools TED will host its annual conference in Las working together," said Brenda "This is a bright time in Indian educa- Vegas on November 6-9, 2000. The confer- Townsend, professor at the University tion," said former Indian Educator of ence will be highlighted by two new develop- of South Florida in Tampa. Townsend ments. First, the conference proceedings will the Year and Lakota Sioux Sandra Fox. be published for the first time. Second, a was the strand leader for "Behavioral Fox, an educational consultant, headed monograph, "Emerging Trends in the Prepara- Management and School Disciplinary up the strand "Effective Practices for tion of Teachers," will be unveiled. Practices." Presenters were chosen for Working with Students from American TED continues to explore partnerships with their knowledge of the latest research, Indian Populations." This strand con- teacher education in general education. Various Townsend said, "but also because sisted of five sessions, each of which discussions have taken place with the Associa- they're great practitioners. The focus was led by American Indians. tion of Teacher Educators. Likewise, TED has was research-into-practice, and our Although "school reform is a very taken a major role in the Study of Personnel session leaders offered culturally re- difficult thing," it is in fact happening, Needs in Special Education. sponsive techniques and included role Fox emphasized. For example, in one Suzanne Martin has taken the helm as presi- plays as well as descriptions. session Gaye Leia King and teachers dent of TED this year. New members of the Exec- "We wanted the audience to be able utive Board include Jim Siders as vice president; from the Red Rock Day School in Red Georgia Kerns, governor-at-large; Carol to walk away ready to construct strate- Valley, Ariz., explained use of the Kochhar-Bryant, chair of the Research and Pro- gies that will work in their own set- "Learning Record Assessment System" fessional Issues Committee; Deanna Sands, tings," Townsend said. with Indian students. A product of the chair of the Professional Development Commit- The strand opened and closed with Center for Language in Learning in El tee; and Lee Sherry, chair of the Publications panel sessions. The first was led by Cajon, Calif., this assessment tool is Committee. Department of Health and Human Ser- "one of the few performance-based as- vices official Anthony Sims and in- sessment systems that is valid and reli- cluded Michael Smith of the American able," Fox stated. Although it's cutting Multicultural Feast,from page I Institutes for Research. Townsend edge and meets legal mandates to de- Rubin "Hurricane" Carter. Martin, an joined them to offer effective models velop more appropriate assessment African American raised in New York for school-wide discipline. tools, the Learning Record is "not well City, became passionate about educa- Theatre Rehearsal Techniques, de- known," Fox explained. tion, eventually graduating with hon- signed to empower students through Fox's own session, "Creating a Sa- ors from the University of Toronto and culturally responsive communication, cred Place to Support American Indian going on to earn his law degree. His followed and featured Gwendolyn Learners," outlined an integrated ap- dogged determination is featured in Webb-Johnson, with the University of proach to the K-3 curriculum for Indian the movie The Hurricane, starring Texas, Austin, and Mary Anderson, a students that's based on the "wealth of Denzel Washington, and Martin's Teaching Workshops consultant. This new Indian literature for children cur- keynote shared his approach to educa- session offered a special focus on rently being produced by Indian au- tion, overcoming adversity, and be- African American learners. thors" and other writers. The product of lieving in your own dreams. "Reducing School Suspensions and Fox's dream of creating a culturally ap- Expulsions: School-Wide Approaches propriate curriculum for young Indian A Buffet of Learning to Promote Peace and Non-Violence" learners, "Sacred Place" includes the In addition, attendees had the opportu- was led by Ohio State University's lessons in values so frequently taught in nity to participate in more than 100 ses- Gwendolyn Cartledge. Indian stories, she explained. For exam- sions and one or more of the following Other strand sessions offered par- ple, the "Beaver to Buffalo" segment is thematic strands. Each strand was a se- ticipants ways to improve the school about mammals but offers lessons in ries of sessions organized around an climate for gays and lesbians and ways language arts and values as well as sci- area of recent research and practical in- to provide positive strategies for His- ence. It could be used with children of novation and typically involved presen- panic learners. Sessions included time any culture. The curriculum is available ters personally involved in their cre- for questions and opportunities for di- in Fox's book, Creating a Sacred Place ation or deployment. Participants who alogue with the presenters. to Support Young American Indians and attended sessions in a strand could earn "We had an exciting day of audi- Other Learners, published this year by optional CEUs. ence participation and interaction," the National Indian School Board Asso- Townsend concludes. ciation in Poison, Mont. Fox donated Discipline/Behavior Management As a result, educators gained multiple the manuscript to the Board. "Our whole strand focused on posi- tools to change student behavior, as well tives on proactive strategies, ethi- as insights into student motivation. Continues on page 15

CEC TODAY SEPTEMBER 2000 9 proffessicoaall advancemeng

niC CM: GAEL? SOLVE h Tri cities the Seai'I CLASSACCRL: PH 3 IL E dieir Shoage special educators, as well as informa- As you start the year, you may want infor- he National Clearinghouse for Pro - mation about all sorts of topics from r. in Special Education tion about financial aid. creating and using performance assess- (NCPSE) is taking special steps to at- Special education has endured a se- ments to communicating with parents tract approximately 360,000 desperately vere shortage of special education teach- from different cultures, from supervising needed special education teachers. As ers for the past several years. As a result, paraprofessionals to understanding learn- part of its initiative, this fall NCPSE is many school districts are forced to hire ing disabilities. The ERIC Clearinghouse airing four Public Service Announce- individuals who are unqualified to work on Disabilities and Gifted Education can ments (PSAs) in Alabama, Colorado, with students with special needs. This is a provide you with information on a myriad Georgia, New Jersey, Oregon, and practice that must end, as unqualified of topics via our Web site, Texas. The PSAs are designed to attract teachers cannot provide the expertise and http://ericec.org. a diverse, non-traditional pool of appli- skills children with disabilities need if cants to special education. They are tar- they are to progress academically. Senn RsgoAl FMC Otzosis geted to reach mid-career adults, retiring "The shortage of special education Five Strategies to Reduce Over Rep- military personnel, and paraeducators teachers has reached a crisis that must be resentation of Culturally and Linguisti- currently working in the classroom. addressed," said Lynn Boyer, head of cally Diverse Students in Special Edu- These individuals, along with young NCPSE. "Children with disabilities must cation people graduating from high school and have teachers who know their disability Planning Student-Directed Transi- college, have proven to be powerful and the instructional strategies to help tions to Adult Life teachers of children with disabilities. them overcome their disability." Early Childhood Instruction in the In addition to the PSAs, each state For more information about the proj- Natural Environment will man a toll-free telephone line to ect, contact Phoebe Gillespie at 703/264- Teaching Mathematics to Gifted Stu- provide information to callers about 9405, or [email protected]. dents in a Mixed-Ability Classroom higher education programs that train

rrFOR OP --am New Resources for Special Educators of, Need some ideas and/or strategies to evaluation suggestions to help students Juvenile Justice The Office of Juvenile work with the students in your classes acquire the basic skills they need to Justice and Delinquency Prevention seeks applications to conduct research and evalu- this year? CEC can help. Check out succceed in everyday living. Includes ation in the field of juvenile justice. Deadline: our new publications, filled with interpersonal, communication, aca- Oct. 6. Eligibility: Public and private agen- hands-on techniques you can put to use demic, and school skills, as well as cies, organizations, institutions, tribal and immediately: problem solving. #S5377 $29.95 Alaskan Native communities and individu- CEC members, $21.00 als, or any combination of these entities. Social Skills Activities for Secondary Contact: Jeff Slowikowski, 810 Seventh St., Students with SpecialNeeds In- Textbooks and the Students Who NW, Washington, DC, 202/307-5929, cludes187 ready-to-use worksheets to Can't Read Them: A Guide to www.ojjdp.ncjrs.org/ grants/ help students build and enhance social Teaching Content Presents teach- about.html #kit. CFDA # 16.542. skills. Part 1 of the book introduces ing techniques and strategies to in- Grants for Teachers Toshiba America and elaborates on the skill, gives volve low readers in textbook learning Foundation seeks applications for small teacher tips, and includes additional and shows educators how to select grants to support hands-on teaching proj- practice activities. Part II shows how textbooks for an inclusive or diverse ects designed by classroom teachers for to apply the skills to real-life situations school population. #S5251 $21.95 k-6 science and math education. Deadline: through role-playing. #S5378 $29.95 Oct. 2. Eligibility: Any K-6 teacher in a CEC members, $21.00 To order these publications or to see public or private school. Projects must more excellent resources for special take place during the school day. Contact: Life Skills Activities for Secondary educators, see the CEC Web site, Toshiba America Foundation, 212/588- 0820, www.toshiba.com/about/taf/small- Students with Special Needs Con- www.cec.sped.org, or call 888/CEC- grants.html, foundation @tai.toshiba.com. tains 190 activity sheets with related SPED for a catalog. exercises, discussion questions, and 2 8 110 a CEC TODAY SEPTEMBER 2000 professicimag advall'aceyneug

RCN r OHNE SPLEEN Tito Toschom9 FORM ig_CM 'iliC) LiTH OMER' ME, Do you have questions for teachers in a specialty other than yours? Are there tech- What a Great IDEA: Effective Developing Educationally Rele- niques you want to know about? Want Practices for Children with Dis- vant IEPs: A Technical Assistance help with classroom problems? If so, join abilities is a series of free conferences Document for Speech-Language theSPEDEXelectronic mailing list. that will give educators critical infor- Pathologists SPEDEX is for teachers in all capacities mation and promising strategies to im- IDEA Requirements for general and special education teachers, plement the Individuals with Disabili- Preschoolers with Disabilities: teachers of English as a second language, ties Education Act (IDEA). Experts in IDEA Early Childhood Policy and and other specialists. By contacting other the field will address three significant Practice Guide teachers and specialists, you can get aspects of IDEA: o IDEA Requirements for many perspectives and information on a The Individualized Education Preschoolers with Disabilities: question, issue, or problem. Program This session will focus IDEA Early Childhood Policy and Help us get some good discussions on the emphasis for collaboration and Practice Guide (Challenging Behav- going by joining SPEDEX now and pass- student strengths and needs. Partici- ior). ing the word along to your friends and pants will receive products and exam- colleagues. ples of promising practices that lead to In addition to the above resources, an effective IEP process and plan, as valued at$200,participants will re- Mori t Joh'i well as positive results for students. ceive program materials from the pre- Send an e-mail to spedex-request@ Accessing the General Education senters that will help them implement lists.cec.sped.org. Leave the subject line Curriculum This session will pres- the information they have learned. blank and write "subscribe" in the body ent a hierarchy of considerations for of the message. Places and Dates educators and IEP team members The SPEDEX list is operated by the ERIC when planning student access to and Place Date Clearinghouse for Disabilities and Gifted progress in the general education cur- Phoenix, AZ Sept.29 Education. riculum. Accommodations, modifica- Houston, TX Oct. 10 tions, and models of supports that en- Philadelphia, PA Oct.12 able students to meet high expecta- Bismarck, ND Oct. 16 jJ12 Corand CEV@OF tions will be showcased. Orlando, FL Oct.23 EducsUon JJ\dev'dmhops Positive Behavior Supports for Columbus, OH Nov.2 Students with Disabilities This Concord, NH Nov. 10 Give your students the skills they'll need session will outline IDEA's require- Nashville, TN Nov.13 for life! LCCE gives teachers practical, ments concerning discipline and fea- Honolulu, HI Nov.21 hands-on strategies to help their stu- ture effective behavioral interventions Sacramento, CA Dec.4 dents gain independent living skills. At- and supports. Speakers will share tend an LCCE workshop and learn tech- strategies and tools to conduct func- How Bo 0 Register? niques you can use to help your students succeed in their home and com- tional behavioral assessments, mean- Don't miss out on these exciting, in- munity. The next training is: ingful behavior intervention plans, and formative conferences. To register, call 877/839-0102today! positive behavioral supports. LCCfE flu Stzsa2s tvEh DITT1 ETsEtMes Free Publications and Tools The conferences are brought to you Nov. 2-3, 2000 To reinforce and complement the in- by the ASPIIRE and ILIAD Partner- formation participants learn about at ships, which are funded by the U.S. The Sheraton Reston Hotel the conference, they will receive: Department of Education's Office of 11810 Sunrise Valley Drive Special Education Programs. The Reston, Va. 20191 Discover IDEA CD 2000 Partners work together to inform pro- Registration: $235 for members. o Making Assessment Accommoda- fessionals, families, and the public tions: A Toolkit for Educators about IDEA '97 and strategies to im- See the CEC Web site for more informa- Directory of Bilingual School Psy- prove education results for children. tion about other LCCE training opportu- chologists CEC heads the ASPIIRE and ILIAD nities, or call 888/232-7733. partnerships. b9 CEC TODAY SEPTEMBER 2000 - 11 member tto ypzember

TyrAStudentsItt Lei,r The Writer 's Easy Reference Guide is a great resource for good word choices. N tyre Step 4. Final copy: Have your students BY BONNIE TERRY recopy their draft with the corrections on blank hamburger is a good tool. Put the the right side of the page. This gives them riting is the bane of many students format on the overhead in the form of a a record of their growth in writing as they with disabilities. But, by keeping deluxe hamburger. If your students can fill the notebook. in mind some key points and using some make themselves a hamburger or a sand- specific strategies, you can turn your stu- wich, they can write a paragraph! The Essay dents with disabilities into good writers. A. The topic sentence is the top of Step 1. When they have mastered para- the bun. graph writing, give your students the "se- Note taking B. The detail sentences are the in- cret" to writing essays: plug your A first step to helping your students be- gredients of hamburger. We want an thoughts into the formula of the basic come good writers is to help them be- interesting paragraph, so we have to essay. Just like a paragraph, the essay first come good note takers: make it a 'deluxe' hamburger with tells what you are going to talk about Step 1. After your students read a selec- tasty ingredients. (thesis paragraph), then has at least three tion, decide if it was informational (ex- C. The concluding sentence wraps up detail paragraphs, and finally a fifth pository) or if it had a beginning, middle, or restates the topic. The bottom bun is `wrap-up' or concluding paragraph. and end (narrative). Then give your stu- bread like the top, but it is usually a bit dents fill-in-the-blank note taking forms. thinner. Without the conclusion, you Step 2. Show your students a lot of ex- Students can stare at their blank papers, would have a sloppy mess, so you need amples so they realize they do not have to unable to take notes, because they do not to conclude or 'wrap up' your thoughts. reinvent the wheel. For 4th through 8th know where to start. However, once they On the day your students write, place graders, pick out articles from Reader's are given fill-in-the-blank note taking the 3-dimensional hamburger in front of Digest, Children's Digest, The Curious forms, they can succeed. them and remind them how the para- Reader, and Children's TIME. Younger students often start out by graph is constructed: First, we tell what A. Read the article. dictating the notes, and you write them we are going to talk about (topic sen- B. Identify the main idea. on the board or on a second fill-in-the- tence). Second, we tell all about it (de- Identify and list some of the details blank form. This way, students do not tails). Finally, we tell what we told before (supporting statements). lose track of their thoughts while try- (concluding sentence). C. Identify the concluding statement. ing to write them out. Use different As you can see, the secret to writing a Sometimes do this identification colors for each thought, so that your good paragraph is to make a good Ameri- orally, at other times use a graphic or- students can recopy the notes with can hamburger. ganizer. greater accuracy. As soon as the younger students are able, they write Step 2. Have your students write their Step 3. Choose just one of the paragraphs the notes independently. rough drafts and final copies in spiral and find the subject and the verbs of each notebooks on the left-hand side of the sentence. Also, ask your students to no- Step 2. Spend several weeks at this step, page. Your students should write their tice the different lengths of the sentences. giving your students lots of practice with rough draft without being hindered Good writers use a variety of sentence note taking. Then your students will be with word choice. types and lengths. ready to write a paragraph from their Also, have your students write on notes. every other line, so that it will be easy to Step 4. Talk about the different types of put in any corrections. verbs that are used and encourage stu- The Paragraph dents to use interesting verbs in their Step 1. Do not expect your students to Step 3. Change boring verbs to more in- writing (Again, give your students a list know how to write a paragraph. They teresting ones, add description words, of verbs to choose from. have a habit of freezing up when they check punctuation and capitalization. The first several times, do these steps are asked to do this independently the You and your student should go over as a class, then as a small group, and fi- first time. Instead, give your students the rough draft together and underline nally on an individual basis. another fill-in-the-blank form with an the verbs. After underlining the verbs, association they can relate to. look at lists of interesting verbs and Step 5. Have your students practice writ- Since the hamburger is familiar to substitute more interesting ones. Al- ing essays themselves. If your students most students, a 3 -dimensional ham- ways provide your students with lists burger and a graphic organizer fill- in -the- of interesting words to choose from! Continues on page 13 3 0 112 ^CEC TODAY SEPTEMBER 2000 k_ ©IC URIIN LAW iR© 'uiY® D CEH Ssoams Eno s Good Nwail Prnpun @]0E Et h12 I was trying to teach about dental hy- tion of the statue for their award winners. giene and the importance of eating the Each youth presented with an award also right foods. I had a Weekly Readerin will have his or her name permanently which the children had to circle the displayed on FEC's Web site in the Yes I things that were bad for their teeth. Soda was one of the items. All the children cir- Can! Hall of Fame. cled the correct answers I was so The Yes I Can! statue was created for proud. FEC's Yes I Can! winners by world- renowned artist and sculptor Michael One little boy reminded me quickly how teachers/adults usually have the "do as I Two of FEC's 2000 Yes I Can! award win- Naranjo. The pewter statue stands 6 1/4 say, not as I do" mentality. Victor raised ners await their award at the Awards Cere- inches tall and will be mounted on a 2- his hand and said to me, But Miss, if mony. inch wooden base. Each statue will come soda is so bad for us, why do you have his fall the Foundation for Excep- with a certificate of authenticity. that can of diet soda? You know, the tional Children (FEC) is inviting all FEC's Yes I Can! awards program one you drink everyday!" Needless to CEC units federations, branches, divi- was established in 1981 to acknowl- say, I brought in a water bottle to drink sions, chapters, and subdivisions to edge the achievements of children and from after that statement. Sometimes participate in its prestigious Yes I Can! youth with disabilities and to increase kids do know best!!! awards for children with disabilities. FEC public awareness of the abilities, aspi- hopes that through this program, Yes I rations, and personal qualities of per- --Theresa Santiago, via e-mail Can! winners at the unit level will be rec- sons with disabilities. Children with Send t'n YeE Siht ognized locally and then be entered in special needs are recognized for their FEC's international Yes I Can! awards accomplishments in academics, the Teachers often have good ideas, but not program. Having a Yes I Can! awards arts, athletics, community service, em- all of them turn out as planned. Read fellow CEC members' stories on the Web, program at the unit levels will enable ployment, extra-curricular activities, www.cec.sped.org, and send your anec- thousands of deserving children and and independent living. For more infor- dotes to CEC Today Editor, 1920 Associ- youth to receive recognition for their ac- mation on FEC's Yes I Can! awards, ation Dr., Reston, Va. 20191-1589, or complishments. see the CEC Web site, www.cec. [email protected]. To further advance this new program, ped.org, under the Foundation for Ex- FEC will make available to all units the ceptional Children. The deadline for statue entitled "Youth Victorious." While award nominations is Jan. 7, 2001. CE Yodzy &BIB Youi), the bronze edition of the statue will re- Don't miss this exciting opportunity main the award for the 35 yearly interna- to give our students the recognition they CEC Today wants to make sure the newsletter is giving you the information tional Yes I Can! winners, CEC units can deserve! Set up a Yes I Can! awards pro- you want. Let us know what you think of purchase the new, lead-free pewter edi- gram in your unit! the articles, topics you would like us to write about, things you would like us to change. Ming, from page 12 more interesting essay. Once your students have practiced E-mail your ideas to lyndav@ need the help initially, you can provide essay writing, go back to work on note cec.sped.org or fill out the survey on our Web site, www.cec.sped.org, under CEC them with a form to guide them as they taking and either paragraph or short Today. write the different parts of the essay. essay writing. Developing good writing Sometimes your older students may is a continual process you must address write their essays and get peer editing. each week. ago Vou Up-G-DsRo? Peer editing of the first draft helps stu- For information, contact Bonnie Terry dents see if their writing is clear. For ex- at 530/888-7160, ore -mail: btleam@ Does CEC have your current e-mail ad- ample, students learn if their classmates jps.net. dress? Are you starting a new job this can dentify their thesis statement, their year and need to update your daytime contact information or mailing address? supporting details, etc. It also helps them Bonnie Terry is an educational therapist Stay in touch by keeping CEC informed focus on the different components of the who specializes in learning disabilities. of such changes. To update your infor- essay and vary the types of sentences She is a member of CECs California mation, contact CEC, 888/CEC-SPED or they use. The end product is a much Federation. [email protected].

31 CEC TODAY SEPTEMBER 2000 1/3 spar:ad:mg ou,ag.

AEM t VOTEDISli'd (ECesidentelle ogle Sets ri EC connects you to the training Goals/A enda for Conlin Yr you need. When you can't fly or drive to professional develop- (-NEC reached a critical crossroads Goals for 2000 -2001 ment events, take advantage of with the passage of the governance CEC's upcoming Web-based semi- restructuring plan at the Vancouver Del- Based on the hard work of past presi- nars. All you need is access to a egate Assembly last year. The work and dents Gerry Renaud and Bill Bogdan, I computer. direction I face, along with our new have formulated some interim goals to Board of Directors (BOD), is crucial in continue the wonderful work started Assessment Fall 2000 this inaugural year as we model an in- by our past leadership: Assessing One and All: Educa- fluential style of leadership one To lead a highly participative tional Accountability for Stu- based on utilizing the knowledge base process of clear direction for CEC...a dents with Disabilities CEC's of all CEC membership and CEC staff. strategic plan focussed on outcomes. Web-based trainers, Steve Elliott In October, the BOD will begin plan- To facilitate four essential elements and Jeff Braden, have developed a ning strategically for our future. Based of strategic governance. 16-week Web course based on the on CEC's working assumptions and core Knowledge based decision-making. book by the same name, to be pub- purpose and vision, which have been a Four horizons of planning and think- lished by CEC in May. Complete formulated with input from the member- ing strategically. the course at your own pace via the ship, the BOD will build a 3 - 5 year plan Dialogue before deliberation. Web using your own computer, and for CEC. Selected principles of policy gover- obtain CEUs for a semester-length The important questions that we will nance. course. Registration opens this fall. ask are: What are we not doing that we To empower the involvement of fu- need to do to be successful? How will ture CEC leaders through active, pur- Adapting Elementary School CEC have to change to meet those poseful dialogue and decision making. Curricula December 2000 needs? What will success look like both To engage in active listening and Adapting Curricular Materials internally and externally? participation with CEC's diverse for the Inclusive Elementary The focus of planning strategically is membership to ensure that all voices Classroom Learn specific tech- to develop a plan that is outcome ori- are equally heard. niques and strategies to adapt stan- ented, a plan that grows yearly and pro- To advocate for all children and dard curricular materials for ele- vides accountability to all stakeholders. youth with exceptionalities and for mentary school students with mild It becomes CEC's conscience instead of those who work on their behalf. cognitive disabilities. Get the best collecting dust on a shelf. To explore opportunities for CEC to and promising practices in a To be effective, strategic planning participate in the global economy. teacher-friendly format. These 90- must involve the full participation of all To support the recommendations of minute seminars are based on the partners. CEC headquarters staff are the Commission on Special Education best-selling ERIC/OSEP mini-li- working hard to develop new links Teaching Conditions. brary, Adapting Curricular Materi- through technology to enable CEC's Within a knowledge-based associa- als. Each site registration fee in- membership to communicate on an on- tion, CEC's president must lead from the cludes one copy of the mini-library. going basis on new initiatives and direc- middle. Throughout the year the process tions. It is critical that the BOD be at- of guiding CEC's leadership team to en- For More Information tuned to the pulse of our organization. vision the future and articulate CEC's Check the "Professional Develop- An obligation of my leadership this year strategic direction, as well as the ment" section of the CEC Web site, is that of open, honest, dialogue. All processes that need to be in place to de- www.cec.sped.org, or call CEC, CEC stakeholders must be informed liver this vision, will be the key to CEC's 888/232-7733. with a coherent stream of information status in being recognized as the pre-em- describing decisions made and the rea- inent association for the advancement of sons for making them. Only by sharing special education. Our work together to- information, responsibility and authority ward this end is the single greatest con- with CEC's membership can we hope to tribution that you and I can make to ensure a prosperous future for our organ- our students and our profession. ization. This will only occur if we extend power to others. CEC President Hellen Bogie is a member of the Ontario Federation. 3 0

114 CEC TODAY SEPTEMBER 2000 Assessment,from page 7 Fuchs. "No one seems to know where countability picture. If a child does tion students in the regular classroom, the goalposts should be placed. In poorly on a high stakes test, the hand- and Loretta Draper, who outlined BIA their absence, some kids with disabili- book enables the teacher to establish plans for improving parental participa- ties will be pushed too hard. Many, a paper trail that demonstrates all that tion. Both speakers were from the Bu- I'm afraid, will be pushed too little." he or she has done to help the student reau of Indian Affairs. succeed. It stops the fingerpointing." Emerging Tanis Schoois While the techniques in "School to Man Education Former CEC Teacher of the Year Pat School" are promising, not every state The strand on urban education fea- Beckman is a learning specialist for has developed such programs as yet. tured diverse learners in urban settings the Jordan School District in Utah and and was guided by Arizona's Betsy facilitator of a new state/district pro- A Challenge We CMeet Bounds, recently retired as executive gram called "School to School," While high stakes testing is causing director of special education for the which aims to provide teachers with unease and uncertainty, many special Tucson Unified School District, a cutting-edge tools to bring special ed- educators hope it is a challenge both large urban area with a lot of diversity, ucation students on level with the students with disabilties and they will Bounds explained. In Tucson, which state's standards tests. Beckman and meet. has 108 schools, "we looked at over- her colleagues believe that special ed- As for the children, taking representation of minorities" in spe- ucation students can rise to the chal- statewide tests may be one of the cial education and "built a support lenge by using appropriate accommo- toughest academic challenges they program for schools that provided dations, interventions and modifica- will ever face. "Facing up to that chal- training to students and teachers to tions, layering the curriculum, diversi- lenge is and should be part of their help them become culturally compe- fying instructional delivery systems, learning journey," Beckman says. tent," Bounds said. implementing multi-level testing, uti- Martin adds, "I have seen many "My goal was to train one or two lizing resource teachers better, and cases where children pass high stakes people in cultural competence in each giving general education teachers tests in situations where people once school and get information into all tools to help them tackle the precise would have simply dismissed them. the schools and each classroom," she difficulties individual students are "By including special needs stu- stated. "We [also] worked with fami- having. dents in proficiency testing, we will lies," and provided support personnel The program also allows teachers see two-fold results: questions will be and support services, including social to give "off-level" tests in some sub- raised about how they will be im- workers and mentors, she explained. jects. For example, if a fourth-grade pacted by the amount of emphasis on Bounds brought this background to student is being instructed on a sec- these tests, but we will also witness the strand, which included sessions ond-grade level in reading, the student kids achieving testing success. covering disproportionate representa- will take a second-grade standards test "I think all the questions about action of chilren from diverse cultures, in reading but fourth grade-level tests commodations will be answered. But culturally competent teaching in urban for other subjects. the immediate concern is not jeopard- areas, methods for reaching and teach- Additionally, the program offers a izing students while we figure out the ing second language learners, and teacher handbook, AIMS for Access details." ways to work with families from di- A1Ms being an acronym for Accom- verse backgrounds. The sessions ad- modation, Interventions, and Modifi- dressed issues of concern and offered cations. Symposium,from page 9 solutions that real-world practitioners "In the book, which is designed to have put into place. reside on every teacher's desk for The initial American Indian Strand A final strand offered sessions cen- quick reference, not on a shelf in the session spotlighted the Director of tered on working with families of di- administration office or library, are all Special Education for the BIA, An- verse exceptional learners. These ses- the tools teachers will need lists of gelita Felix, from the School Improve- sions were led by Dixie Jordan of the accommodations, specific interven- ment Center in Albuquerque. Felix of- PACER center in Minneapolis. tions they can try with particular stu- fered an update on agency initiatives The 2000 Symposium was co- dents, and much more," Beckman ex- and the BIA response to the reautho- sponsored by CEC and its Division for plains. rized Individuals with Disabilities Ed- Culturally and Linguistically Diverse In Beckman's view, "Teachers ucation Act. Exceptional Learners. should be held accountable for what Other strand presenters included CEC Today will publish excerpts they have control over, just as should Gloria Yepa, who addressed the bene- from these exciting sessions in future is- parents and others falling into the ac- fits of including Indian special educa- sues.

3 (1 CEC TODAY SEPTEMBER 2000 = 15 canaan &Li)

915/747-5572 (0), 915/581-4261 (H), FAX Contact: Robert Abbott, PO Box 595, October 11, 2000 915/747-5755, e-mail: [email protected]. Waukegan, IL 60079. Conference Web site: http://www.bradley.edu/campusorg/bscec/ CEC Pre-symposium Institutes, "Promis- October 25-28, 2000 fallconf.html. ing Practices for Reducing Disproportion- California CEC Federation 50th Annual ate Representation" and "An Assessment Meeting and Special Education Showcase, November 5-9, 2000 and Intervention Model for Language Mi- "Taking Reform into the New Millennium." 23rd Annual TED Conference, "The New nority Students." Hyatt Regency, Albu- Doubletree Hotel, Sacramento, CA 95815. Millennium: Issues, Concerns, Solu- querque, NM. Contact: CEC, 1920 Associa- Contact: Marion England, 1010 S Street, tions." Tropicana Hotel, Las Vegas, NV. tion Drive, Reston, VA 20191-1589, Sacramento, CA 95814, 916/443-1838 FAX. Contact: Nasim Dil, Department of Special 888/232-7733, [email protected]. For program presentations, contact Leo San- Education, University of Nevada-Las Vegas, October 12-13, 2000 doval, 916/783-9577, [email protected]. 4505 Maryland Parkway, Las Vegas, NV CEC/DDEL Symposium on Culturally and 89154-3014, 702/895-1103 (0), FAX Linguistically Diverse Exceptional Learn- Yotryanwa&e7 702/895-0984, [email protected]. ers, "Diversity in the New Millennium." November 1-3, 2000 November 8-10, 2000 Hyatt Regency Albuquerque, Albuquerque, South Carolina Transition Conference. Arkansas CEC Federation Conference, "Let NM. Contact: CEC, 1920 Association Drive, Hyatt Regency Greenville, Greenville, SC. Us Continue: Special Education in the 21st Reston, VA 20191-1589, 888/232-7733, e- Contact: Project SIGHT, University of Century" (Nov 9-10). Austin Hotel and Con- mail: [email protected]. South Carolina School of Medicine/CDR, vention Center, Hot Springs, AR. Pre-confer- October 14, 2000 Columbia, SC, 29208, 803/935-5219, e- ence workshop sponsored by CCBD, Novem- CEC Post-symposium Franklin Covey Work- mail: [email protected]. Co-sponsored by ber 8. Contact: Bruce Pilcher, PO Box 1155, shop: "Building Trust." Hyatt Regency, Al- South Carolina DCDT and Project SIGHT. Rogers, AR 72757, 501/631-3515, buquerque, NM. Contact: CEC, 1920 Associ- [email protected], or see the November 2-3, 2000 ation Drive, Reston, VA 20191-1589, Web: http: / /www.cec.sped.org /Arkansas. LCCE Regional Training. Reston, VA. Con- 888/232-7733, [email protected]. tact: CEC, 1920 Association Drive, Reston, November 9-11, 2000 October 12-14, 2000 VA 20191-1589, 888/232-7733, Ontario CEC Federation 44th Annual Con- Florida CEC Federation Annual Confer- [email protected]. ference, "Experience a Taste of Niagara: ence, "Exceptional Education ... March- Exceptional People, Exceptional Sights - November 2-4, 2000 ing Forward into the New Millennium." A Winning Combination." Sheraton Hotel, CEDS Annual Conference, "Cultural Di- Doubletree Hotel, Tampa, FL. Contact: Niagara Falls, ON. Contact: Barb Rowe, versity and Assessment." Hanalei Hotel, Linda Phillips, 727/588-6506 (0), 416/223-6164, Fax: 416/223-5677, e-mail: San Diego, CA. Contact: Sandra Latchford, 727/579-4056 (H), 727/588-6441 FAX, e- [email protected]. Co-spon- 60 Surrey Crescent, Fredericton, NB E3B mail: [email protected]. sors: Local CEC chapters in the Hamilton 4L3, Canada, 506/453-3515 (0), 506/453- and Niagara Districts, Learning Disabilities October 12-14, 2000 4765 FAX, [email protected], CEDS Web Association of Ontario, and Brock Univer- MRDD's 7th International Conference, site, www.cec.sped.org/CEDS. sity of St. Catharines. "Many Roads: Different Directions." Holi- November 2-4, 2000 day Inn-Inner Harbor, Baltimore, MD. Con- Illinois CEC Federation Annual Convention, tact: Val Sharpe, 410/480-9667, e-mail: "Millennium Bridges to the 21st Century." [email protected], or mail: Tom Wood, 5337 Hyatt Regency Woodfield, Schaumburg, IL. Country Oaks Drive, El Paso, TX 79932,

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34 Um.. Y 0o. 3 COUNCIL MODBPTIO NALCHILDREN OCT002112000 EMEUM? KN MEMBERS (71111

imidna s a Co[Neagus kxr a PFCAlh® I®Do Q,©(Dh CEC an,yarrd 'AUNT Sil©Cib Do you know of a colleague BY CAROLYN COSMOS who does outstanding work want to create alternatives and choice within on behalf of children with ex- riharter schools are in boom times. The the public school system," according to the ceptionalities? Then nomi- %..../first one opened in 1991 in Minnesota. U.S Department of Education (ED). nate him or her for a CEC Five years later there were 252 in 10 states, Part of the "school choice" movement, professional award. but by the fall of 1997 the numbers had charters are far outpacing vouchers in their zoomed upward to 780 schools. impact on public education, experts say. The CEC professional awards include: Only three years later there are a whop- And because they offer children with spe- ping 2,069 charter schools in existence na- cial needs both the promise of alternative The Clarissa Hug Teacher tionwide. Thirty-six states and the District of education and the perils of discrimination, of the Year Award Columbia have charter laws or open schools, they are attracting increasing federal, state, a J.E. Wallace Wallin and charter schools are enrolling half a mil- and non-profit attention from experts in the Special Education Life- lion students this year, says the Washington, special education field. time Achievement Award DC-based Center for Education Reform a Outstanding Leadership Is the Glass Hati Empty err Han Full? Award (CER), a charter advocacy group. a Business Award Charter schools are "public schools [oper- Charters are responding to parent and stu- a Outstanding Public Ser- ating] under [a] contract or charter be- dent demands for smaller schools, higher vice Award tween a public agency and groups of parents, standards, and specially tailored school cur- a Special Education Re- teachers, community leaders, or others who Continues on page 5 search Award

The deadline for nominations is November 6, 2000. 2,0au badrudg Ccm-frohendo_ Visit the CEC Web site, www.cec.sped.org, or call BY MARTHA FRASE-BLUNT are working at," says Bart Pisha, director of 888/CEC-SPED for more in- A sk struggling readers what the purpose Research at CAST, a non-profit organiza- formation. reading is, and they'll often answer tion that explores how technology can ex- "To finish the book." Deciphering the words pand opportunities for all learners, includ- is everything, getting the job done is the ing those with disabilities. "It's like driving goal, and the meaning beneath the words is a car. As you become more experienced, lost. you don't think about the gas and the Reading instruction has long focused on brakeyou just think 'stop' and 'go.' Read- Bush and Gore Speak Out on teaching kids with learning difficulties to ing is the same way. The higher, more inter- Special Education 2 decode letters into words. But often these esting processes may not be accessible at all How to Motivate Your children will end up in junior high or high to those who have never been able to make Students 12 school with remediated reading skills and reading words an unconscious act." Don't Discount Medication are still unable to grasp the concepts they Work on comprehension should begin for Children with Emotional/ are reading about. even before reading is taught, believes Behavioral Disorders .. .13 "Learning is about becoming automatic, so you don't have to think about what you Continues on page 9 35 speciall education works

A Close Look at Some Charter Sch "The state provides about $150 a year for speech therapy that costs $100 that Emphasize Specialeels a session. If we got a student who needed an aide, I'm not sure the state BY CAROLYN COSMOS "We're a family school," he empha- would provide the money," she wor- CEC Today took a more in-depth look sizes. "If you have problems at home ries. Asked what she would do in such at five schools that are working with we will serve you there," get counsel- a circumstance she says, "We would students with disabilities. Following is ing for Dad or a mentor for you. An- lose sleep" and think about pro- a brief look at some of the innovative drews planned from the start to have gram cutting. ways they serve children with special two teachers per classroom. He has a needs. 1-to-10 teacher/student ratio, a strat- A Charier Cooperative egy supported by the state's "good" Not too far from Soaring Heights, in Neighborhood House Cheater funding formula. The school also ap- Washington, DC, a charter cooperative School plies for grants and seeks private dona- has set up, within one city, three sepa- "We're not a school with all the an- tions. rate charter schools designed to serve swers. We're struggling like every students with special needs: other school," says the energetic Kevin Soaring Heights Charter School Andrews, head of Neighborhood Another school with a distinctive ap- The School for Arts in Learning House Charter School in Dorchester, proach to special education is the The School for Arts in Learning Mass. Soaring Heights Charter School in Jer- (SAIL) serves grades pre-K through 4. However, Neighborhood House sey City, NJ. That's not surprising: It It has 100 students and is set up to which has 180 students grades K was largely created by teachers with a serve children with learning disabili- through 6 (and 1,000 on a waiting list), background in special education, says ties. It has a "project-based" curricu- must be doing something right: It was the school's supervisor Claudia lum and evaluates children's portfolio recently featured in the PBS fall televi- Zuorick, who spent 17 years as a spe- collections and projects at the end of sion special, "Charter Schools that cial education guidance counselor. each thematic unit taught at the school. Work." The school has a relatively Soaring Heights serves 140 students in large number of special education stu- grades K through 7, about 9 percent of The Associates for Renewal in Education dents, and serves 40 such children, but them special education students. The Associates for Renewal in Educa- groups them with any child receiving "We're just like any other public tion (ARE) charter offers a year- services such as counseling or the at- school" in admissions policy, but the around program serving 35 students tentions of a probation officer. A "Spe- school is autonomous, with no con- ages 14 through 22. It was set up to cial Effort Team" oversees their educa- nection to the area local education help students "who have not suc- tion and 41 percent of the student body agency, Zuorick explains. The school ceeded in traditional schools," particu- receives these Special Effort services. is distinctive, she says, because its larly those involved with the juvenile "We do more than mainstream. We founders were tuned to "the power of justice system. The non-graded school train all our teachers in special ed emotion in the classroom" and "be- is open from 6 a.m. to 8 p.m. It offers strategies," Andrews says, adding, lieved special education is something high school classes along with coun- "We do have kids we have to take out from which all kids benefit." The seling, mentoring, peer mediation, and of classrooms, but we try to minimize school trains all teachers "to appeal to community service opportunities. that." alternative learning styles." As a re- The school creates an individual sult, "we don't need any separate Maya Angelou School plan for every enrolled student. It em- classes for special education," al- Maya Angelou School is a charter phasizes family involvement, has a though the school does make use of a serving the city's "most at-risk stu- "Kid Lab" that combines art and sci- resource room. dents" and offers "wrap-around sup- ence, and has 54 percent of its student Soaring Heights has 10 teachers, a port" for 65 students in grades 9 body at or above grade level, with a number of them "double and triple cer- through 12. Classes have a 5-to-1 stu- goal of boosting that by 5 percent a tified," Zuorick explains. The kinder- dent-teacher ratio, and the school of- year. The school is doing this while garten teacher, for example, is elemen- fers health care, mental health serv- serving many students "at risk" 60 tary certified and certified in special ices, and individual tutoring to each percent of its pupils come from low- education. student each week. The charter is income families. Part of the formula Money is a problem when it comes open 8 to 11 hours a day throughout involves bringing health care, social to serving students with disabilities, the year. services, and education all under one Zuorick says. roof, Andrews explains. 36

2 aCEC TODAY OCTOBER 2000 uvaayn&eu- &ence.fis

osi Thg=dglian RgebilEHouy-Wo exhibit show with more than 300 exhibitors. Investigate employment oppor- M 1® bong tunities. CEC is honored to welcome Beverly Sills as the keynote speaker. -11%rd you get that kid in your class this CI Adapting Curricular Materials for April 18-21, 2001, Kansas City, Mo. year you know, the "difficult the Inclusive Secondary Classroom one?" Are you the only special educa- This Web-based workshop will pres- Life Centered Career Education tor in your school and would like to talk ent techniques and strategies to adapt Regional Training Institute Learn with others who work with students like standard curricular materials for second- all about the life skills transition curricu- yours? Do you feel that you never get ary students with mild cognitive disabil- lum used across the country to give stu- anything done? Lucky for you, it's CEC ities. Each site can have an unlimited dents the functional skills they need to to the rescue! number of participants. Participants lead independent and productive lives. CEC has assembled a wide variety earn .15 CEUs. February 7, 2001. May 3-4, 2001, San Diego, Calif. of professional development events to give you the training and networking o Promising Practices for Reducing 4 Roles of Leadership This opportunities you need to be a more Disproportionate Representation Franklin Covey Workshop is an inten- effective special educator. Here's a This telephone seminar is designed for sive session for leaders at all levels preview of some upcoming CEC pro- individuals and teams involved in as- who want to improve their strategic fessional development events: sessment and placement. Each partici- thinking, long-term vision, and posi- pating site can have an unlimited num- tive influence on others. Earn 1.7 o Assessing One and All Educa- ber of participants. Participants earn CEUs. June 22-24, 2001, Chicago, Ill. tional Accountability for Students .15 CEUs. March 7, 2001. with Disabilities This interactive For more information and to regis- Web course is based on the book by CEC Annual Convention and Expo ter for most events, go to the "CEC the same name, written by the course Learn new instructional strategies, in- Training and Events" section of the instructors Stephen Elliott and Jeffrey teract with internationally recognized CEC Web site at www.cec.sped.org. Braden. Register for the course online speakers, and expand your horizons at For more information about any CEC and complete it at your own pace via this important professional development event, call CEC 888/232-7733, or e- the Web. Earn 4.5 CEUs for finishing event! Select from more than 600 ses- mail [email protected]. all three modules of the course. Fall sions. Visit special education's largest 2000-Spring 2001.

Promise and Peril: A Look at Adapting Curricular Materials for the Inclusive Elementary Classroom Charter Schools V This Web-based workshop will New Roads to Reading Comprehension 11 present specific techniques and strate- A Close Look at Some Charter Schools that gies to adapt standard curricular mate- Emphasize Special Needs S rials to the learning needs of students October 2000 Vol.] No.3 with mild cognitive disabilities in the Member Benefits 0 elementary classroom setting. Each (EC Todayis published 10times a year, Jan/Feb, March, April/May, June, July, Aug., Sept., Oct., Nov. Advocacy in Action 41 site can have an unlimited number of and Dec., by The Council for Exceptional Children, Bush and Gore Speak Out on Special participants. Participants earn .15 1920 Association Drive, Reston, VA 20191-1589. Education CEUs. December 6, 2000. Telephone 888/232-7733, TTY 703/264.9446, Student CEC Spotlight 6 [email protected], Web: www.cec.sped.org. CI 7 Habits of Highly Effective Peo- (E( Todayis not copyrighted. Members are Division Focus 0 ple Thousands of organizational encouraged tocopy and disseminate information in this publication. Professional Advancement 110 leaders around the world agree: The (ICPresident: Hellen Bogie principles and methods taught in the 7 Member to Member YS Executive Director:Nancy D. Safer Howto Motivate Your Students Habits workshop meet real challenges, Editor:Lynda Van Kuren tackle real problems, and deliver real It Seemed Like a Good Idea... 20 Contributing Editors: Jacki Bootel, Public Policy; Jane results. A Franklin Covey Workshop. Burnette, Information Services; Margie Crutchfield, Speaking Out 114 Earn 1.7 CEUs for completing this Professional Standards; Kayte Fearn, Diversity; Anmarie Don't Discount Medication for Students with workshop. January 12-14, 2001, New Kallas, Conventions; Kathleen McLane, Publications; Emotional/Behavioral Disorders Orleans, La. Susan Simmons, Membership Calendar of Events 116

3 CEC TODAY OCTOBER 2000 °.3 Gore: With rapidly rising costs in spe- Gore: To immediately help special ed- Advecacv kilion cial education, I believe the federal ucation teachers, I will renew efforts to government must become a stronger ease the increasing burden of paper- partner to help states and school dis- work and administrative matters. I Presidential Candidates George tricts uphold this important obligation will make full use of the 1997 IDEA W. Bush and Ai Gore Speak Gut on while maintaining the investments reauthorization to reduce unnecessary Special Education needed to provide all of our children paperwork and bureaucracy, while with a high-quality education. fully addressing the educational needs As president, I will include in my of children with disabilities. first budget the largest ever funding in- In addition, I believe that teachers crease under IDEA as a down payment can maximize instruction time by toward the federal goal of providing 40 being trained in the most up-to-date percent of the excess costs of educating pedagogical skills and developments CEC Today submitted questions aboutchildren with disabilities, while main- in their areas of expertise. Therefore, I special education to presidential can- taining the investments needed to pro- will make a major investment in sus- didates Al Gore and George W. Bush. vide all of our children with a high-qual- tained, high-quality professional de- Following are their responses. ity education. velopment. However, I realize that teachers are What will you do to increase the num- often overwhelmed and cannot give What is your stand on expelling stu- ber of qualified special education every student the personal attention dents who have a disability and bring teachers in our classrooms? he/she deserves. Therefore, I will in- a weapon and/or drugs to school. crease efforts to connect schools with Bush: Did not respond to this ques- community-based organizations and Bush: Did not respond to this question. groups like AmeriCorps. tion. Gore: For those who agree to teach in How would you combat the backlash Gore: I am committed to ensuring that high-need schools and shortage areas against special education? students with special needs are not unlike special education, I will provide up fairly targeted for removal from school. to $10,000 in college aid for 560,000 Bush: Did not respond to this ques- I believe that broad, subjective judg- young people, up to $10,000 in signing tion. ments could result in the inappropriate bonuses for 140,000 professionals who expulsion of large numbers of students switch careers to teach, and will ensure Gore: I propose to ensure that the fed- with disabilities. In my administration I loan forgiveness for 300,000 college eral government becomes a stronger will continue to oppose efforts that un- graduates. In addition, salary increases partner in helping states and school justly deny students with special needs of up to $10,000 would be provided to districts pay for high-quality special the right to a quality education while outstanding master teachers reaching an education, while maintaining the in- protecting all of our school children. advanced professional standard, such as vestments needed to provide all of our earning a license to teach gifted or spe- children with a high-quality education. Do you support full funding for special cial education students. If elected, I pledge that my first budget education? I will continue to support initiatives would make the single largest funding to attract and train special education increase ever enacted under IDEA to Bush: I support increased special edu- teachers, like those set forth by the ad- provide students with disabilities ac- cation funding with the goal of meet- ministration in the 1997 amendments to cess to a free and appropriate public ing the federal obligation as mandated IDEA. These amendments established a education. My comprehensive plan under IDEA. I also believe we need to Personnel Preparation program to help would ensure that the federal govern- do more to help children with learning address state-identified needs for quali- ment pays for its fair share of special disabilities, including early preventive fied teachers in special education. education costs, increases funding for efforts to identify students needing parent training and information cen- special attention. Early detection will What action will you take to improve ters, supports teacher training, and help learning disabled children get special education teaching condi- funds early intervention efforts. help when those problems are often tions? easier to correct, while also reducing How do you propose to restore gifted costs to local, state, and the federal Bush: Did not respond to this ques- programs and their funding? government as fewer children are dition. agnosed as needing IDEA services. continues on page 10

4 CEC TODAY OCTOBER 2000 Charier Schools,from page I girding charter schools. There's a second major study on ricula says charter advocate CER. The key issues are legal and social charters and special education stirring Charter schools are educating un- justice ones: As public schools, char- the pot and providing a good guide to derserved and special populations: 27 ters must obey federal laws, the Edu- what is going on. Just finished, like the percent of the 298 responding schools cation Department warns. These in- Ahearn effort, it was sponsored by ED. target at-risk students, 20 percent spe- clude: (For a full text go to http:// cial education students, and 20 percent The Civil Rights Act of 1964 and the www.ed.gov.) children from diverse backgrounds. Education Amendments of 1972, Directed by Thomas Fiore of Wes- Other studies, sponsored by ED and which forbid discrimination on the tat, Inc., in Durham, NC, and focusing discussed below, bear out these asser- basis of race, color, national origin in part on parents, this qualitative tions, according to the most recent ('64) or gender ('72). study has turned up interesting news, CER survey (1998-1999). The 1990 Americans with Disabili- both good and bad, about charter Charters are discriminating against ties Act (ADA) and the closely related schools. students with special needs, others say. "Section 504" of the Rehabilitation Fiore and his fellow researchers at For example, voicing deep concerns, Act of 1973, which prohibit discrimi- SRI International made visits to 32 Larry Searcy, a special education ex- nation on the basis of disability in any charter schools in 15 states in 1998 pert with the Center for Law and Edu- public facility, including a public and 1999. The study was conducted cation (CLE) in Washington, DC, re- school. before the recent amendments to ports he has "heard from parents a The Individuals with Disabilities IDEA took effect and the research is around the country" who have com- Education Act (IDEA), passed in 1975 "qualitative," not based on a random plaints about charter schools. under another name and amended in sampling of schools, he explains. It Charter schools are excluding or 1997. It guarantees a free, appropriate found that charters have: not serving properly children with dis- public education (FAPE) to students a Smaller class sizes and lower stu- abilities, these parents say. Charter with disabilities that includes "due dent-teacher ratios than other public schools are "discouraging" such par- process" and an individualized educa- schools.

ents from enrolling their children, tion program (I EP). DCloser relationships between staff Searcy asserts. And there is some in- Unfortunately, state laws governing and students and closer ties between dependent survey evidence, described charters frequently do not address the staff and parents.

below, to support Searcy's view. federal requirements or set up legal DTraditional governance structures There is also independent evidence conflicts with them, reports Eileen that typically include a principal and a that charter schools are, as Searcy Ahearn of the National Association of school board. says, being set up in inaccessible State Directors of Special Education buildings in violation of the Ameri- (NASDSE), based in Alexandria, VA. Roll Findings about cans with Disabilities Act (ADA) and (See www.ncsl.org.) Special Education that money may be in short supply for "There is a lack of knowledge in First the good news: Fiori says that charter start-ups, leaving their admin- charter schools" about special educa- "most" of the visited charter schools istrators fearful of the financial bur- tion laws. "At the start there was no "accept and welcome students with dens of special education. consideration of special ed....and very disabilities." Such students were "From a public policy viewpoint, little recognition of responsibility," served in charter schools in each of the [charter schools] are a huge backward Ahearn explains. She has documented 15 states in the study. And most of the step," Searcy states. He believes the this in a just-completed NASDSE visited schools had at least one special charter movement "not only allows study sponsored by ED. education teacher on board. discrimination but encourages it" In some states, for example, char- Fiori's report states that "at more through the selectivity of individual ters were freed from some or all ties to than half of the visited schools, parents schools and the wish of some to "cull the local education agencies tradition- said that they were encouraged to en- out kids" considered undesirable. ally responsible for special education roll their child with a disability and the resulting practical and legal or...the... staff did not focus on the... What is Going On? vacuum has been ignored. disability" at all. There is, in short, support for both pro However, "things are improving And now the bad news: One of the and con views, a not surprising state of somewhat," Ahearn says. "In some most significant findings, Fiori says, is affairs given the quick and sometimes states there is a clear requirement now that about "a third of the schools were chaotic growth of the school choice in charter applications that schools ad- inaccessible to wheelchairs" or proba- movement and the diversity of the dress special education." people, projects, and state laws under- Continues on page 7 39 CEC TODAY OCTOBER 2000 5 skadellvg C2C spodigh,g

Give Your esume "Wow-Power" Student CEC, you'll learn a lot, expand your skills in numerous areas, and meet And Make YourselfaBetter Teacher! professionals who can help you determine the best places to send your resume pie time to start building a "wow" re- children that you are unaware of. and even give you a reference. And, sume isn't when you are about to you'll make life-long friends among graduate or change jobs its now Get reek the boundaries for students CEC's professional members, as well as involved in activities now that will make with disabilities Look for opportuni- with your fellow student members. a recruiter say, 'Wow, this teacher is re- ties to do things with children with dis- ally something special, and I want him abilities that others say are impossible. Attend professional development or her on our team!To make your re- (We know there's no limits to what our courses Even more than other educa- sume into a "Wow" resume, and yourself kids can do!) For example, one former tors, employers want special education into a "Wow" teacher, put the following Student CEC member led children with teachers who keep up with the latest de- tips into practice. physical disabilities on mountain climb- velopments in the field. By attending ing expeditions. Another taught a stu- professional development courses, you Volunteer in your local school dent who was blind to dive. Show show that you are willing to go the extra Every teacher needs an extra pair of prospective employers that you have mile to stay in the forefront of special hands and would welcome you in his or what it takes to help students with dis- education issues and strategies. You'll her classroom. You'll add to your expe- abilities expand their abilities in ways also have the opportunity to meet other rience in working with children, learn never before thought possible. professionals and hear their thoughts about working with children of different and insights into teaching. ages, and add to your repertoire of les- Coach a team, drama club, scout son plans, instructional strategies, and troop, etc. Take advantage of op- Read professional journals Always general coping skills. You'll also en- portunities to work with children with keep abreast of professional journals such counter a multitude of situations that and without disabilities. By working as CEC Today, TEC, and EC. In addition can crop up in a classroom and see how with all types of children, you will to giving you ideas you can put to use in someone else handles them. learn their wide variety of learning your classroom, you'll have the knowl- styles and how to manage such diver- edge base to explain why you use a par- Work with students with disabilities sity. Plus, you'll get ideas for activities ticular learning strategy. You'll also who are not in your area of expertise you can use in your classroom. sound great in an interview when you can In a class or as an extra-curricular ac- cite up-to-date research and explain is- tivity, work with children who have vari- Become active in Student CEC Em- sues currently affecting the field! ous types of disabilities. You will en- ployers look for leaders, and one way to counter children with these same disabil- show your leadership is to become active Give presentations on students with ities in your future classes, and you'll in Student CEC. Chair a committee or disabilities There's no better way to have a greater understanding of them hOld an office. (If you're nervous about hone your presentation skills than to give and their feelings. Furthermore, you may the time chairing a committee will take, presentations. This experience will not find that you have an affinity for some co-chair it!) By taking an active role in only help you in the classroom, you'll also be better prepared to give presenta- "IFLOrtrtSM apputanDos SAlont MCiv tions in or on behalf of your school and/or students. Also, this shows that you go a MantovcYCEC's S8uJoutt4 CEC anuts are a leader who is ready and willing to RopasenlaUuz AssomMu speak up for your students. Nominate a professor or fellow student for Student CEC must select two members to one of Student CEC's prestigious awards: serve on CEC's newly-established Repre- Attend a support group for parents Susan Phillips Gorin Award sentative Assembly (RA), one by Dec. 15 of children with disabilities Try to Outstanding Student CEC Member of the and the second by March 15.) The RA will learn as much about your students' Year Award address issues of importance to profession- parents' concerns as possible. One way Graduation Awards als and the field and provide feedback to the is to attend a support group for parents board of directors. Student CEC Ethnic Diversity Scholarship of children with disabilities. Go with Student CEC/Black Caucus Scholarship For a nomination form or for more informa- an open mind and a willingness to lis- The Canadian CEC Outstanding Student tion, contact Sara Conlan at 703/264-9412 ten. The insights you gain can help you Member of the Year Award or [email protected]. understand the fears your students' Nominations are due Dec. 11. Call 888/CEC- parents may have, as well as their SPED for a nomination form. for their children.

6 CEC TODAY OCTOBER 2000 Charier Schools, frompage 5 and that includes parents of children bly would not meet other accessibility with special needs. Even parents who standards. " had withdrawn a child "were not highly "&ea "Charter school developers find critical" of these schools. space where they can," the report The high marks appear across the states. They may convert a funeral par- board: Where the charter school had a Fulbright Memorial Fund Teacher Pro- lor, a garage, a Moose lodge, or even a special education program similar to gram: The Fulbright Memorial Fund textile mill to create a school, and few those in a traditional public school, par- Teacher Program is an opportunity for become fully accessible. ents reported more satisfaction with the U.S. primary and secondary teachers and administrators to participate in a 3- Fiori also found that some schools process in the charter school, Fiori week study visit to Japan. Application did, indeed, exclude, or attempt to ex- found. deadline is Dec. 19, 2000. For an appli- clude some or all students with disabili- In other situations, "parents are will- cation, go to www.iie.org/pgms.fmf. ties. At about a quarter of the schools ing to enroll students with disabilities visited "administrators said they were in charter schools even if they're know- Lifestyle Web Site for Individuals with unable to serve certain types of students ingly giving up special education pro- Disabilities: www.wemagazine.com/ with disabilities and would discourage tections" Fiori says, and these parents main.html is about men and women being the very best they can be. Includes parents from enrolling them," he says. are happy too. a chat room, bulletin board, memorable In some cases they cited "lack of fit They cite small class size, staff ca- encounters, travel, advocacy, and a between the curriculum and student pabilities and caring, and more atten- shopping mall. needs." One said the school was serv- tion paid to each student. ing three students with significant dis- Parents of students with disabilities Report on Effectiveness of Education abilities and did not have the resources consistently reported that charter Technology: The Software & Informa- for a fourth. schools were successful in meeting tion Industry Association released the "2000 Report on the Effectiveness of And the study found that, overall, their goals for their children, the Fiori Technology in Schools." The report "charter school enrollment of students report said. They pointed to positive re- shows that technology has increased with... significant disabilities is rela- sults in academics, behavior, self es- student achievement and increased stu- tively rare, except in schools specifi- teem, and motivation. dent/teacher interaction. For more infor- cally designed for these students." And most students receiving special mation, visit www.trensreport.net. Charter schools are diverse and spe- services similarly told the researchers cial education services in them are no they liked their charter schools. They Online High School Recruiting Service: Hifilez.com helps high school students exception. (See case studies, A Close reported better relations with peers and who excel in athletics, music/vocals, and Look at Some Charter Schools that Em- staff than at previous public schools. academics who plan to attend college. phasize Special Needs, page 2.) The Not all reports were positive. Re- Students can create a profile and send it Westat/SRI study found that most vis- searchers heard at least one complaint to colleges of their choice. College ited schools with special education about schooling for those with disabilities coaches and band/chorus directors can services used standard identification at a third of the visited sites. And, Fiori also search the site. The site is free to and IEP procedures. However, re- points out, researchers only spoke to par- students. Visit the site at searchers also found schools that ents and students admitted to a charter www.hifilez.com or call 515/603-6136. served and welcomed children with school. The study did not seek out those disabilities but did not have any formal who may have been turned away. special education programs. For example, some administrators hat is being done? J CoMacl expressed a distaste for labeling stu- What is being done about the perils and Mormajon dents. Others said they trained all staff problems in a movement heralded by CEntfflan CEC in special education procedures, of- many as full of promise, a movement fered all students individual plans, and growing, like it or not, by leaps and The Canadian CEC office in Ottawa is didn't need a separate program. bounds? now closed. You can reach Canadian A lot. CEC at our new mailing address: Box Parents and Students Like the 56012, Stoney Creek, Ontario L8G 5C9. Schools Non-profit initiatives The new CCEC phone number is 905/ 643- Whatever the program offered, "there's CEC, at its 1999 annual convention, 0451, and the new CCEC fax number is a high degree of satisfaction with char- passed a major resolution on charters. 905/643-8925. You can also reach CCEC ter schools among parents who have The CEC Delegate Assembly, noting by e-mail through the president, Elizabeth children enrolled in them," Fiori says, Bond: ebondighwdsb.on.ca. Continues on page 15

4 1 CEC TODAY OCTOBER 2000 7 * CASE CCOD * CEC-DR CEC-PD * CEDE DCCD

can join DCCD and receive all the benefits of membership and the journal for $20, one- half of the regular non-member subscription rate. To join DCCD, please call CEC at CASE 888/CEC-SPED. e Council of Administrators of Special Education DOSES CASE is preparing for the fall meeting of its The Division of Onternatiouai Board of Directors to be held in November Special Education and Services in Williamsburg, Va. The meeting will pre- In 1999, DISES organized an international cede the 11th Annual CASE Conference, Re- liaison network to enable special educators visioning the Future. The CASE Board of Di- throughout the world to communicate with rectors is composed of representatives of each other via the Internet. Each provides each of the CASE state and provincial sub- 1 information about him/herself, their posi- divisions and the CASE Executive Commit- tion, and special interests. This is combined tee. The Board will complete an environ- in a directory and a topical index to facilitate mental scan and engage in strategic plan- DCCD the formation of affinity groups. At the pres- ning to assist CASE in positioning the or- The Division for Children with ent time, there are some 131 liaisons in ganization for the future. more than 60 countries/jurisdictions Plans are being finalized for the CASE Communication Dim ers throughout the world. DISES will continue Institute in Clearwater Beach, Fla., on Jan- On September 16, 2000, the DCCD Executive to serve as a focal point in bringing col- uary 17-19, 2001. The institute will focus Board met at CEC Headquarters to discuss leagues together in various ways. If you on Issues in Human Resources and will the future of DCCD. Following a review of the need to communicate with colleagues feature an outstanding staff, including Kent constituent make-up of the division, discus- abroad, contact Judy Smith-Davis, past Gerlach, Ann Haggart, Susan Craig, and sion of the need to recruit new members, and president of DISES at [email protected]. Sally Pisarchick. The institute, which will consideration of the concerns of profession- focus on ways to maximize the use of per- als who work in deafness and hard-of-hearing sonnel to meet the needs of ALL students, who have indicated that CEC does not have a TED promises to be outstanding! Registration place for them, the board decided to change The Teacher Education Division forms have been mailed to all CASE mem- in the name of the division to the Division for TED will host its annual conference in Las bers. Others needing a registration form Communicative Disabilities and Deafness Vegas on November 6-9, 2000. The confer- may contact the CASE office at 800/585- (DCDD). ence will be highlighted by two new devel- 1753. This name more clearly articulates the opments. First, the conference proceedings CASE has issued its call for nomina- purpose and focus of DCCD and affirms will be published for the first time. Second, tions. Nominations are being sought for the DCCD's continuing interest in individuals a monograph, "Emerging Trends in the position of secretary and Canadian mem- who have communication, language, and Preparation of Teachers," will be unveiled. bers will also elect a Canadian representa- literacy needs as a result of a variety of dis- tive to the CASE Executive Committee. In abilities and more explicitly states our inter- TA the last newsletter members were also est in individuals who are deaf or hard of The Technology and Media urged to nominate their peers for the CASE hearing. A revised set of bylaws and the Division Outstanding Administrator and the Harrie name change will be voted on at the DCCD Selznick Distinguished Service Award. All annual business meeting in April 2000 at TAM has been busy preparing for its annual conference on Technology and Media in Spe- nominations will be due on January 1, the CEC convention in Kansas City. cial Education, which includes many sessions 2001. Are you interested in communication development, speech or language disorders, on both assistive technology and instructional technology for students with disabili- CEDS deafness, hard-of-hearing, or literacy? Are you an early childhood educator, related ties. It will be held January 11-13, 2001, in Al- The Council for Educationai buquerque, NM. For more information, check Diagnostic Services service specialist, a professional serving the deaf or hard-of-hearing, a special education out the TAM Web site at www.tamcec.org. Don't miss the CEDS annual conference, teacher, a speech-language pathologist, au- TAM is also working collaboratively with Cultural Diversity and Assessment, Novem- diologist, or college or university educator? the ILIAD project to develop some handy ber 2-4, 2000, at the Hanalei Hotel in San If you are, then for just $20 you can become low tech aids for IEP teams as they consider Diego, Calif. Alba Ortiz will deliver the a member of the Division for Children's the need for assistive technology. keynote address, "Assessment of Linguisti- Communication Development and receive Division members recently received cally and Culturally Diverse Learners: From four issues of our new journal, Communica- their first edition of the completely updated Traditional to Best Practices." For registration Disorders Quarterly: Research, Inter- and revamped Journal of Special Education tion information, contact Sandra Latchford vention, and Practice in Speech, Language, Technology (JSE1) The dynamic new look is at [email protected], or visit the CEDS Web and Hearing (CDQ). CDO is a joint publica- matched by the excellent articles. In addi- site at www.cec.sped.org. tion of the Division for Children's Communi- tion, JSET now has an ejournal to accom- cation Development and PRO-ED, Inc. You pany each issue. Check it out at jset.unlv.edu.

8 CEC TODAY OCTOBER 2000 4 2 * DEC DBES DLO DPI1D DIVA MRDD TAG * TIED

Reading,from page I "grammar" or "mapping" gives strug- teacher working with a group of about Joanna P. Williams, at Teachers Col- gling readers an organizational guide 15 will read a passage out loud. One lege, Columbia University, who re- for identifying the principal compo- learner becomes the teacher, and asks cently wrote a report for CEC examin- nents of a storymain character, ac- the others an important question about ing the state of the art of teaching tion, outcome, etc. Pisha explains that the passage. reading comprehension to children concept mapping serves the same "The answer is almost irrelevant," with learning disabilities. function as a traditional outline, except says Pisha. "What we are getting at is "I study reading comprehension, that instead of a hierarchical list, ideas singling out an important element of but much of my work is in listening are put into circles of a geometric the story. The kids must learn to distin- comprehension," says Williams. shape, which are then linked by la- guish between what is trivial and what "Through listening, learners are intro- beled lines. For example, one bubble is essential." duced to the abstract, higher-order may say "A Serb shot the Austrian With the second component, the thinking processes, like logic and clas- Archduke." The next bubble may say teacher asks the students to make a sification. This is also how they de- "World War I started." The line prediction about the story, such as, velop their vocabulary library." stretching between them may say "what will happen next?" The clarifi- All students can benefit from get- "Causes of World War I." Other bub- cation component comes in when the ting these comprehension processes in bles listing other causes of the war, students are encouraged to ask about place before decoding begins, she be- like "Balkan unrest," would be linked something in the story that they didn't lieves. to the WWI bubble as well. understand. Not surprisingly, technology is be- "Usually at first they ask about vo- Emerging Strategies ginning to play a larger role in these cabulary, but as they become more Particular techniques are coming to learning strategies. CAST is building skilled at clarification, they may ask the fore for teaching comprehension to on concept mapping research by creat- questions about the characters' moti- students of all ages with learning dis- ing electronic textbooks and is now vations," Pisha notes. abilities. The key, says Williams, is testing the prototype of a digitized so- Finally, through the questioning structure. cial studies text that allows students or component, students put themselves, in "Comprehension can be enhanced teachers to create and manipulate bub- the role of the instructor and ask ques- through a structured instructional pro- ble maps. tions that a teacher might pose about gram containing lots of corrective "It's a much more graphical ap- the story: "Why did the character do feedback and rewards and that moves proach than verbal even the shape X?" "What lesson did he learn?" slowly and systematicallynot of the bubble can convey informa- Technology has a role to play in re- through improvisation and freewheel- tion," says Pisha. For example, a map ciprocal reading as well, Pisha says. ing discussion that may work for non- about agricultural history can contain CAST has specially digitized a series learning disabled students." a bubble shaped like an ear of corn. of quality adolescent novels for the One example of a structured ap- "Clinical experience suggests that kids middle-school years. The "e-Book- proach goes by the acronym TELLS with learning disabilities would rather ster" software "reads" the text, high- and consists of distinct steps: (T) work with a bubble map than an out- lighting the words on screen. At vari- study story titles, (E) examine and line. It's an easier way to 'see' that in- ous points, a prompt will appear to ac- skim pages for clues, (LL) look for formation." tivate one of the reciprocal reading important and difficult words, and (S) Reciprocal reading is another tech- components. For example, at a dra- think about story settings. nique that works to enhance compre- matic moment, the student may be The MULTIPASS strategy works hension of both narrative and exposi- prompted to make a prediction or to best for the more difficult task of un- tory text. "Struggling or at-risk readers form a question. derstanding expository text. Readers can't process text very deeply," ex- "Often there is no 'right' answer," make three passes through the text, plains Pisha. "If something crops up says Pisha, "But the program will en- first becoming familiar with main that is completely out of context, a courage them to look for the basis of ideas and organization, then gleaning skilled reader will check if he has their response in the story." specific information from the text by skipped a page accidentally. A reader The student is freed from decoding reading and answering questions at the with processing difficulties will just and can apply his mental resources to end of each chapter. In the last pass, blow right by it." thinking about the plot, characters, and the reader tests herself by asking and Reciprocal reading encourages four theme. And as the reader gets better at answering her own questions. cognitive strategies: summarizing, comprehension, the software can Another strategy, utilizing story prediction, clarification, and question- "fade" the supporting prompts. ing. As it is traditionally taught, a Continues on page 15

43 CEC TODAY OCTOBER 2000 =9 professivmag omiaxcancenzeng

CETOST apparket: s TC tarSpedEduccdogs lmortra E Ho 6_ EaLay tr.! Mg an IE He IDEA partnerships, ILIAD and $2.50 per CD if 50 or more are ordered aaUzs ASPIRE, are proud to bring you and mailed to the same address. #P5388. Scan the field to identify emerging is- two new resources to help you imple- sues. ment the Individuals with Disabilities The Directory of Bilingual School a Develop professional content for six Education Act (IDEA) '97: Psychologists is a comprehensive list of issues of TECannually. the country's school psychologists who Manage the review process. 0 Discover IDEA CD 2000 is an inter- provide assessment and other services a Work collaboratively with CEC publica- active, easy to navigate CD ROM pro- for children for whom English is a sections staff. ® Assist authors to develop quality man- viding comprehensive access to the ond language. It categorizes school psy- uscripts. 1997 amendments to IDEA '97, as well chologists by state of residence, lan- ® Mentor new authors. as the IDEA '97 regulations. It includes. guage spoken, credentials, and if a fee is IDEA '97 law and regulations, hundreds required for services. The editor or co-editors will serve a term of ready-to-use overheads, more than 50 To order, call 301/657-0270; fax, of up to five years beginning July 1, topical special interest briefs, the 21st 301/657-3127; e-mail: publications@ 2001. CEC provides limited compensa- Annual Report to Congress on the Im- naspweb.org. Price:$12.95,$9.95 for tion for expenses. plementation of IDEA, Head Start Dis- NASP and CEC members. Deadline for applications: Dec. 15, ability Regulations, and links to U.S. 2000. Department projects that help improve CEC heads the ILIAD and ASPIRE For more information, call 703/264-2521 educational results for students with dis- Partnerships, which are funded by the or [email protected], or write Kath- abilities. U.S. Department ofEducation's Office leen McLane, 1920 Association Dr., Re- To order, call CEC at 888/232-7733; of Special Education Programs. The ston, VA 20191. fax: 703/264-9494; or email: service Partnerships disseminate information cec.sped.org, # P5387 $7.95 per CD, for implementing IDEA '97.

TACUr:FOR Bush, Gore,from page 7 so, who should be responsible for the =gee costs incurred? Bush: It is imperative that we insist on illiilagro Foundation: The Milagro Founda- improved performance for our most Bush: Did not respond to this question supports educational efforts that help accomplished students and offer all tion. youths live literate and culturally enriched students the opportunity for advanced lives. The foundation helps at-risk and vul- achievement and advanced course- Gore: Recognizing that all schools nerable populations acquire the skills to work. As president, I will give states have different needs, I support the cur- succeed in life. Deadline: Preliminary let- the resources and flexibility they need rent practice of allowing states and ters of inquiry are accepted anytime. Eligi- to establish and expand opportunities local districts to decide on school- bility: Nonprofit organizations. Contact: Mi- for advanced coursework and talented based health care staffing issues and lagro Foundation, P.O. Box 9125, San and gifted programs. the spending of IDEA funds to ensure Rafael, CA 94912, 415/460-9939, that personnel have the skills and www.santana.com/milagro. Gore: I will continue to support the knowledge that are needed to serve Pillsbury Company Foundation: The foun- Jacob K. Javits Gifted and Talented children with disabilities. dation funds groups and programs that Students Education Grant Program. I Also, with the $170 billion Educa- provide ongoing relationships between am currently working to pass the FY tion Reform Trust Fund that I will mentors and disadvantaged children ages 2001 budget, which includes a 15 per- propose as president, state and local 6-19 or that support youth empowerment cent increase over FY 2000 levels for districts will have even more re- education and employment skills in the Jacob K. Javits program. sources to address the numerous is- school- or community-based programs. sues related to special education as Deadline: Jan. 15. Eligibility: Nonprofit organizations in areas in which Pillsbury has Do you support special educators per- schools see fit to ensure that the needs operations. Contact: 612/330-7230, forming medical services or do you be- of students with disabilities are met www.pillsbury. com/about/community in- lieve medical personnel should be pro- and to ensure a better education for all volve.asp. vided for students with these needs? If of our children. 44 I/O CEC TODAY OCTOBER 2000 pmfessionag advanceomeng

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Your Duties as a Member o the 1. Complete a Nominee Biographical In- ' ou can be a part of CEC's new di- Board of Directors formation Form. The nomination form IL rection! How? By serving as a will ask you to share: member of CEC's Board of Directors. What are the official duties of the CEC In the spring 2000, CEC reformed Board of Directors? The board devel- a Information about your education, its governance structure. In a bold new ops and adopts The Council's profes- work, and organizational experience that you feel would contribute to your suc- step, the association opened the doors sional policies, adopts and amends the cess as a CEC BOD member. to all members to serve on its Board of strategic plan for CEC, establishes Directors and gave our members a di- programs and services to meet the di- a Your career milestones. rect vote in their leadership. Each year, verse needs of the membership, works a Your experience in leadership posi- CEC will elect one-third, or seven new in conjunction with the Representative tions within CEC or other organizations. members, to the board. Assembly to provide services to meet The change creates new and excit- the organization's units' needs, and a Your leadership vision and your vision ing opportunities for all CEC mem- most importantly, create the dynamic for how CEC may continue to meet the bers. By serving as a member of the vision for CEC's future. These repre- diverse needs of its members and the Board, you will be given the opportu- sent just a few of the exciting leader- children and youth for whom we advocate. nity to expand your own knowledge ship duties of CEC's Board of Direc- related to our field. You will develop tors. This is a time to shine, to celebrate your long-lasting professional and personal accomplishments and your successes, relationships with the most dynamic Which Positions Are Doan? and to promote your vision for our fu- leaders in special education. And, you Seven positions are open on the CEC ture. Consider the possibilities, consider will have the opportunity to contribute Board of Directors. They are: the future! We look forward to hearing your ideals to the premiere special ed- from you! ucation organization in the world. o3 Member-at-Large Positions As a member of CEC's new Board 1 Member-at-Large, Ethnic and of Directors, you will be part of a dy- Multicultural Concerns namic leadership team comprised of 1 Member-at-Large, Canada CvalsrJ1 CETCUf 21 members. The Board represents the 1 Student Member LEIRoMlon best talents of CEC and brings a col- lective and diverse voice to the leader- Also, the Board of Directors will se- Give your students the skills they'll need ship table. It represents our field and is lect a treasurer for the upcoming term. for life! LCCE gives teachers practical, committed to supporting CEC's pre- All of the terms for the positions hands-on strategies to help their stu- miere position within the educational listed above will end June 30, 2001. dents gain independent living skills. At- community. In addition, the Board is tend an LCCE workshop and learn tech- charged with creating the vision for As CEC continues to build its vi- niques you can use to help your students succeed in their home and com- CEC for the years to come. sion for the future, consider joining a munity. The next training is: leadership community dedicated to ex- CEO Wants YOU on its Board! cellence. You will not regret the deci- S',191ftgis uffit CSI Why not consider yourself as a candi- sion you make to become a nominee ntsE.YMes date for CEC's Board of Directors? If for one of the positions on the 2001- you are a visionary thinker, then CEC 2002 CEC Board of Directors. The Nov. 2-3, 2000 wants you! If you care deeply about deadline for nominations is Dec. 15, The Sheraton Reston Hotel the future of our profession, then CEC 2000. 11810 Sunrise Valley Drive wants you! If you have so much pas- Reston, Va. 20191 sion about special education and CEC For a nominations packet or more Registration: $235 for members. that you are looking for ways to serve, information, please contact Karen CEC wants you! If you care about the Ulans, 703/264-9487; email: karenu@ See the CEC Web site for more informa- direction CEC is taking for the future cec.spec.org. Nominations packets tion about other LCCE training opportu- and want to make a difference, then may also be found on CEC's Web site nities, or call 888/232-7733. CEC definitely wants you! at www.cec.sped.org. 4 5 CEC TODAY OCTOBER 2000 1111 oragyin2,&er tto oroxember

Hw to !nue se Sde t ttE Lion do this really well if you try hard." When your students succeed, remind to ensure that the difficulty level of the them of your previous confidence in materials and the pace of instruction are them. However, refrain from character- appropriate. It is difficult to motivate izing tasks as "easy," by saying, "You your students to learn when using mate- can do this, it's easy!" Little satisfaction rials that are too difficult or employed at can be obtained from succeeding at an an inappropriate instructional pace. "easy" task, and failing at an easy task When your students' skill levels dif- can be humiliating. If a student who is fer, use a variety of materials so that all successful characterizes the task as easy, students feel challenged but able to suc- you could say something like, "Well, ceed. In addition to difficulty level, en- maybe it was easy for you, because you High student motivation results in increased sure the materials are meaningful to knew the material so well, but I really learning. your students and that they reflect their don't think it was that easy." BY THOMAS E. SCRUGGS AND backgrounds and interests. Increase Personal Investment in Learning MARGO A. MASTROPIERI Competitive environments, in which success is defined by outper- Students are more motivated when their kak, ecause many students in special ed- forming other students, are not con- personal investment in learning is in- ucation have a history of school ducive to motivational strategies. creased. One way of doing this is failure, they are at particular risk for low Since most students with disabilities through goal-setting. Show your stu- motivation and their desire to continue do not perform at the top of the class, dents examples of their previous work, to strive for success is jeopardized. This many will not feel that they can suc- and ask them to set a goal for their fu- may be particularly true in inclusive ceed. Instead, create a "task-oriented" ture performance. Students can set daily, classrooms, where students with special classroom environment in which all weekly, or monthly goals for them- needs may lag far behind their normally students strive to improve over their selves. For example, they can set goals achieving peers in academic areas. previous performance and in which ef- for how many math problems they can However, you can take specific steps to fort and attention are encouraged and complete correctly in one period, how help your students regain their motiva- rewarded rather than performing better many words they can spell correctly on tion for academic success and have than others. a weekly test, or their score on a unit test fun doing it! in history. Provide positive feedback Motivational Strategies when your students meet their goals, Preconditions for Improving The many techniques for improving and encourage them to set higher goals Motivation motivation include improving self-effi- for themselves in the future. Also, help Before you can improve student moti- cacy, increasing personal investment in your students monitor their own vation, you must meet several precon- learning, making learning enjoyable, progress toward longer-term goals. ditions: a supportive, organized class- and using praise and rewards. Attribution training is another way room environment; meaningful materi- to help students increase their invest- als of an appropriate difficulty level; Increase Self-Efficacy ment in their learning. Teach your stu- and task-oriented, rather than ego-ori- Self-efficacy is described as confi- dents to attribute their successes to ented classrooms. dence in one's abilities to succeed. Stu- things they are in control of, such as ef- A supportive, organized classroom dents are more motivated to participate fort, planning, or use of appropriate environment provides an ideal environ- when they have a high degree of self- learning strategies. Enforce this thinking ment for teachers to use motivational efficacy. Self-efficacy can be enhanced with statements such as, "The reason strategies. A clearly organized class- by structuring tasks that your students you did so well on that test is that you room structure with consistent expecta- can complete with reasonable effort planned your time carefully and studied tions helps students feel secure and de- and a high rate of success. As your stu- really hard!" Conversely, when students creases anxiety. Be as positive with students increase their history of success, do not succeed, do not accept negative dents as possible, use statements that they will increase their desire to en- attributions such as "I'm stupid" or "It's promote acceptance, and encourage and gage in new tasks. When you are pre- too hard." Redirect learning failures to reward peers' positive support for each senting new tasks, remind your stu- things under the students' control, and other. Survey students' feelings about dents of how successful they have encourage better efforts in the future. being in your classroom, and attend to been on similar tasks in the past. Finally, you can increase your stu- their suggestions for making it a more State your confidence in your students' investment in the classroom by comfortable, safe environment. dents' ability to succeed with state- A second important precondition is ments such as, "I feel certain you can 46 Continues on page 13 12 CEC TODAY OCTOBER 2000 Motivation, from page 12 pressions, using a varied choice of Sasmk L a Gen6 increasing student decision-making in words, and actively accepting student kba ho classroom procedures. Solicit your stu- ideas or suggestions. Overall, a dents' suggestions for class rules, demonstration of a high energy level I was doing some observations for my seating arrangements, or learning ac- promotes enthusiasm. When teachers special education major at Presbyterian tivities, and implement these sugges- teach with enthusiasm, students are College at the South Carolina School for tions whenever possible. Remind your more motivated to learn. the Deaf and Blind. I was in a class of about twelve 10-14 year-olds, and I was students that many classroom proce- Use Praise and Rewards a little nervous because I was very new dures are influenced by their own sug- to the world of children with hearing im- gestions. We saved praise and rewards until last pairments and sign language. However, because it is usually the first thing teach- the kids were very personable and Make Learning Fun ers think about when trying to increase friendly. One young man even gave me a Students are more motivated to learn motivation. Nevertheless, it is very true lesson on the ASL alphabet. when classroom tasks are fun and enjoy- that students are more motivated to learn When we went outside, I thought I'd try able. Few things are less motivating than when they think they will be rewarded to sign to the students. I asked the for their efforts. Be generous with praise a seemingly endless stack of worksheets, teacher how to sign, "How old are you?" and positive feedback; most of us re- to be replaced by even more worksheets. She showed me, and I went over to the Use materials that are concrete, mean- ceive too little praise rather than too young man who had helped me with the ingful, and relevant to your students' much. Be sure to link praise to specific alphabet and asked how old he was. He lives. Develop activities that are fun for criteria students have met, and link it to looked at me and motioned with his students, and allow them to actively par- positive attributions such as effective index finger to come closer towards him. ticipate in the concepts being learned. study strategies and extra effort. Instill in Needless to say, I was extremely con- When drill is necessary, as in some basic your students a sense of personal satis- fused...my first thought was that maybe skills areas, provide fast-paced, high-en- faction with statements such as, "This is he couldn't hear me, but he was deaf! So ergy activities in which success rates are your best effort yet! You should be very I stepped a couple feet closer and signed again. He followed with the same re- high, students are rewarded for learning, proud of this paper!" Inform parents of sponse, motioning for me to come particularly noteworthy student efforts. and activities are conducted within dis- closer! I finally went to the teacher and crete time intervals. More tangible rewards also can pro- asked what I was doing wrong. "Noth- Other ways to make learning fun and mote motivation in your students. When ing," she said. "...that's the sign for enjoyable include providing variety in using more tangible rewards, such as re- eleven!" class activities, through, for example, deemable tokens, stickers, or special different media, guest speakers, student privileges, be sure to set up conditions Ross Stewart, Clinton, SC via e-mail presentations, and computer applica- for the rewards, include specific per- tions. Create variety in homework as- formance criteria, and pair rewards with Send Yew S12eT signments, and employ a variety of positive attributions. Be careful not to group and individual activities. provide tangible rewards more than nec- Teachers often have good ideas, but not all of them turn out as planned. Read fel- Develop classroom activities in essary, and be sure external rewards do low CEC members' stories on the Web, not take the place of the personal satis- gamelike formats. Competition that www.cec.sped.org, and send your anec- faction students should feel in doing a pits student against student can be dotes toCECToday Editor, 1920 Associ- counterproductive to a classroom en- job well. As with all motivational strate- ation Dr., Reston, Va. 20191-1589, or vironment, but activities in which any gies, collect evidence that your efforts [email protected]. student has a good chance of winning are yielding positive results. can be very motivating. Activities in Motivation may be the most impor- which groups compete (on, e.g., ques- tant single characteristic to promote in Ca Yooloy Ego You tions about the current science chap- students to help ensure their long-term ter), and in which group membership success. Motivated students are gener- CEC Today wants to make sure the newsletter is giving you the information changes frequently, can be particularly ally successful students, and it is worth you want. Let us know what you think of our own best efforts to bring out the enjoyable for your students. the articles, topics you would like us to Finally, make learning enjoyable by best efforts of our students! write about, things you would like us to teaching enthusiastically. You can do change. this by increasing inflections in your Thomas Scruggs and Margo Mas- speaking, using dramatic body move- tropieri are professors at George Mason E-mail your ideas to lyndav@ ments and physical gestures, employ- University in Fairfax, Va. They are cec.sped.org or fill out the survey on our Web site, www.cec.sped.org, underCEC ing animated and emotive facial ex- members of the Virginia Federation. Today. 47 CEC TODAY OCTOBER 2000 13 specallayag matt

n®t !scoot Medication forWhirn I will never forget the bright, wistful 33-year-old woman who came to me witEmotional/Beh vioral Disorers with many problems: personal angst, underemployment, divorce, and few pie Journal of the American Medical in this age group as well. friends. She remembered being a confi- Association reported that there had dent young child who became severely been a dramatic increase in the use of Concerns about Drugs for depressed around the age of 10. She was psychotropic medications, including Children finally properly diagnosed when she stimulants such as Ritalin and antidepres- There are reasons for being wary of was 30 and began getting both medica- sants such as Prozac, for children be- medicating young people. One is legit- tion and psychotherapy. (This is not un- tween the ages of 2 and 4. Then, lawsuits imate concern regarding safety. There usual; the average time lost between ini- were filed in California and New Jersey have been very few controlled clinical tial symptoms and diagnosis of a mood accusing Novartis Pharmaceuticals, mak- trials of psychotropic medications on disorder is 10 years.) While her depres- ers of Ritalin, of conspiring with the children in general and even fewer on sion lifted and she was able to make American Psychiatric Association to cre- preschoolers. progress in therapy, she was painfully ate the "novel medical disorder" of At- Parents should also be wary of in- aware of the lost potential that could tention Deficit Hyperactivity Disorder complete or inadequate evaluation. It never be reclaimed. (ADHD) in order to make money. is important to note that there is no de- I can also remember a 45-year-old As a clinical psychologist who finitive diagnostic test to show the professional man with several failed treats children with behavioral and presence or absence of ADHD or jobs and three marriages. His agitation emotional problems, I feared that wor- mood disorder in the way an EKG can and restlessness, dating back to child- ried parents would refuse or resist the detect heart problems. Instead, both hood, were classic signs of ADHD, and use of medications that could help are identified by signs, symptoms, and the tragedy is that he was not diagnosed their children live more normal lives. functional impairments. until he was well into middle age. He The truth is that psychotropic med- As a result, stimulants, antidepres- paid a price for this and so did his ications for children are both over- and sants, and mood stabilizers have some- wives, children, and business partners. under-prescribed. And the larger of times been prescribed for children with- Each of these cases illustrates a cru- these problems is that there are chil- out adequate assessment and follow-up. cial point: Untreated mental disorders dren and adolescents who are not get- Even in therapists' offices, medication in children have ramifications that can ting the medication they need. is sometimes recommended when other last the rest of their lives. Early treat- Let me be clear: Medication is not a interventions such as classroom behav- ment is almost always far more effec- substitute for therapy. And the deci- ior modification programs or therapy tive treatment. The malleability of a sion to use medication for childhood would have sufficed. Sometimes too child's brain chemistry and personality problems should not be made lightly. much medication is prescribed or for diminishes with the passing of time. But medication is an invaluable too long a time. Many problems we see in adults are weapon in the arsenal of treatments However, the good news is that the result of having been derailed de- available for psychological and emo- generally, with appropriate diagnosis, velopmentally during childhood. tional problems in children. we can effectively treat 80 - 90 percent Some other consequences for failing of persons with mood disorder and 90 to treat children adequately are even Many Go Without Help percent of children with ADHD. more severe. Prisons are full of poor, The Office of the Surgeon General re- learning disabled young men who had ports that of the 70 million children and The Effects of Non-treatment ADHD that crossed the line into opposi- adolescents in the U.S., 6 million to 9 In spite of these impressive treatment tional defiant disorder. Suicide is a prob- million have a serious emotional distur- statistics, even today professional help lem reaching epic proportions, seen now bance and only one in five of those is not always sought or heeded. Some in children as young as grade school and receives professional help. By conserva- therapists do not diagnose with acuity with increasing numbers in middle tive estimates, 3 to 5 percent of school- or, even worse, take the position that school, high school, and college, espe- age children are affected by ADHD and medication is never indicated for chil- cially among boys. 2.5 percent by mood disorder; only 1.2 dren. It was a shame that children and We can make a difference with the percent of these children are treated for adolescents suffering from mental disor- judicious use of drugs. There are chil- ADHD and .3 percent for mood disorders did not get appropriate treatment dren who are counting on it. der. The proportion affected by depres- when these medications were first on sion rises to 8 percent in adolescence, the market several decades ago. But the Patricia Dalton is a clinical psycholo- and far fewer get treatment than need it same failure is a travesty today. gist who practices in Washington, D.C. 48 14 CEC TODAY OCTOBER 2000 Charter Schools, from page 7 This document, written in plain cate where he might place the prompts that federal standards apply to charter English, offers legal information. It is if he was the computer. schools, said charters must not discrimi- an official agency commentary and "This program simulates, urges, nate in admissions policies, cannot use may be used as a reliable guide to and supports kids with reading diffi- disability to exclude a child, and must present policy at the federal level. culties to do the things that skilled offer the free, appropriate public educa- More recently, ED hosted, Septem- readers do instinctively," says Pisha. tion spelled out in federal laws. ber 26 28, a special education confer- E-Bookster is still in the prototype The Delegate Assembly also said ence on charter schools, inviting teams stage, but he hopes to have study re- charter schools must identify the of state officials, school administrators, sults out by December 2001 "that will agency responsible for paying for teachers, and parents to come to Wash- convince publishers that this is a great services to children with disabilities ington, DC, to exchange ideas, discuss product." and called on Congress to fully fund problems, and develop solutions. IDEA and support for special educa- The conference facilitator was Carol Diversity and Comprehension tion. (See the CEC Web site, Massanari of the Mountain Plains Re- Teachers must also be aware of how www.cec.sped.org.) source Center in Logan, Utah. Partici- comprehension can be affected by cul- The Charter Friends National Net- pants discussed practical problems, she ture. Research indicates that the way work has identified special education as reports, such as what to do if parents stories are told and matters are ex- one of the top three concerns facing want to place a child with an IEP in a plained differ around the world. "For charter schools and has set up a Charter charter school and the education team example, the European tradition relies Friends Initiative on Special Education. and the parents differ on the placement. on a linear, hierarchical story struc- The initiative is creating a national Discussants noted that both sides had ture," Pisha explains, "While in database of contacts for charter schools certain legal rights but agreed media- African American cultures there is and special education and is developing tion would be the best first step. more digression. So if we are asking an information outreach to include a The teams also addressed ways an African-American child to read and Web site, guidebooks, compliance hand- low-budget charter schools can ensure interpret a Eurocentric text, she is books, and professional training. (See services to students with special needs starting in an entirely different place. www.charterfriends.org.) and practical ways to deal with acces- Any teaching method that will be suc- sibility in older buildings, as well as cessful for people from diverse back- State and Federal Action other topics. grounds has to take variables of that States are beginning to innovate and The conference, which illustrates sort into account." offer special support. In Minnesota, the high level of federal concern, was Williams added that children with reports Norena Hale, the state's Direc- helpful, Massanari said, in that people learning disabilities are particularly tor of Special Education, her educa- in different states who ordinarily prone to making inappropriate associ- tion agency is working closely with weren't in contact got to share frustra- ations with what they read, which the Minnesota Association of Charter tions and solutions with others walk- plays havoc with comprehension. Schools. The state has funded two per- ing the same path. "Kids from diverse cultures will asso- tinent association positions, including Research, educational outreach, ad- ciate from different knowledge bases, a director of special education, to help vocacy, and solution-building will con- and will read with a different eye." charter schools. tinue, experts say. Eileen Ahearn, for That's why a structured approach Florida has also set up a special ed- example, expects that the National As- as opposed to free discussion of a text ucation charter program. It features a sociation of State Directors of Special is so important, she says. university-based resource center that Education will come up with a series of The bottom line of teaching com- offers training and information in spe- recommendations based on her charter prehension is excellent teacher prepa- cial education, reports the director, study and will confer with ED about its ration. According to Williams, the Cathy Wooley-Brown. findings. consensus in the special education At the federal level, ED in coopera- She doesn't rule out the possibility community is that it takes more than tion with the Department of Justice, of regulatory or legislative recommen- a year of very intensive training to be published in May and made available dations and changes. a very good reading comprehension on the Web, a "Question and Answer" teacher,. "It's all very intangible," she document on civil rights principles that Reading, from page 9 concludes. "True comprehension re- apply to charter schools, including quires a cognitive pattern that can't questions and answers on serving stu- The final phase of this learning ex- be explained outright. It's a subtle dents with disabilities. The document is ercise is to ask the student to read a skill, and kids either get it or they available at www.uscharterschools.org. section of a book himself and to indi don't."

4 9 CEC TODAY OCTOBER 2000 a 15 muntan cL7 emt .1/0,0Verirr0,773eF querque, NM 87104, 505/243-7622, FAX jja,717,0,807,,Ify November 6-9, 2000 505/247-4822, [email protected]. January 11-13, 2001 23rd Annual TED Conference, "The New November 16-18, 2000 TAM 2001: A Technology Odyssey. Hyatt Millennium: Issues, Concerns, Solu- Virginia CEC Federation Annual Confer- Regency, Albuquerque, NM. Contact: Mar- tions." Tropicana Hotel, Las Vegas, NV. ence, "Milestones: Past, Present, Build- garet Bausch, Dept of Special Education & Contact: Nasim Dil, Department of Special ing Better Tomorrows." Holiday Inn Rehabilitation Counseling, University of Education, University of Nevada-Las Vegas, Washington Dulles, Dulles, VA. Contact: Kentucky, Lexington, KY 40506-0001, 4505 Maryland Parkway, Las Vegas, NV Deborah Jacobs-Say, 108 Castlebury Ct, 606/257-2609, FAX 606/257-1325, e-mail: 89154-3014, 702/895-1103 (0), FAX Stafford, VA 22554, 540/288-0321 (H), [email protected]. See the TAM Web site for 702/895-0984, [email protected]. [email protected] or Arnie Fulcher, 14718 more information, http://www.tam. November 8-10, 2000 Flower Hill Dr., Centreville, VA 20120, uconn.edu. Arkansas CEC Federation Conference, "Let 703/266-7422 (H), FAX 703/993-3861, af- January 12-14, 2001 [email protected]. Us Continue: Special Education in the 21st CEC-Franklin Covey Workshop: 7 Habits Century" (Nov 9-10). Austin Hotel and Con- November 19, 2000 of Highly Effective People. New Orleans, vention Center, Hot Springs, AR. Pre-confer- CEC Franklin Covey Workshop, "Power LA Contact: CEC 1920 Association Drive, ence workshop sponsored by CCBD, Novem- Principles." Williamsburg, VA. Contact: Reston, VA 20191-1589, 888-232-7733, ber 8. Contact: Bruce Pitcher, PO Box 1155, CEC, 1920 Association Drive, Reston, VA [email protected] Rogers, AR 72757, 501/631-3515, 20191-1589, 888/232-7733, January 17-19, 2001 [email protected], or see the [email protected]. Web: http: / /www.cec.sped.org /Arkansas. CASE Institute, "Emerging Issues in Human Resources." Sheraton San Key November 9-11, 2000 decem,&a-7- Resort, Clearwater Beach, FL. Contact: Jo Ontario CEC Federation 44th Annual Con- December 6, 2000 Thomason, 615 16th Street N.W., Albu- ference, "Experience a Taste of Niagara: querque, NM 87104, 505/243-7622, FAX CEC Web-Based Workshop, "Adapting Cur- Exceptional People, Exceptional Sights - ricular Materials for the Inclusive Elemen- 505/247-4822, e-mail: [email protected]. A Winning Combination." Sheraton Hotel, tary Classroom." Contact: CEC 1920 Asso- Niagara Falls, ON. Contact: Barb Rowe, /r" ciation Drive, Reston, VA 20191-1589, 416/223-6164, Fax: 416/223-5677, e-mail: ifeconmq 888/232-7733, [email protected]. [email protected]. February 7, 2001 November 16-17, 2000 December 7-10, 2000 Web-Based Workshop: Adapting Curricu- 2000 Annual International DEC Confer- lar Materials for the Inclusive Secondary Massachusetts CEC Federation Annual ence, "Early Childhood in the Millen- Classroom. Contact: CEC 1920 Associa- Conference, "What's Best for Us? Chang- nium: Partnerships and Practices for the tion Drive, Reston, VA 20191-1589, 888- ing Roles for Educators." Crown Plaza Future." Hyatt Regency, Doubletree and 232 -7733, [email protected] Hotel, Worcester, MA. Contact: Jill Greene, LaPosada Hotels (Albuquerque Convention 617/353-9310, e-mail: [email protected]. Center), Albuquerque, NM. Contact: DEC November 16-18, 2000 Conference Office, 3 Church Circle, Suite 11th Annual CASE Conference, "Revi- 194, Annapolis, MD 21401, 410/269-6801, sioning the Future." Marriott Williams- FAX 410/267-0332, e-mail: burg, Williamsburg, VA. Contact: Jo [email protected]. Thomason, 615 16th Street N.W., Albu-

COUNCIL Dh@BPTIONALCHILDREN NONPROFIT 1920 Association Drive ORGANIZATION U.S. POSTAGE Reston, VA 20191-1589 PAID RICHMOND, VA PERMIT NO. 930 =MOM? KG3 MEMBERS CIF VWCOUNCIL MODEPTIONALCHILDREN Uori.. D Mo. Mo trauma 2000 Vt111I.CEC.SPED.OEM CE Sal1E2EOCDr_rico'&NonibliCil Xecogdge a Szdonl Vdho MCAT CarAM@H2 SuccoodM, (IEC officially released the results %.../of its study on special education Do you know a student with teaching conditions, Bright Futures for a disability who has made Exceptional Learners: An Action outstanding accomplish- Agenda to Achieve Quality Conditions ments? Then nominate him for Teaching and Learning, at a press or her for an FEC Yes I Can! award. conference on Oct. 23, 2000. CEC Executive Director Nancy D. Safer, Students are honored for Commission Co-chair and Special Th their accomplishments in: Education Teacher Matty Rodriguez- a Academics Walling, CEC Assistant Executive NATIONAL PRESSCLOP a Art Director for Professional Standards and ° Athletics Practice Richard Mainzer, and Publisher a Extra-curricular Activities Matty Rodriguez-Walling describes special education of Exceptional Parent Joe Valenzano a Employment teaching conditions at the press conference. a Independent Living Skills presented the study's findings. a Community Service The panelists stressed that current special abilities sometimes receiving less than ade- education teaching conditions have pushed pate instruction. The problem rests not with Nominations are due to CEC the field into crisis, with students with dis- Continues on page 5 by Jan. 7, 2001.

For more information or to receive a nomination form, kMil'UOTZETV see the CEC Web site, www.cec.sped.org, irthdays are often a time of looking technologies and instructional methods pre- Foundation for Exceptional back and celebrating what we have viewed exciting educational practices for Children, or call 703/264- accomplished and for looking toward these children in the future. 3505. future goals and aspirations. The 25th "IDEA has been one of the most far- Anniversary of the Individuals with reaching educational laws in the country," Disabilities Education Act (IDEA) was no said Nancy D. Safer, CEC's executive different. In celebratory activities in director. "CEC is proud to be a part of its Washington, D.C., this October, lawmak- past, and we will be in the forefront of ers, educators, advocates, parents, and stu- implementing the law, as well as in foster- DiscoveryA Hands-On, dents cheered the legislation's rewriting of ing innovative and effective instruction for Minds -On Classroom.... 2 America's educational structure while envi- students with exceptionalities." sioning ways to improve upon its success- A Look at Present and Past Look Back FEC Programs es. And while there was consensus that we to Support Children and must still work to ensure every student The groundbreaking law, P.L. 94-142, now Teachers 3 with a disability receives an appropriate called IDEA, was enacted on Nov. 29, 1975, education, new knowledge about the way and opened the door to a public education to When a Student students with disabilities learn and new millions of children with disabilities. With Says, "No!" 12 Continues on page 9 51 CEC TODAY NOVEMBER 2000 II speciag edatcagiouz works

Rvuois-OH, Nhds man, one second grader, Omar, got his DIsonTv mother to make cornbread fritters, his CHOME grandmother to sing gospel songs, and a classmate to dress up as Tubman all magine a class so popular that of which was non-graded. parents sign a waiting list to get "Our students do things in class, take their children enrolled. Imagine it home, and do projects greater than these are parents of children with what we do in school," said Statler. disabilities, in general education, Amid the activity is the quiet center and with gifts and talents. Imag- where teachers work with students in- ine a classroom that is so dy- dividually and in small groups. namic that children beg to go to The program benefits all. Students school. And a imagine an ele- with disabilities receive the attention mentary schoel4easheruthe.. they need to strengthen skills and have important to his students that they access to the general education curricu- continue to visit him 15 and 20 lum. General education students receive years after they have left his care.Amy .Gluck, one of Statler first students, now volunteers in an individualized, hands-on education. hisclassroom and passes on the love, learning, and positive Students with gifts can follow their in- That class is the brainchild, heart,support she received years ago. soul, and work of K-3 special ed- terests and study them in-depth. And all ucation teacher Larry Statler at Santa Depending on the child's needs, he or she students benefit from the reduction in Teresa Elementary School in San Jose, may develop higher level thinking skills student/teacher ratio because of the Calif. by creating a space station, practice a amount of staff in the program. Statler conceived the idea for his basic skill at a teacher-ordered center, or But the core of the program is award-winning Discovery Program improve social skills at an exploratory Statler's belief that every child is a after asking the parent of one of his center. These multi-leveled centers not learner and it is the teacher's job to former students what he should have only allow students to take control of make learning an exciting adventure. done differently. their own learning, they also lead to chil- "If a child doesn't want to learn "Statler, instead of having kids put dren forming collaborative partnerships. what we want them to learn at that mo- the block in the right slot, you should For example, "Trace, a student with ment, find something they can learn at have had them put a quarter in the Down Syndrome, did phenomenal things the moment, he says " coke machine," she replied. with building blocks," Statler recalls. That response prompted Statler to "Nathan, a first-grader who was reading Success Beyond Test Scores re-think his approach to education. above the 8th grade level was also in the The Discovery Program's students score "I realized that the real world is the class. One day Nathan noticed Trace's as well as their counterparts on academic general education classroom and for constructions and said, "Trace! What a tests, and they show phenomenal in- my students to be able to function as neat building. Let's write a story about it, creases, especially in the social and lan- adults, they need to be part of the real and they did." guage development areas and in the af- world," Statler said. "We appreciated the self-guided as- fective realms. Roxanne King, whose The result was a class that knocked pect of the centers that lets kids' brains son has Autism, gives credence to the down the walls between three class- guide them and lets children pursue formal assessments, explaining that her rooms and the barriers between chil- different interests," says Lisa Benham mostly non-verbal son became fluent dren of various abilities and ages. parent of two children with gifts who "speaking the lingo of the kids." were in the Discovery Program. Furthermore, the skills the children Making Ot Woof Discovery also lets students study learn follow them into the higher Having nearly 100 children, 5-8 years content not traditionally seen at the pri- grades. Discovery's students "are the of age with severe disabilities, gifts mary level, according to Statler. In this ones who don't need to be told what to and talents, and everything in between, "if you are studying it, live it" atmos- do." They also know how to find help as well as four teachers and teachers' phere, kindergartners dissected calf when they need it and how to work aids in one room may sound like a lungs; and when studying the Pilgrims, with the people around them. nightmare. But in the Discovery Pro- the students built a quarter-size replica "Our students become creative gram, it is a haven of learning, possi- of the Mayflower, wrote a play, and, of problem-solvers and life-long learn- bilities, and love. The children often course, cooked and enjoyed the feast. ers," said Statler. "We have produced work at multi-leveled, hands-on learn- But the students don't leave learning at kids who loved school, got along, and ing centers placed around the room. the door. After studying Harriet Tub- Continues on page 4 2 2 ^ CEC TODAY NOVEMBER 2000 member bet

©© a he Ng a Tufr.11,7® [F1K proaches, your gift would be one that keeps on giving to children and fami- Protanu SuppcxrUi QuoiffGE lies who need our support. Your donation would help expand our scholar- OE UM ship and mini-grant programs, develop new projects, and continue our excel- he Foundation for Exceptional their very best. The Yes We Can! book lent Yes 1 Can! program. Children (FEC), which works with series will feature age-appropriate, fun- CEC, has several programs that sup- to-read books that reflect the diversity If you have ideas for fundraising, port children with exceptionalities and of children with exceptionalities and please contact FEC Director Jacque- special education teachers. Following help foster a healthy self-image. line Lewis-Tillman, at 703/264-3505 is an overview of some of FEC's most Child's Play and Yes We Can! The- or jacquil@ cec.sped. org. popular programs. ater will encourage the use of play and the arts-in teaching -at- school; home, Spo*iff-fifirit[f Mini-grants for Teachers FEC and settings such as after-school pro- can give teachers that needed boost to grams. Parents will be able to down- agologgonmilPffollg get a project off the ground or keep it load role-plays, dramas, coloring Subscribe to Exceptional Parent for only going through mini-grants. books, and crafts that invite children $28 a year, a substantial savings from with exceptionalities into play with the subscription price, and you will also Scholarships for Students FEC adults and other children. The results receive the Annual Resource Guide. The enables students to achieve their educa- FEC desires are an improved self-con- Guidethe most comprehensive guide tion and employment goals through its cept and increased awareness in the in the industry lists directories of or- scholarships to graduating high school community. ganizations, associations, products, and seniors. Job Tech Clubs provide techni- FEC also plans to fund fellowships services for individuals with disabilities. cal employment opportunities with part- for graduate students who wish to in- Plus, Exceptional Parent will donate $8 ners in industry. tern at CEC. of your subscription to the Foundation As you renew your membership to for Exceptional Children! Awards for Students with Disabili- CEC, won't you consider making a ties FEC's Yes, I Can! awards honor tax-deductible donation to the founda- For more information or to subscribe, call 877/372-7368 or www.eparent.com. students who have succeeded despite tion? As the holiday season ap- their disabilities. The Yes, I Can! awards recognize student accomplishments in seven areas: athletics, academics, the CEC Gains Media Attention on Special arts, extra-curricular activities, inde- Education Teaching Conditions 11 pendent living skills, community serv- IDEA Celebrates Its 25th Anniversary 11 ice, and employment. The award recipients are recognized at the CEC Annual Discovery A Hands-On, Minds-On Convention & Expo, and each receives November 2000 Vol.7 No.4 Classroom S a specially-designed statue for his or her Member Benefits E achievements. The deadline for the CEC Todayis published 10times a year, Jan/Feb, March, April/May, June, July, Aug., Sept., Oct., Nov. Advocacy in Action 2001 Yes I Can! awards is Jan. 7, 2001. and Dec., by The Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589. Student CEC Spotlight 0 To learn more about these pro- Telephone 888/232-7733, TT/ 703/264-9446, Diversity grams, see the CEC Web site, [email protected], Web: www.cec.sped.org. www.cec.sped.org, Foundation for Ex- CEC Today is not copyrighted. Members are encouraged Canada V to copy and disseminate information in this publication. ceptional Children. Division Focus 673) CEC President: Hellen Bogie Failure Goals Executive Director:Nancy D. Safer Professional Advancement 210 Editor:Lynda Van Kuren FEC plans to develop new programs It Seemed Like a Good Idea at the TimeTi and products that will expand its serv- Contributing Editors: kaki Boatel, Public Policy; Jane Burnam, Information ice to families and children. Services; Margie Crutchfield, Member to Member 11 Professional Standards; Kayte Fearn, Diversity; Anmarie With one such project, FEC will put Kallas, Conventions; Charles Rogers, Communications; Speaking OutIL the stories of our Yes I Can! winners in Kathleen McLane, Publications; Susan Simmons, Home Schooling Pros and Cons a book to motivate other children to do Membership Calendar of Events I2

53 CEC TODAY NOVEMBER 2000 3 dents with exceptionalities and the tentiallysevere disabilities, and establish need to add funding to state grants, Family to Family Information Centers to Adwo k ogn early childhood, preschool programs, help families access health services. Al- CEC Members influence and special education support pro- though this bill had not been passed into Education Policy grams. Many CEC members sent letters law as of this writing, its many congres- to Congress urging members to increase sional supporters have vowed to reintro- CEC members, through the Children funding for these programs, as well as duce the bill if necessary during the next and Youth Action Network (CAN), the Javits Gifted and Talented Act. Con- session of Congress. acted on a variety of issues over the past gress heard our message, and the FY CEC would like to thank those CEC few weeks, including the FY 2001 2001 appropriations bill included record members who contacted their Congress Labor, HHS, and Education appropria- funding for IDEA programs. members and the administration. Con- tions bill and the Family Opportunities gress members have indicated that they Act of 2000. Using CEC's new Legisla- The Family Opportunity Act are listening to our messages to support tive Action Center, located on CEC's Several hundred CEC members used children with exceptionalities. Keep up Web site, members crafted letters and e- the Action Center to write a message the good work! mails on these and other topics (based to their Congress members and the ad- If you've got a message for your on existing CEC letters or their own ministration urging them to pass the Congress members, go to CEC's Leg- original documents) and sent them to Family Opportunities Act of 2000 be- islative Action Center at http://con- their elected officials. fore Congress recessed. As a result, gress.nw.dc.us/cek/index.pl. The Action Center, located at President Clinton stated that this legis- http://congress.nw.dc.us/cek/index.pl, lation is one of his top priorities before Discovery, from page 2 allows CEC to track the number of let- he leaves office. ters and e-mails sent, to whom, and on The Family Opportunities Act of showed extraordinary amounts of which topic. This allows CEC's Public 2000 would help ensure that more chil- compassion for each other beyond Policy Unit to know exactly which dren with significant disabilities have what is expected of an adult." Congress members and/or administra- access to medically necessary health tion staff have received our messages. care. The bill would allow middle in- Celebration, Cooperation, and Love ; come families to purchase Medicaid Increased Funding for IDEA coverage for their children with signifi- No child is rejected from Statler's Dis- Through the Legislative Action Cen- cant disabilities, authorize a demonstra- covery Program. When Statler's fellow ter, we have successfully let Congress tion program to allow states to extend teachers cap the number of students in know how important IDEA is to stu- Medicaid coverage to children with po- the class, he often approaches them with, "There's this little fellow over. I pers2 in on Csshmilsz i[MgllEu really think we can make a difference." Then we always say "alright," con- DI EU -'vrantAng fesses Carolyn Makin, one of Discov- ery's general education teachers. On Wednesday, Oct.25, President Clinton The administration hosted a day-long pro- But no child is exempt from doing honored National Disability Mentoring Day gram for more than 100 high school and and National Disability Employment Aware- college-age people with disabilities. The his or her best either. Statler takes stu- ness month by applauding the mentoring day's events included a White House open- dents with severe issues and molds activities the federal government and pub- ing session followed by one-on-one men- them into responsible individuals, ac- lic and private employers will be conduct- toring with administration volunteers in cording to Diane Thompson, whose 8- ing across the nation to help expand em- various federal agencies, concluding with a year -old son with Fragile X Syndrome ployment opportunities for young people reception celebrating the potential of young thrived in the program. with disabilities. The Clinton-Gore Adminis- people with disabilities. "Statler's goal is to make sure these tration is continuing its efforts to help peo- The president also recognized the winners children become responsible persons ple with disabilities enter the workforce. of a Disability Mentoring Day Essay Con- and contribute in some way," she says. These steps include: grants to advance the test and the public and private partners "He teaches them respect, responsibility, goals of the Ticket to Work and Work In- who organized Mentoring Day activities in and a strong work ethic. This is not ex- centives Improvement Act, partnerships to 14 states. These efforts will increase the pected of kids of the ilk he works with." close the digital divide for persons with employment opportunities of young people disabilities, and progress in both federal The result is a one-of-a kind class with disabilities, bringing us closer to and private sector initiatives to hire more where children love each other, enjoy achieving full inclusion of people with dis- people with disabilities. learning, and find success, whatever abilities in our nation's historic economic their ability or disability. growth and prosperity.

4 CEC TODAY NOVEMBER 2000 54 Conditions,from page I Special Educators Have Little Time special education teachers but with a sys- for One-on-One instruction Eighty-one percent of special education teachers spend less than five hours per week tem that forces them to carry high case- working with students individually. loads and to spend their time completing 35% overwhelming amounts of paperwork, 31%

among other problems. Under these con- 30% ditions, special education teachers can't

do the one thing they want to do give 25% their students the best instruction and the 22% best of their time and talents. 20%

15% 15% Tice Problems Special Education 13% Teachers Face O 10% 10% Rodriguez-Walling addressed the specific obstacles that prevent special educa- 6% 5% tion teachers from teaching students: 3% overwhelming paperwork, high case- 0% loads, lack of time for individualized in- No Time Lass than 1 hour 1.2 hours 2-3 hours 3.4 hours 4-5 hours More than 5 hours struction, lack of resources for special Number of Hours per Week education, and lack of qualified special education teachers. special education today is the high case- ties, their educational needs, or the vari- Overwhelming paperwork, which de- loads our teachers are forced to carry, Ro- ous types of disability a teacher must prives teachers of planning time and their driguz-Walling continued. According to deal with in the classroom. students of instruction time, is one of the CEC's survey, many special education "When we give special education biggest problems special education teach- teachers carry higher caseloads than most teachers caseloads such as these, we are ers face, Rodriguez-Walling said. The general elementary school teachers. asking the impossible," Rodriguez- CEC study shows that more than 60 per- Special education resource room Walling said. "Special education teachers cent of our special education teachers teachers have an average of 38 students. can neither make individualized lesson spend one-half to 1 1/2 days a week com- Special education teachers in self-con- plans for that many students, nor can they pleting paperwork. While special educa- tained settings have an average caseload give each student the instructional time he tion teachers believe in the IEP and feel it of 18 students. And 27 percent of our or she needs to master a concept or skill." should affect the child's instruction and special education teachers have more She then pointed out the startling facts future success, too often IEPs focus on than 25 students in their classes. These concerning the limited time special edu- compliance with rules and regulations. caseloads often are assigned to teachers cation teachers have for individualized in- The second major problem affecting without regard to the students' disabili- struction: 15 percent report that they have NO leathers Say They Mead More Time time for individualized instruction. tor Coliaboratiue Planning 31 percent spend less than 1 hour a week Very Satisfied in individualized instruction. 22 percent spend only 1-2 hours a week ID Satisfaction about how much general and special educators plan together in individualized instruction. oThus, 74 percent of special education Satisfied o Satisfaction about how much teachers spend three hours or less a educators communicate about week in individualized instruction students with disabilities Neither Satisfied Another roadblock to success in spe- nor Dissatisfied cial education is a lack of administrative support, Rodriguez-Walling explained. When administrators are unfamiliar with Dissatisfied special education, it can result in a lack of planning time or time to collaborate with other general and special educators. To effectively implement instructional ac- Very Dissatisfied Secondary Special Special Elementary Secondary Elementary commodations and modifications for Classroom Education Education Classroom School Principals School Principals Teachers Teachers Administrators Teachers Continues on page 15

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, La(LW,±b1 iJa111,(0C,Li 21,] NC:,)[rUEt.37 Are you ready for the CEC Con- Chapter Money Makers vention& Expo in April?Kansas City, being in the heart of the US, is a Each chapter should adapt its fund- You are explaining the assignment to a 'can do' location for many students raising activities not only to what is student at her desk when suddenly across the U.S. and Canada. Now is 'in' this year or permissible on cam- there is a loud exchange of profanity the time to start finding financial sup- pus but also to the talents of its chap- and a crash on the other side of the port for your student chapter members ter members. For example, last year room. You look up just in time to see The University of South Alabama one student jump up from the floor and to get to Kansas City, April 18-21, start toward another student with 2001. You don't want to miss this one! sold coffee and doughnuts in the Col- clinched fist. What do you do? How do lege of Education building every you react? Are you prepared for this Fundraising morning; the Arkansas Student CEC type of situation? Student CEC chapters are known for set up a booth at the state conference their creativity in raising funds for their and sold tote bags and calendars Whether it's first grade or senior English, programs. One of the major programs made by children with exceptionali- anger management and conflict resolu- ties; Georgia College and State Uni- tion is becoming more and more a part this year should be, "Student CEC is of every teacher's job in today's class- Goin' to KC." To raise money, some up- versity had a cheesecake raffle, a tele- rooms. One out-of-control student can front planning is recommended. First, vision raffle, a silent auction, dough- turn a positive learning environment into get a ballpark figure of the cost per stu- nut sales, sandwich sales, and a dance a "battle zone" in a matter of moments. dent of the round trip to Kansas City. for education majors. The Iowa Stu- Do you know how to take control and What is the estimated room cost per dent Association had its annual de-escalate a situation? night? What is the estimated cost for fundraiser, "Beverage and Bingo," at A wonderful resource to help you de- pre-registration for each student? What the state conference where prizes velop your skills in this area is Back Off, is the estimated cost per person/per day were donated and people paid to play. Cool Down, Try Again: Teaching Stu- for food in Kansas City? These are only samples of money- dents Now to Control Aggressive Behav- makers. Bake sales, raffles, selling ior by Sylvia Rockwell. A vividly descrip- Heil from Organizations and sweatshirts, car washes, and selling tive primer on how to work with groups institutions pins of different descriptions can gen- of students with behavioral or emotional Now you have an idea of the funds erate money and are used universally. problems, this book uses the stages of you need to get yourself and your fel- The advice, "Accept ANY dona- group development as the basis for low students to the convention. Where tion" is wise. If money is not available, classroom management. can you obtain financial support? Start often there are items or certificates The book, "provides teachers with prac- with your federation. Some federa- that are given. These can be used in tical ideas," says Matty Rodriguez- tions budget for student attendance at raffles. Walling, behavior management teacher, their own convention as well as the Miami, Fla. "The author has combined CEC national convention. Next Time theory and research with personal expe- Your college also may help support While attending to the work-at-hand riences that teachers can relate to. With your attendance at the convention, es- acquiring financial support to get to violence so embedded in our society, pecially if you can show them the ben- Kansas City prepare now for con- teachers need useful ideas to help efit to your department and campus vention 2002 in New York City. Make today's generation of students learn the certain that every one and every organ- skills needed to be able to function in a community. more peaceful world." Also, when your chapter has been ization, institution, business, and club active with the off-campus commu- that helped you receive a thank you This 144-page book is full of real life nity, service clubs might be willing to letter when you return to campus. scenarios, cool down activities, repro- help you. Usually service clubs appre- Where appropriate, also send a sum- ducible behavior management forms, in- ciate having a stated amount of money mary of what it meant to you to attend structional planning forms, strategies for to contribute (e.g., what the money the convention. documentation and consultation, and would buy: one student's attendance, A picture of the group while at the more. two pre-registrations, etc.). Even if no convention is also appreciated. To get your copy for $20.95 ($29.95 for funds are available this year, the public non-CEC members), call 888/232-7733. relations effect is fine and the presen- Ask for item #5120. tation might build your case for assistance next year. 5 6

6 CEC TODAY NOVEMBER 2000 diversu,

©uAIWA PINUEEZ hT lama ReollaT hE ®®30k[gUth ITEMATiliQ As CCEC labors to bring new birth and While outside colorful, festive, hot The Chantilly High School Academy new life to an organization needed more air balloons flaunted their bril- Support Team (Michael MacMurtrie, today than ever, we experience challenge liance at the annual Albuquerque Bal- Fairfax, Va. County Schools). and hope under the leadership of our loon Festival, a highly dedicated group new president, Elizabeth Bond. of special educators created excite- At the second pre-symposium insti- Our provincial federations continue to cele- ment and awe in a different way tute, Shernaz Garcia and Phyllis brate our young people with provincial and they escaped the conventional meth- Robertson, both from the University of local chapter "Yes I Can!" award celebra- ods of teaching children from diverse Texas, Austin, presented an "Assess- tions. Jessica Tuomela, a swimmer who is backgrounds. These dedicated special ment and Intervention Model for Lan- blind from Sault Ste. Marie, Ont., won a sil- educators soared on the ideas and con- guage Minority Students." In addition, ver medal in the 50 m event at Paralympics cepts that will ensure students with Isaurus Barrera showed attendees how in Sydney. Jessica received an interna- disabilities from diverse backgrounds to honor differences and gave sugges- tional "Yes I Can!" award in 1998, receive appropriate educational serv- tions on how teachers can bring out the CCEC remains committed to providing ices from the start. This dynamic best in all children. scholarships for young people entering event, the CEC/DDEL Multicultural Among other vital topics ad- the field of special services in some form Symposium and Pre-Symposium Insti- dressed at the symposium, the confer- and would welcome any type of corpo- tutes occurred on Oct. 11-14. ence tackled the historic and contem- rate sponsorship to assist with our di- New referral and assessment meth- porary problems African American rect service to students. ods promise to break the entrenchment students face in our education system. CCEC has a good friend in Ron Morrish. of over-representation of students "Court Is in Session: Education of He has become well known through his from diverse backgrounds in special African Americans on Trial" called book and video, Secrets of Discipline, and education. At one pre-symposium in- on Brenda Townsend, University of his many presentations throughout stitute by Kayte Fearn, CEC's multi- South Florida, as prosecuting attor- Canada and the United States. Morrish al- cultural affairs specialist, six new pro- ney; Gwen Webb-Johnson, University ways makes sure the financial resources grams were unveiled. Each of the pro- of Texas, as defense attorney; and un- of a CEC group are considered in his con- grams address different aspects of re- suspecting audience members to play tracts and perks. Morrish's latest book, ferral, assessment, and instruction of the parts of witness, judge, and jury. With All Due Respect Keys for Building these children. They are: This hilarious but informative session Effective School Discipline, promises to gave attendees deeper insight into the be a best seller. Visit Morrish at www. A Pre-referral Assessment Model issues and concerns that must be ad- rwaldiscipline.com for further information. from St. Charles Parish Louisiana, dressed for this section of our student (Gale Naquin, Karen Mahe, and population. (As a result of the rave re- nor on =op Yvonne Adler). views this session received, its tour Reducing Bias in Assessment of has been extended to Kansas City. Be Sign up for our mailing list, and you will American Indian and African Ameri- sure to look for it!) automatically receive news from the IDEA can Students, developed by the Min- Through these and the more than Web site. Our monthly e-mail newsletter, IDEAnews, provides useful and timely in- nesota State Department (Elizabeth 100 sessions addressing all aspects of formation and resources to help profes- Watkins and Nancy Larsen). providing a quality education for stu- sionals and families understand and im- Unmasking the Gifts and Talents of dents with exceptionalities from di- plement the Individuals with Disabilities Young People, (Jean Gubbins, The Na- verse backgrounds, symposium atten- Education Act. To receive IDEAnews, fill tional Research Center on the Gifted dees left Albuquerque shimmering out the form at http://www. ideaprac- and Talented). with new brilliance innovative tices.org/forms/maillist.asp. The Instructional Support Process techniques that really work. But the (An Elementary System that Works in best outcome of the symposium is South Elementary School, Perkiomen that as our teachers employ these -`LnlnETorf-3 tT C["9"Ir5 Valley, Pa). strategies we will have students with REETIji Mizeztrzg loon Project Circle: Children in Rotating disabilities from diverse cultures who Centers Learn Earlier, An Early Child- will soar beyond their dreams as they Nominations for the CEC Board of Direc- tors are due Dec. 15. For a form, see the hood Project (Kay Kuner, Garland, achieve educational success. CEC Web site, www.cec.sped.org, or call Texas). 703/264-9487. 57 CEC TODAY NOVEMBER 2000 7 * CASE * COB*CEC -DH * CEC-PB * * DCC3 * DCB7 *

few items to locate the draft Part C regulations notice. 3rienn R.am All comments to this NPRM are due on or before Dec. 4, 2000. You may send them CASE to Thomas B. Irvin, Office of Special The Council at Administrators oil Education and Rehabilitative Services, U.S. Special Education Department of Education, Room 3090, Mary In November, CASE members will not only E. Switzer Building, 330 C Street, SW., receive their next issue of In CASE but will Washington, DC 20202-2570. also receive the new CASE catalogue mailed to all members in late October. A special MISES thanks to HOSTS for their assistance in pro- The Division at international ducing the brochure! Special Education and Seavices The November-December issue of your Vote, Vote, Vote! Of course that little national newsletter also contains notification that (USA) election is over, but the BIG interna- newsletter articles may be reproduced for tional one is yet to come! That's right:in the use with your staff. We've had a number of representative; Jan Chapman, northeastern next issue of the DISES newsletter you will requests at the CASE office and want you to regional representative; Jerry Junkins, find a ballot. Much of what we do in the know that the articles are there for your use. newsletter editor, Laura Eisenmann, govern- coming years depends on the officers we Please note this does not apply to the CASE mental relations chair; Helen Post, parent elect. Be sure to vote for vice president and Journal articles! representative; Dalun Zhang, international member-at-large. The CASE presidents met in Albuquerque relations chair; and Bruce Hua, student rep- in October to plan the agenda for the fall resentative. 13L0 meeting of the CASE Board of Directors. The DCDT is preparing for its 25th strategic planning process there should The Division for Learning Anniversary Gala to be held at the interna- enable CASE to move forward at an even Disabilities tional CEC Convention & Expo in Kansas faster rate. In January, CASE members will The first annual Research to Practice City. A dinner will be held honoring Gary receive the proposed constitutional amend- Conference was held in Charleston, S.C., on Clark for his work in transition and career ments in their newsletter. The amendments Sept. 2829. More than 350 teachers, development. will also be available on the CASE Web site. administrators, supervisors, and school psy- The regional representatives are working The proposed amendments are needed to chologists came together for two full days of to start new subdivisions and support exist- bring the CASE constitution in line with the in-depth training in topics such as early ing ones. Monies are available for seed changes in the CEC governance structure. reading, mathematical problem solving, writ- grants for interested subdivisions. The The amendments will be voted on at the ing and editing skills, cognitive learning research committee is gathering data on crit- annual business meeting in Kansas City dur- strategies, content enhancements, and cur- ical needs in personnel preparation and tran- ing the CEC convention. riculum-based measurement. sition as well as the inclusion of transition The Second Annual Conference will take competencies into standards-based reform place in San Antonio, Texas, on Oct. 45, CEDS and the impact of high stakes assessment. The Councii tor Educational 2001. The goal is for participants to be able Diagnostic Services to implement session content when they DEC return to their places of work. Register Early! Diagnostique, the CEDS journal, has new The Division for Early Childhood The DLD Executive Board would like to editors, Nick and Linda Elksnin. Individuals DEC is working with CEC and other early child- thank the members of the South Carolina DLD who would like to submit manuscripts on hood and disability organizations to prepare subdivision for the help they provided for the assessment issues are invited to contact comments and recommendations on the U.S. conference. Also, thanks to the students in the [email protected] for author guide- Department of Education's proposed amend- special education program at the College of lines or Rachel le Bruno, Professor of Special ments to the regulations governing the Early Charleston under Susan Gurganus. Mary Anne Education, Northern Kentucky University Intervention Program for Infants and Toddlers Tharin was also of great help. Highland Heights, KY 41099, phone: with Disabilities under Part C of IDEA. We need 859/572-5167, fax: 859/572-6096, email: your thoughts about the proposed amend- FkfiRDB [email protected]. ments so we can craft the DEC response. The Division of Mental Retardation Please send your comments about the package and Developmental Disabilities DCDT or any area of the current Part C rules to MRDD had a very successful 7th International The Division on Career Sharon Walsh, fax: 703/250-4935, or email: Conference in Baltimore, Md., Oct. 12-14. Development and Transition walshtaylo© aol.com or Over 300 attendees came to hear keynote [email protected]. The DCDT board had its fall board meeting speakers Ann and Rud Turnbull and Temple You may download a copy of the Notice on Oct. 56. It was held at the Denver Grandin. Two additional high points of the of Proposed Rulemaking (NPRM) by going Marriott, the site of the 2001 conference. conference included the presentation of the The Call for Papers should be out next to the OSERS section of the Department of Dolly Gray Award for Children's Literature and spring. DCDT welcomed new board mem- Education Web site at www.ed.gov/offices/ bers: Randi Swensen, northwestern regional OSERS/OSEP. You will need to scroll down a 58 8 = CEC TODAY NOVEMBER 2000 * DEC * DDSLES RD.B TAG 7M- TIED

a special session on "definition" by members of the critical issues committee. MRDD is how we will assess children, and what listen to the story, others will read a expanding its role and is considering a name our educational goals really are," said simple version of the book, and some change to reflect its revised mission. David Rose, co-director of the Center for will "read" the book through pictures. In Participants attending this session pro- Applied Special Technology. Universally lessons based on the book, some students vided input during a follow up session with designed curricula present material in a will write essays, others will costruct the critical issues committee. MRDD wel- variety of formats, e.g., textbook informa-murals, and some will express their comes comments from the field. Contact tion also would be presented in speech, knowledge through music or role-playing. Bob Stodden: [email protected]. graphically, or in various languages, or Making programs such as this work the print could be made larger. Such tech- depends on a comprehensive look at iDEA, from page 1 nology will allow educators to recognize education, which includes curriculum that there is not "one typical learner," said adaptation, collaboration among teach- CECleading the way, lobbyists, educa- Rose, as well as to change our instruc- ing and school staff, outside experts to tors, and parents maintained that IDEA tional methods and the materials we use. work with teachers, and co-teaching, was a civil right that children with Universal design will also bring according to Bill Henderson, principal disabilities had a right to an appropriate about significant changes in our assess- of the school. public education. No longer could edu- ment of children with disabilities, While the developments described cation for these children be an act of according to Rose. In the future, assess- above are paving new learning paths for charity, which could be expanded, cur- ment tools will be imbedded in instruc- special education, IDEA celebrants tailed, or eliminated depending on the tional materials. This will allow educa- called for continued research and broad- fiscal resources of an education system. tors to learn how a student learns as er dissemination of proven interven- CEC's leaders also provided guidelines well as the problems a student is having tions, best practices, and good, adapted for least restrictive environment, non- grasping a skill or content. Thus, teach- lesson plans for children with disabili- discriminatory assessment procedures, ers will know "what was wrong with theties. In addition to online academies that age eligibility, and definitions for spe- methods they used and what part didn't would make effective interventions and cial education. work." techniques available to all, they called However, as sweeping as that legisla- Ultimately, universal design will for on-the-job coaches for special edu- tion was, further changes were needed, change our educational goals, said Rose. cators, mentoring programs, and on-site said James Gallagher, professor at the Educators will change their focus from training. University of North Carolina, Chapel teaching content to teaching children how Hill. Over the past 25 years, IDEA has to learn. ODE Mot Just for Kids with been expanded to include students from Another area that has undergone, and Disabilities birth - 3 years-of-age, provide transition will continue to undergo, amazing trans- One of the themes that became apparent planning, support special education formation involves instructional strate- through the celebrations is that IDEA research, and include students with dis- gies. Today we have proven, effective has had far-reaching effects, and not just abilities in state- and district-wide assess- instructional strategies that can seem for students with disabilities. For exam- ments. miraculous. One example is the reading ple, special education research has "IDEA is a civil right, a right to real- method developed at the University of resulted in improved instructional meth- ize the promises made in the Kansas. Through this program, students ods that are used to teach reading, math, Constitution that all are created equal," with disabilities reached their reading written language, and other skills and Steny Hoyer, Democratic representative goals within 3 - 8 weeks. This, in addi- content to students in general education from Maryland, summarized. "But the tion to other innovative instructional classes as well as students deemed at- right to pursue happiness can't be done techniques, is enabling students with risk, according to Kenneth Warlick, without appropriate participation in disabilities to succeed in areas never director of the Office of Special gainful education and experience. The before possible. Education Programs. door to opportunity is the school door." Substantial gains have also been Another area in which IDEA has made in strategies for teaching in inclu- benefited our schools is in the reduction A Future Full of Possibilities sive settings. Some schools, such as the of school violence. Despite isolated IDEA anniversary celebrants got a pre- O'Hearn School in Boston, Mass., have episodes of extreme violence, school view of special education's future from developed high-performing, fully-inclu- violence has actually decreased in the iconoclasts who are revolutionizing the sive programs. At such schools, each last 10 years, Warlick said. This down- very underpinnings of the field. child in a particular grade, regardless of ward trend can be attributed to schools Technological advances, particularly ability or disability, studies the same adopting the discipline and behavior those involving universal design, promise curriculum. Thus, if a class is studying models developed through IDEA to "change what learning is, who learners Charlotte's Web, some students will research. are, what (instructional) methods will be, read the book individually, some will Continues on page 15 59 CEC TODAY NOVEMBER 2000 =9 professionag adammeozevyaeusg.

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nrcor-agnappo addition to its comprehensive data- Network (http://npin.org), which pro- base of education-related documents vides information and communications nfE"A7,3 t`rno, and journal articles, the16ERIC Clear- support to parents and parent support 1,7'4",'EtZft;17VE,207Z,Z.M inghouses also respond to requests for organizations. Wednesday, December 6, 2000 information, serve as resource and referral centers for the public, search for in- EROC Clearinghouse011 2:003:30 p.m. Eastern Time formation, and publish and disseminate Assessment and Evaluation (UM 1:002:30 p.m. Central Time TM) htip://ericae.net 12:00 - 1:30 p.m. Mountain Time free or low-cost materials. Here's what's 11:00 a.m.12:30 p.m. Pacific Time available on the Web sites of a few of the ERIC TM provides information con- ERIC Clearinghouses: cerning educational assessment, evalua-

CUTt3AV CiLPAGVE.!ESOPCry tion and research methodology, and re- EROC Clearinghouse on [u,:ntso SzcEffuriy Mzsvazm sources to encourage the responsible use Disabilities and Gifted Education of educational data. It links to the ERIC Wednesday, February 7, 2001 (EnaC EC) htip://ericec.org 2:003:30 p.m. Eastern Time database and features the Test Locator, 1:002:30 p.m. Central Time Located at CEC, ERIC EC focuses on which lists test descriptions, test pub- 12:001:30 p.m. Mountain Time disabilities and gifted education. It of- lisher addresses, and location of test re- 11:00 a.m. - 12:30 p.m. Pacific Time fers numerous frequently asked ques- views. tions (FAQs) on topics in special and Site Registration Fee: $300 per site per gifted education; a collection of ERIC EFIIIC Clearinghouse on Urban workshop.The site registration fee for digests, fact sheets, and minibibliogra- Education (EROC UD) each workshop includes: http://eric- elltc.columbia.edu/ a Access from one telephone line and phies; links to other resources; and one computer connection. more. ERIC UD covers programs and practices One set of reproducible participant main urban schools; education of African- terials. EROC Clearinghouse on American and Hispanic youth; educa- 0 One copy of the ERIC/OSEP mini-li- Elementavy and Early Childhood tional equity; and urban and minority ex- brary Adapting Curricular Materials. Education (ERICps) periences, social institutions, and serv- a .15 CEUs for each participant at your htip://ericesce.org ices. Topics include administration and site. ERIC PS covers the physical, cogni- finance; compensatory education; com- Teachers, curriculum specialists, and in- tive, social, educational, and cultural munity involvement; cultural diversity; service trainers will learn specific tech- development of children from birth technology in urban education; urban and niques and strategies to adapt standard through early adolescence. It also man- minority families; and urban teachers. curricular materials for the special learn- ages the National Parent Information ing needs of students with mild cognitive disabilities in the general education classroom setting. The adaptations rep- 110Ri CEC no ikmanudagam resent best or promising practices, and the presentation is teacher-friendly. Par- ljaving the right tools is an impor- dations process step by step. ticipants may submit questions in advance or ask questions during the work- tant part of any job.Making As- 0 Each type of frequently made accom- shop. The workshops are based on the sessment Accommodations: A Toolkit modation is discussed. 3-volume ERIC/OSEP mini-library, forEducatorsis an excellent tool for A checklist you can use in planning is Adapting Curricular Materials, published teachers and administrators as they im- provided. by CEC. plement accommodations for their stu- A guide for principals explains how to dents. This toolkit has something for support staff in making assessment ac- Register for these events by contacting everyone! commodations. KRM Information Services at 800/775- A staff developer's guide is provided. 7654, Fax: 800/676-0734. It may be used as a training resource or for information sessions. 0 A ready-to-use pamphlet, in Spanish For more information, visit the "Profes- 0 The video features students in test set- and English, helps families understand sional Development Training and Events" tings, as well as teachers, parents, and this topic. section of the CEC Web site at administrators explaining what accom- www.cec.sped.org or contact conte- modations are available. To order your copy today for$69 [email protected]. 0A guide for practitioners takes you ($99for non-CEC members), call through the assessment and accommo- 888/232-7733.Ask for item#5376. 0 110 CEC TODAY 11011EMBER 2000 proffessionall cadanly-acemeng

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he Florida Department of Educa- their respective areas of the state," said tion was so impressed with CEC's Florida's Director of Special Education, Apply for Scholarships Online: High Life Centered Career Education pro- Carol Allman. "It is hoped that this school seniors can go online to access gram, it endorsed it for the entire state training will provide teachers with addi- college scholarship dollars. The U.S. Bank Internet Scholarship Program will and is providing a series of workshops tional tools to meet the varied needs of award up to 25 $1000 college scholar- on the program this fall and winter. students with disabilities in the educa- ships to 2001 graduates who plan to at- The LCCE Curriculum provides tional program and to focus on life skills tend an accredited two or four-year col- students who have mild mental dis- leading to appropriate post-school out- lege next fall. Deadline: Feb. 28, 2001. abilities, learning disabilities, or are comes for students with disabilities. Address: http://www.usbank.com/ stu- "at risk" with the skills they need to "Teachers have reported that the dentloans. succeed in the home and community. training is excellent and the content of The 2001 Shaklee Teacher Award: The The curriculum covers all areas of the the LCCE (curriculum) is appropri- Shaklee Teacher Award recognizes 10 of student's daily life, including his or ately linked to our state's standards for the country's outstanding teachers of chil- her role as a citizen, volunteer, em- students." dren with special needs. Deadline: Feb 1, ployee, and leisure activity participant. Developed in 1978, the curriculum 2001. Contact: 316/634-8735 or Three major elements distinguish has been revised as needed to remain www.shakleeinstitute. org. the LCCE Curriculum from other cur- current and has been used in school riculums: competencies, stages of ca- districts coast to coast. A correspon- US-Russian Educator Exchange: Project Harmony brings together U.S. and Russ- reer development, and instructional ding and interlocking modified ver- ian educators committed to special edu- settings. The curriculum focuses on 22 sion of the curriculum has been de- cation. Participants will travel toNov- skills critical for successful adult func- veloped for students with more severe gorodto learn about recent develop- tioning. Each competency falls under disabilities. This curriculum is cur- ments in special education and gain an one of three broad areas: daily living rently being field tested and should be understanding of the cultural and social skills, personal-social skills, and occu- out in 2002. influences that affect children with spe- pational guidance and preparation. Al- cial needs. Contact: 800/5457734, though much of the LCCE instruction For more information on Life Cen- www.projectharmony.org. occurs at school, home and commu- tered Career Education, see the CEC Deaf Education Courses Online: The nity-based experience is included. Web site at www.cec.sped.org or call University of Kansas is offering Deaf Ele- "The intent of these workshops is to 888/232-7733. mentary Methods and Language and train persons who could train teachers in Deafness. Both courses are for three credits. Contact: [email protected].

Women's Memorial Cadence Call Con- Meet Some Student Award Winners! test: Elementary, middle, and junior high school age students are eligible. Dead- The Foundation for Exceptional Chil- deaf/blind cutting horse rider in the line: Dec. 31, 2000. Contact: 800/222- dren's "Yes I Can!" program honors U.S., and he was named the 1998 Mur- 2294. children who succeed despite their dis- ray Cox Rookie of the Year. abilities. We would like to introduce Erin M. Dinklenburg, 16, who has Phonics Voyage Sets Sail: Arrow Pub- lishing has released its newest phonics you to some of our past Yes I Can! win- physical disabilities, advocated for and computer software. The program con- ners. forced her school to be accessible to tains intensive instruction that is fun. Miranda Calfee, 6, learned to walk, students with disabilities. She also tes- Contact: 910/521-0840 or express herself verbally, and caught up tified before Congress in support of http://www.phonicsvoyage.com. with her classmates in reading. She funding to help individuals fight dis- also was selected to participate in her crimination and non-compliance. Xap.com Makes Applying for College school's morning news program. Do you know of a child who should Easier: Plan ahead for admissions requirements, apply for admissions online, Valerie Hembruff, 17, who is deaf, be recognized for her or his accom- select majors and research careers, re- not only designed the set for her plishments? Then go to the CEC Web search scholarship and financial aid, and school's highly recognized play, site, www.cec.sped.org, or call apply for financial aid. Contact: 301/406- "Blood Brothers," she also supervised 888/CEC-SPED for a "Yes I Can!" 8202, 301/406-8201 orhttp:// the painting and construction of the set. nomination form.The deadline for www.xap.com. Patrick Cox, 19, is the only nominations is Jan. 7, 2001.

61 CEC TODAY NOVEMBER 2000 0 yneyother unevythey.

00 Ruises5Sav by keeping the child in for lunch or recess. On the surface, your actions may appear to be a punishment for the stu- BY MARK W. KANDE! posting them, and reviewing them dent; however, the child enjoys what he daily will go a long way to preventing or she perceives as some time alone "When you ask a student in your potential problems. Try to write rules with you. class, on the playground, or in WITH your students, so they will Is the student trying to escape a sit- the hallways to do something, most will begin to take ownership. Write the uation or demand? You may escalate a obey you. However, there are times rules in a positive way. For example, situation to the point where you send when you ask a student to comply with rather than the rule, "No running," the child to the office. Once again, you school rules or make a request and the rewrite that statement in a positive view this as a punishment. On the student confidently, and without hesita- way: "Please walk at all times." It's other hand, this seventh grade boy, tion, responds, "NO." This is about the human nature to be turned off by a se- who is a poor reader, just escaped the time when a minor altercation erupts ries of rules or regulations in which humiliating experience of reading into a major problem that could result each statement begins with orally in your class. in the student being reprimanded, given "NO Finally, is the child responding in a detention, or suspended. Also, make your rules specific. "Be negative way to gain power or control? How can we deal with children who prepared for class" does not communi- You may win this confrontational "bat- say "NO?" Better yet, what can we do cate to your students your expecta- tle" because you move the child to to prevent the child from being in a sit- tions. Rather, the rule, "Come to class time-out, send him or her to the office, uation where he/she has the opportu- with your pencil, pen, books, and or assign detention. However, you nity to say "NO?" paper" leaves no doubt as to what you have lost the "war," because every stu-

expect. ! dent now knows what buttons to push Understand Your Students One final note on rules and proce- to get you into such a state. First, you need to know your students dures. Keep your rules to a maximum and their "triggers." What words, ac- of five, and make sure they are observ- Responding to"MO" tions, or phrases seem to put them into able and measurable. There are several strategies a teacher a heightened state of anxiety or defen- can use to deal with students who say, siveness? For example, some children 2. Promote Smooth Transitions "NO." Keep in mind, these strategies do not respond well to requests early Often students will respond negatively should be used with other proactive in- in the morning. Others need to be pre- to your commands when they feel terventions. sented a request in a manner that does- pressured to move from one activity to n't appear to be a request. Remember, another without sufficient forewarn- II. Refrain from Escalating a Minor communication is 80 percent "how" ing. Some students will need more Incident something is said and 20 percent preparation than others. Get to them Often we as teachers share responsibil- "what" is said. first and begin to move them along so ity for escalating a minor incident into In addition to knowing the "trig- you don't reach a point that becomes a major problem. To reduce the risk of ger," you need to know the underlying confrontational. Also, cue, or signal, escalating a situation with a student, function of a child's behavior. Is the students that an activity is coming to try to deal in the present. Stay away child responding in a negative way to an end. And, use close proximity to from reminding the student of past get attention, seek power and control, encourage students to follow your failures and problems. receive a tangible, or escape/avoid a commands rather than putting them on Talk directly to the student rather situation or demand? More than likely, the spot in front of their peers. than about the student. Be sure to children who respond to commands ) make eye contact, but don't force your with a "NO" are trying to gain power 3. Know the Function of the Stu- students to "look at you when you are or control. They may also be trying to dent's Behavior speaking." Unless they are hard of gain a degree of independence. Itis extremely important that you de- hearing, they can hear you. It is humil- termine the underlying cause or goal iating for any of us to look our accus- Be Proactive of a student's behavior. We can be ef- werrsoiont.he eye when we know we are As much as possible, use strategies fective with an appropriate interven- that will keep a potential confrontation tion only when we recognize the pur- Finally, make statements rather from occurring. pose the student's behavior serves. For than ask questions. Teachers have a example, if a student responds to your habit of asking the wrong question in a 1. Establish Classroom Rules command with a "NO," is he or she tense situation (How many times do 1 Developing sound classroom rules, looking for attention? You may respond 6' Continues on page 13 CECTODAY NOVEMBER 2000 N®!, from page 12 With these last two strategies, it is Soomd_la a Good have to tell you to stop talking?) and imperative that you keep other options dai getting an unexpected answer from a available, including involving the ad- student ("Tell me 10 more times and I ministration. You need to have I teach children in a self-contained class. I will stop"). planned in advance how to deal with a try very hard to teach appropriate social student who will not remove himself behaviors to each of the children. One day, I caught one of the children in a lie. I knew 2. Give Choices Whenever Possible or herself from the room. Don't put he was lying, because my paraprofes- If the circumstance permits, allow yourself or your students in danger. sional had witnessed his act. He was told your students to have a choice in their to go to time out until I could have a talk daily routines and activities. If a stu- 5. Agree with the Student with him. I went over and told him "my dent believes they have some choice in The next time a student responds "NO" heart was broken." Of course, he could tell a situation, they feel more independent and tells you that "you can't make me I was upset so he said he was sorry. I con- and may be less likely to confront you do it," simply agree with him or her. It is tinued, "I do not want there to be any sto- with a "NO." For example, if you want very difficult to argue with someone ries told in this room." The child looked students to complete a math and social when they agree with you. By remain- into my eyes, about to cry, and replied, studies assignment before recess, why ing calm and businesslike, you have re- But I really liked that story about the pony that you read to us." I have learned not to not let them chose which assignment moved the bait and left the student fish- mince words with my students, say what I they will do first? ing for another. Understand that the stu- mean, and say it so they understand!!! Assessing student knowledge also dent will likely want to continue to gives you an opportunity to give them a argue. State to the student what you ex- Sonya Prince, via the Web choice. For example, some students pect, no more. For example, I expect may opt for a written test, while others you to do problems one through 10 and Send hVOW Starry want to create a project. By incorporat- turn them in at the end of class. Remove Teachers often have good ideas, but not all ing students' interests into our daily rou- yourself and allow some space. If the of them turn out as planned. Read fellow tines, we give them opportunities to child refuses to comply, restate your de- CEC members' stories on the Web, exert some independence and reduce mand with a consequence. "You can sit www.cec.sped.org, and send your anec- their need to seek power and control by quietly and do problems one through 10, dotes to CEC Today Editor, 1920 Associa- tion Dr., Reston, Va. 20191-1589, or lyn- negative means. or you will lose recess."Another conse- [email protected] quence for students who continue to act 3. Remove the Student out may be to send them to time out or This is easier said than done. Invent cre- the office. with your student's parents. ative ways to remove the student from Be careful here. Again, it's important Inevitably you will encounter stu- the current situation without you or the that you know the underlying function of dents who, when you make a request student "losing face." It may mean you the student's behavior. Is the child say- or demand, will respond with "NO." will have to redirect him or her by sending "NO" to gain power/control, or is he Be proactive in anticipating these situ- ing the child on an en-and. You need to or she looking to be removed from the ations and what may trigger them for .plan for these situations. You will not be room (escape/avoid)? If he or she is try- certain students. Become skilled at successful if you try to think on your feet ing to escape or avoid, that situation/de- identifying the goal or function of a when you have locked horns with a stu- mand may indicate the child is experi- child's misbehavior and develop dent in front of 28 peers. encing difficulty with the assignment. strategies to address his or her needs. Don't allow your actions to escalate a 4. Remove the Audience 6. Contact Parents ASAP minor incident into a major problem. Sometimes it is not advisable to re- It's very important to keep an open As the teacher and authority figure move a student from your classroom. line of communication with your stu- in the classroom, know your limits of You may have to look for ways to re- dents' families. Equally important is to power. You can't make kids do or move the other students. This can be communicate on a consistent basis think anything they don't want to. Es- done within the room (e.g., direct your when your students are exhibiting ap- tablish a positive classroom environ- students' attention to a different part of propriate behaviors. By doing this, you ment and provide your students with the room: blackboard, overhead) or will be more likely to have parental choices to help them. 111 outside of the room (having students cooperation when a student engages in stand in the hallway). While the audi- inappropriate behavior. Mark Kandel is a professor at the Uni- ence is removed, attempt to de-esca- Make parental contact on the first versity of Scranton. He is a member of late the situation and come to a tempo- offense. Do not let the misbehavior go CEC Chapter #0416. rary solution. to second offense without discussing it

63 CEC TODAY NOVEMBER 2000 0113 speallei,II.011

N(Dan Sch ©DM collaborative environment for our family and the independent professionals who provide services for our CEC Today received the following Needs." We are home schooling our daughter. letters in response to the story on special needs assistive technology Susan Lait home schooling, which ran in the Au- augmentative communication child. Pisgah Forest, NC gust 2000 issue. CEC Today would Based on our experiences with the like to clarify that the article was not a public education system and as home I just received my copy of CEC CEC position statement on home school educators, we wanted to share Today and read the article regarding schooling. our perspectives with CEC members. "Home Schooling A Viable Alterna- I would like to address what was tive for Students with Special I have been quite concerned ever stated as the most serious concern as to Needs?" I found the article to be very since I read an article published in the home schooling. This concern cen- biased towards home schools in serv- August 2000 issue of CEC TODAY. tered-aretind-the4itek-ePsfifety nets" ing children with disabilities. Al- The article was titled "Home School- to ensure that home schooling is work- though there might be home schools ing A Viable Alternative for Stu- ing and if home schooling parents are doing an adequate job of serving cer- dent Needs. Since there was no indica- giving up on their children. Within the tain children with disabilities, many tion that the article was authored out- public school system, it is the parents children with disabilities receive much side CEC, I am concerned that it may who carry the burden of implementing less than adequate special education be an editorial viewpoint that was pre- the "safety net of due process" to en- services in the home school setting. A sented. sure that the public school systems are number of students in home schools The premise that, "Both children appropriately providing educational are receiving no education services. with disabilities and/or gifts and tal- services for children with disabilities. For some parents, home school set- ents do as well as their public school ... Inreality, most parents of special tings are a way of bypassing state counterparts academically and so- needs children who home school con- mandatory education requirements. cially" is ludicrous. The article seems sider home schooling the ultimate For some parents, this allows them to to cover environment, curriculum, and safety net. Home school educators "closet" their child with a disability. delivery. The bottom line, according to have the freedom to actively seek out Of particular concern are the number this article, is that environment and de- independent professionals, supports, of children "educated in home schools livery (who's doing the teaching) don't and services for their children. Based by a parent with little or no special ed- make a difference. on the National Council on Disability ucation training. Home schools in As a proponent of home schooling January report, as all states are experi- many states are exempt from any state for the right reasons, I am appalled encing some level of non-compliance and federal standards and in some situ- that a professional publication could with IDEA, shouldn't the greater con- ations education is extremely limited. possibly let this type of thinking be cern be 1) are public school systems George E. Spilker published. It is an affront to special ed- able to meet the individual educational Papillion, NE ucation professionals across the na- needs of special needs children, and 2) tion. Providing for the needs of chil- are professionals and parents giving up It's unusual to find an article about dren with disabilities and safeguarding on the public school system? home schooling so well-researched their right to appropriate education has As we look back, we realize that the and thoughtful. I was particularly in- been a success story in public schools most stressful part of being a special terested in the comparison of special in the majority of situations. Offering needs parents was the years we spent at- education to home schooling. Within that education in an environment tempting to achieve the provisions of the home schooling movement it's where a child with disabilities can IDEA and ADA in the public school ed- pretty much given that the big advan- learn along side with non-disabled ucation setting. We now have a team of tage is that kids get what "they" need, children offers children the tools they independent professionals who provide as opposed to a general thing that will need to be productive members of consultation for our home school model. some kids might happen to need. It's society. We focus on our daughter's abilities in a good to hear that others recognize that Daniel L. Beck user-friendly environment. similarity between what we're trying Delta Junction, Alaska For us, home schooling has been to offer kids and what special needs more than a viable educational alterna- professionals are. I am writing in regards to the arti- tive for our daughter with special Meredith Collins cle, "Home Schooling A Viable Al- needs, more than a safety net. Home Cambridge MA ternative for Students with Special schooling has created a user-friendly 64

114= CEC TODAY NOVEMBER 2000 Conditions, from page 5 To Relieve the Paperwork Burden r[.-008 COURfag0 their students, many middle and high a Special education teachers should be school special education teachers need assigned trained clerical personnel who GEC's report on special education teaching conditions received wide media at- to collaborate with an average of 17 dif- can assist in completing paperwork. tention. The story has been covered in ferent teachers. a Each special education teacher should "If you have only 50 minutes a day to have state-of-the-art case management CHM plan, how much time does that give you hardware and software, as well as train- Philadelphia Inquirer to meet with each of those 17 teachers?" ing on these technologies, to streamline Washington Post Rodriguez-Walling asked. paperwork requirements. itfiemphis Commercial-Appeal, Furthermore, special education pro- Each state should require systematic, Salt Lake Tribune Columbian (Columbia, We.) grams often receive old texts or some- state-wide audits of paperwork pro- Hartford Current, times even no texts or other resources, cesses, including their efficiency and the Albany Times Union and special educators do not have oppor- provision of resources to complete them. Education Week tunities for professional development. States should streamline special edu- IKEA Web Site (including a statement The last issue Rodriguez-Walling ad- cation decision-making procedures. from Bob Chase, NEA president) dressed was the lack of qualified special education teachers. Today, more than To Give Special Educators Administrative and many other media across the United 30,000 teachers without appropriate li- Support States and Canada, as well as in online publications and education association censes teach students with disabilities, a States should provide funding to train sites and newsletters. she reported. In some rural and urban educational administrators regarding schools, close to half of the teachers in special education programs. teaching conditions," Valenzano said. special education are unqualified. This is "The conditions special education teach- a problem that is not going to go away. To Ensure Only Qualified Teachers Work ers work under directly affect the quality with Children with Disabilities The U.S. Department of Labor estimates of education each child receives." that schools will need more than a States /provinces should provide pay He also called on business to join 200,000 new special education teachers incentives based on knowledge and skills, the fight to improve the quality of edu- in the next five years. as well as salaries structured to attract and cation for children and youth with dis- "This situation cannot continue," Ro- retain qualified special educators. abilities. driguez-Walling concluded. "We must States/provinces should collaborate stop shortchanging our students with with professional associations to align Don Deshler and Matty Rodriguez- disabilities." teacher licensure and accreditation stan- Walling co-chaired the Commission for Spe- dards with professional standards. cial Education Teaching Conditions. Maly Recommendations to ampoule 13 States/provinces should encourage Ruth Coleman authored the Technical Report, Speciaa Education Teaching special education teacher preparation which provided the statistics supporting the Conditions programs and school districts to partner- report. For a copy of Bright Futures, see the Mainzer then explained the report's rec- for mentoring new special educators. CEC Web site, www.cec.spedorg, call 888/ ommendations, stressing that to achieve a States/provinces and districts should CEC-SPED, or see TEC, Vol. 32, No.6. real change we must involve school dis- provide incentives for ongoing profes- tricts/boards, state/provincial agencies, sional development programs, including aDEA, from page 9 federal agencies, parents, businesses, advanced degrees and certification in and associations. areas of specialization. Also, many of the technologies de- a School districts should adopt a policy veloped for students with disabilities are To Reduce Special Education Caseloads of hiring only qualified teachers to teach now being used with non-disabled stu- School boards/districts must clarify children with disabilities. dents. An example is captioned TV, the responsibilities of special education o States/provinces should provide in- which is used to help students leam teachers. centives such as tuition scholarships for English (as well as in your health club!). a School boards/districts must assign educators to continue professional de- It is expected that future innovations in special education teachers reasonable velopment. special education will continue to enrich caseloads that consider each teacher's re- Valenzano wrapped up the confer- the education of students without dis- sponsibilities as well as the students he ence by giving the parents' perspective abilities. or she is responsible for. on the importance of improved special "Special education will continue to States/provinces should include spe- education teaching conditions. keep its role as a trailblazer, so every cial education in initiatives such as class "Every parent should be concerned child will get the education he or she size (caseload) reductions. about the quality of special education deserves," said Warlick.

65 CEC TODAY NOVEMBER 2000 ^ 1/5 OAR OF C

december January 17-19, 2001 February 28-March 2, 2001 December 6, 2000 CASE Institute, "Emerging Issues in Michigan CEC Federation Convention, CEC Web-Based Workshop, "Adapting Human Resources." Sheraton San Key Re- "Focusing on the FACES of Education - Curricular Materials for the Inclusive Ele- sort, Clearwater Beach, FL. Contact: Jo Year 2: Focusing on Students' Needs." mentary Classroom." Contact: CEC 1920 Thomason, 615 16th Street NW, Albu- Amway Grand Plaza Hotel, Grand Rapids, Association Drive, Reston, VA 20191- querque, NM 87104, 505/243-7622, FAX MI. Contact: Kathy Barker, 616/459-8281, 1589, 888/232-7733, 505/247-4822, e-mail: [email protected]. #5424, [email protected], or Gene See the CASE Web site for more informa- Kyle, 517/651-6767, lakevictoria@voy- [email protected]. tion. ager.net. December 7-10, 2000 2000 Annual International DEC Confer- January 24-27, 2001 ence, "Early Childhood in the Millen- Technical Assistance Alliance for Parent nium: Partnerships and Practices for the Centers, Hyatt Regency Capitol Hill, Wash- March 7, 2001 Future." Hyatt Regency, Doubletree and ington, DC. Contact: PACER Center, Inc. Telephone Seminar: Promising Practices LaPosada Hotels (Albuquerque Convention 4826 Chicago Avenue South, Minneaplosi, for Reducing Disproportionate Education. Center), Albuquerque, NM. Contact: DEC MN 55417-1098. (888) 248-0822. Contact: CEC, 888/232-7733, Conference Office, 3 Church Circle, Suite www.taalliance.org. [email protected]. 194, Annapolis, MD 21401, 410/269-6801. februe7 cap janually FEbruary 7, 2001 April 18-21, 2001 January 11-13, 2001 Telephone Seminar: Promising Practices CEC Annual Convention & Expo. Kansas TAM 2001: A Technology Odyssey. Hyatt for Reducing Disproportionate Represen- City, MO. Contact: CEC, 1920 Association Regency, Albuquerque, NM. Contact: Mar- tation. Contact: CEC 1920 Association Drive, Reston, VA 20191?1589, garet Bausch, Dept of Special Education & Drive, Reston, VA 20191-1589, 888 -232- 888/232?7733, e-mail: Rehabilitation Counseling, University of 7733, [email protected] [email protected]. Kentucky, Lexington, KY 40506-0001, February 9-10, 2001 606/257-2609, FAX 606/257-1325, e-mail: CCBD Forum, "Comprehensive Program- may [email protected].. See the TAM Web site for ming for a Diverse Population of Children May 3-4, 2001 more information, and Youth with Challenging Behaviors. LCCE Regional Training, San Diego, CA. http://www.tam.uconn.edu. Riviera Hotel and Casino, Las Vegas, NV. Contact: CEC 1920 Association Drive, Re- January 12-14, 2001 Contact: Lyndal Bullock, University of ston, VA 20191-1589, 888-232-7733, con- CEC-Franklin Covey Workshop: 7 Habits North Texas, PO Box 310860, Denton,TX [email protected] of Highly Effective People. New Orleans, 76203, 940/565-3583 (0), FAX 940/565- LA Contact: CEC 1920 Association Drive, 4055, e-mail: bullock©tac.coe.unt.edu. Reston, VA 20191-1589, 888-232-7733, [email protected]

COUNCIL EXCEPTIONALOHILDRBN NONPROFIT ORGANIZATION 1920 Association Drive U.S. POSTAGE Reston, VA 20191-1589 PAID RICHMOND, VA PERMIT NO. 930

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eginning in 2001, CEC is embarking on ucation but also is reliable and steadfast an rIHM[J, a number of exciting new changes organization that can be trusted to bring Web -Based Workshop: all designed to better serve you, our mem- members and the public accurate and timely Adapting Curricular bers, and the field while CEC continues to information about the field, as well as provide Materials for the Inclusive champion professional excellence and ad- strong advocacy for children and youth with Secondary Classroom vancement of special education for individ- exceptionalities and those who work with uals with exceptionalities. them. In addition, the new CEC logo visually February 7, 2001 First, CEC has a new look! In April 2000, portrays the dedication of CEC members to 2:00-3:30 p.m. Eastern Time 1:00-2:30 p.m. Central Time CEC's Board of Governors voted to develop a the educational success of all children and 12:00-1:30 p.m. Mountain new logo for the Council, one that would youth with disabilities, gifts, or talents. 11:00-12:30 p.m. Pacific symbolize our vision for special education, Second, CEC has a new address. On the changes we are making to better serve our Dec. 20, CEC moved to Arlington, Va. Our Participants will learn spe- members, and our status in the new millen- new home puts CEC in much closer prox- cific strategies to adapt stan- nium as a substantive, dynamic organization. imity to Washington, D.C. In this age of dard curricular materials for The new CEC logo, which was approved by high-speed decision-making and communi- students with mild cognitive disabilities in the general ed- the Board of Directors in October, gives cation, it is vital for CEC to be close to ucation classroom setting. viewers a strong, graphic representation of those with whom we work, including Con- the organization. Through its bold lines and gressional members, the Department of Ed- Contact: www.cec.sped.org. colors, it shows that CEC is an organization ucation, and other education associations. that is not only in the forefront of special ed- Continues on page 5

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BY CAROLYN COSMOS cial and human services. Some may also rioo often, it seems, special education provide services for parents such as em- teachers know they could have a much ployment counseling and training. Service greater impact on a child's learning if they integration programs go by a wide variety could have more influence in the child's life of names, including full service schools, outside the classroom help get the child community schools, extended services sites, counseling or medical attention, assist the whole-child approaches, and wrap-around Teachers Honored for Cre- parents in improving their parenting skills, or schools, and they often vary in their ap- ativity and Ettcellence.. .2 find a way to relieve the family's poverty. proach and services offered. Give Your Career a Boost One way schools are trying to meet the Full-service programs have been initi- Attend the 2001 CEC Con- needs of the whole child is through service ated in a number of states, and we are be- vention & ET° in [lenses integration or full-service schools. Service ginning to see gains in student achievement. City this Spring 10 integration programs provide a wide array However, we are still learning how to best of services to students and families. In addi- implement these programs, the problems Teaching Higher Order tion to educational services, these schools Thinking Shills 12 may provide health, mental health, and so- continues on page 9 67 speckall edllacagion WOrkS

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P1EC was proud to participate in tion Category Finalist; Dou- Disney's 2000 American Teacher glas Jackson, Special Educa- Awards (ATA), which honors exem- tion Honoree; and Peter W. plary teachers. CEC served on the Se- Riffle, Special Education lection Committee, which chose the 33 Honoree. Honorees and the 10 category finalists Each year, the Disney for the awards. Corporation recognizes 33 CEC applauds the work of Disney teachers who exemplify ex- in creating this very special recogni- cellence and creativity in tion program and extends its congratu- teaching. Three Disney lations to these outstanding teachers Teacher Honorees are se- and the excellent work they do. lected for each of the following categories: special education; elementary, primary (K-2); elementary, intermediate (3-6); the humanities, middle school; the humani- The 2000 Special Education Honorees.Peter Riffle (left), Joanna Gallagher (center), and Douglas Jackson (right) join to- ties, high school; wellness gether as colleagues and friends after a week ofprofessional de- and sports; the sciences, mid-velopment and fun. dle school; the sciences, high school; the arts; and team teaching. The Disney Corporation will accept nominations for the 2001 ATA awards in February and March of 2001. Selection Committee Participants O American Association of School Ad-

' ministrators American Federation of Teachers Association for Supervision and Cur- Clark beams with happiness as he experiences a riculum Development "once in a lifetime moment." Council for American Private Educa- tion CEC is especially proud to recog- Council for Exceptional Children nize Ron Clark, the 2000 Disney Out- °Council of Chief State School Offi- standing Teacher and the following cers special education 2000 Honorees: O Council of the Great City Schools Joanna Gallagher, the Special Educa- Former Disney American Teacher Award Honorees The Galef In- stitute oNational Asso- Riffle receives a heartfelt congratulations from Oprah Winfrey after the awards ceremony. ciation of Ele- mentary School O National Education Association Principals °National Middle School Association National Asso- oNational PTA ciation of Sec- °Project Zero, Harvard University ondary School Graduate School of Education Principals O The U.S. Department of Education oNational Board 0 Wellesley College for Professional CEC Today will bring you in-depth Teaching Stan- stories about these teachers and their Clark's students smile with pride as their teacher is named "Most Outstanding."dards programs in future issues. 111

2 CEC TODAY DECEMBER/JANUARY 2001 68 oraem,ber benefigs

General Benefits %IC a-TV 2 WCRgEl_c30 DSavings Plans: CEC has many pro- 'V-our CEC membership is one of the cial educators, related service profession- grams to help our members prepare .R. most valuable resources you have als, and parents have the resources they for retirement, save for a child's edu- as a special education professional. As a need to work successfully with these cation, or plan a vacation. A major CEC member, you have access to the in- children. CEC also provides advocacy credit card, CDs, money market ac- formation you need to grow profession- training to help special educators influ- counts, and IRAs are available at ally and an opportunity to help shape ence policy in their schools, districts, rates that give CEC members a finan- the future of special education. states/provinces, and the federal govern- cial advantage. In addition, CEC offers you numer- ment. 0 Major Medical and Term Life In- ous benefits to help you manage your Professional Growth and Develop- surance: CEC offers members a professional and personal life. Below ment: CEC offers members numerous major medical plan of $2 million. are some of the many reasons why opportunities to improve their know- CEC's term life insurance provides up CECers remain members for years. ledge and skills. At CEC's Annual Con- to $750,000 in coverage at competi- vention & Expo the largest special ed- tive group rates. The Professional Advantage ucation gathering in the world you Rental Car Program: CEC mem- 0 Information: CEC is the #1 source for can meet leading special educators, at- bers can save on car rentals for that comprehensive information on students tend your choice of more than 600 ses- special vacation or convention. with disabilities and/or gifts and talents. sions, and see the latest innovations in Auto Insurance: CEC members in Three CEC publications, Exceptional educational products. most states are entitled to significant Children, TEACHING Exceptional Networking: CEC unit activities and discounts on auto insurance. Features Children, and CEC Today are free with CEC conferences and conventions allow include nationwide, 24-hour claims membership. members to meet contacts, share re- handling, customized coverage, CEC members can also access CEC's sources, and advance their careers. Plus, safety discounts, and more. extensive information services, which CEC offers opportunities for members to And there's much, much more. include the ERIC Clearinghouse on Dis- exchange ideas through online discussion Take a few minutes now to browse abilities and Gifted Education, CEC's forums. through CEC's Web site at own database (ECER), and the National Member Discounts: CEC members www.cec.sped.org to familiarize Clearinghouse for Professions in Spe- enjoy 35 percent discounts on CEC pub- yourself with the many benefits avail- cial Education (NCPSE). lications and professional development able to you as a CEC member. Division Membership: CEC's 17 divi- events. sions give members the latest trends, research findings, and practices in their area of specialization through publica- A New CEC for You _71 tions, conferences, and networking. The Promise of Full Service Schools 11 CIProducts and Publications: CEC's resources range from products and publi- Outstanding Teachers Honored for cations for individual teachers, parents, December/January 2001 Vol. 7 No.5 Creativity and Excellence and related service professionals to CEC Today Member Benefits 2 those for schools and school districts. is published10times a year, Jan/Feb, March,April/May, June, July,Aug., Sept., Oct., Nov. Advocacy in Action 4, All CEC products and publications un- and Dec., by The Council for Exceptional Children, dergo an extensive review process to en- 1110 N. Glebe Road,Suite 300, Arlington, VA 22201- Student CEC Spotlight 6 sure they are informative, practical, and 5704. Telephone 800/224-6830, TTY 866/915- easy to use. 5000, [email protected], Web: www.cec.sped.org. Division Focus 0 CEC Todayis not copyrighted. Members are 0 Professional Liability Insurance: Professional Advancement 20 CEC's professional liability insurance encouraged to copy and disseminate informationin this publication. policy covers you individually against a Member to Member CEC President: Hellen Bogie broad range of exposures, whether the It Seemed Like a Good Idea... .71E Emotive Director: NancyD. Safer allegations are true or false. To learn Editor: Lynda Von !Wren Speaking Out 116 about the program and cost or to enroll, Contributing Editors: Jacki Boatel, Public Policy; Jane Readers Respond to Mandatory State- and call 888/232-7733. Burnette, InformationServices;Margie Crutchfield, District-Wide Assessment, Medication DAdvocacy: CEC works to ensure that Professional Standards; Kayte feam, Diversity; Anmarie Issues children with exceptional ities receive Kailas, Conventions; Kathleen McLane, Publications; Calendar of Events /10 educational opportunities and that spe- Susan Simmons, Membership; Charles Rogers, Communications

69 CEC TODAY DECEMBER/JANUARY 2001 3 Department of Education. Special Ed- us/cek/congdir.html and urged their ucation received $7.4 billion, which senators and representatives to pass CEC Urges Congress to Uphoid was a raise of $1.4 billion, or 23 per- the FY 2001 funding bill. FY HO Education Oncreases cent, over last year. This special edu- There can be little question this re- cation increase represents a growth in sponse to CEC's call for action played Though Congress recessed in early the federal contribution from 13 per- a big part in getting this important leg- November, they later returned to pass cent to 15 percent in 2001. This is the islation passed. important legislation that increased highest level of funding in the history For an update on the appropriations funding for education. CEC worked of IDEA and is a very important step situation, please go to CEC's Web site steadily during and after the recess to towards achieving full funding for at www.cec.sped.org. ensure that special education received IDEA!!!! Thank you to everyone who con- appropriate funding. In fact, CEC staff In addition, CEC sent out a call for tacted his or her members of Congress met with key members of Congress action to its Children and Youth Ac- on this urgent matter. Our CAN net- and the White House continuously to tion Network (CAN) Coordinators works CAN make a difference!!!!!!E let Congress know how important it across the country asking them and their networks to contact their Con- was to pass the appropriations bill. Chicago Giri Wins iga 25th The final conference report for the gressional members about the impor- Anniversmy Poster Contest FY 2001 Labor-HHS Education ap- tance of passing an appropriations bill. propriations bill included an 18 per- As a result, more than 250 CEC mem- CEC was proud to participate in the cent enhancement for education over bers and others concerned about edu- IDEA 25th Anniversary Poster Con- last year. This represents the largest cation funding used CEC's Legislative test, which was sponsored by the Con- annual increase in the history of the Action Center at http://congress.nw.dc. sortium for Citizens with Disabilities (CCD). Congratulations to Ellen Win- kler of Chicago! Call for Success Stories for CEC's Annual udget took

riEC's annual Budget Book, offi- school district. The stories show the %.../cially known as the Federal Out- benefits these students have received look for Exceptional Children, is an ed- under IDEA or the Javits Gifted and ucation tool our members use with theirTalented Students Act, regardless of 0 Congressional members and staff from their placement or services they have a variety of federal agencies. It is di- received. vided into two sections: the first pro- In addition to a story, an accompa- vides an overview of the Individuals nying photo of the student would be with Disabilities Education Act (IDEA) wonderful (Please obtain a photo re- and the support programs, including lease form signed by a parent if a photo both a legislative and fiscal history; and is provided. Contact Jacki Bootel at second, we provide an overview of the [email protected] if you need a re- Javits Gifted and Talented Program. lease form.) Woven throughout these sections are We appreciate your help in obtain- success stories and photos of students ing these success stories, as we're find- participating in special education, early ing they're an integral part of the Bud- intervention, and gifted education pro- get Book. grams across the country. One way to get an idea of the types Please e-mail the stories to Ellen Winkler, II, is pictured with President Bill of stories we use is to look at past is- [email protected], or mail them to: Clinton at the recent 25th Anniversary Celebra- sues of the Budget Book. You'll notice Jacki Bootel, Council for Exceptional tion for IDEA. Winkler, from Chicago, was the that the stories are relatively short (sev- Children, Suite 300, 1110 N. Glebe winner of the 25th Anniversary of IDEA Poster Contest. Also pictured are (left to right) Libby eral paragraphs at most). They include Rd., Arlington, VA 22201-5704, or fax Kuffner, National Association of School Psy- the student's full name, age, city and the stories to 603/590-7162.0 chologists; Beth Foley CEC Public Policy state in which they live, and their Unit; and Linda Shepard, National Parent Net- work for Disabilities.

4 CEC TODAY DECEMBER/JANUARY 2001 A Mew CEC, from page 1 for special education. While we have children and youth with exceptionali- made significant strides in this area in ties is needed. Kew Divecidons for CEC the past year, in the U.S. we are still far from achieving 40 percent federal fund- What Are OProlessiona0 These changes, including the Board of ing for special education. In addition to OnaOitications and Where Do We Director's newly adopted strategic striving to increase funding, CEC will Mut'? goals, reflect CEC's renewed commit- recommend that additional funds be CEC members are highly educated and ment to providing dynamic leadership used to ease the special education paper- highly qualified for their positions. for special education among our col- work burden through technology and Eighty percent of our members have a leagues, in legislation, with the general training for special education teachers. masters degree or more, and nearly 90 public, and throughout the world. Of course, CEC will continue to advo- percent are fully certified or licensed. As the recognized spokesperson for cate for funding for special education Overall, CEC members have an aver- special education, CEC will provide support programs, early childhood, and age of 17 years experience in special timely and up-to-date information to gifted education. education or a related profession. the field, the public, and policy mak- Finally, through its new governance The majority of CEC members, al- ers. Our goal is to help shape policy structure and strategic plan, CEC has most 50 percent, are special education that will encourage advancements in dedicated itself to being more respon- teachers. Fifteen percent are directors special education practices and legisla- sive to our members. Through the or supervisors of special education, tion. Representative Assembly, as well as and 9 percent are teacher educators. Another way in which CEC is ad- enhanced communication mecha- Nearly half of our members work in vancing special education is to uplift nisms, CEC will learn of your profes- a public school, about a quarter work the profession in the public's eyes. sional concerns and address them as an in a local education agency, and just Through our public relations efforts, organization. Our smaller Board of Di- over 10 percent work at a college or CEC will make the work of our many rectors will make it possible to decide university. The largest portion of CEC exceptional special education teachers on a course of action in a timely man- members work in elementary schools; known. Our teachers and students ner, thus increasing our success in and the smallest portion, less than 20 achieve miracles every day. We need making changes and swaying public percent, work with infants, preschool, to let others know the outstanding re- and legislative opinion. or early childhood. Almost 50 percent sults our teachers get, the progress our Thus, this is an exciting time to be a of CEC members serve students with students make, and the very real differ- CEC member. The changes we have learning disabilities. ence we make in the lives of all. made in the way we look, the way we The survey also shows that while CEC will continue to tackle issues, govern, and the new directions we our core members will remain mem- such as special education teaching have set reflect our primary goal to bers for life, that is not necessarily true conditions, that must be addressed if improve the educational success of of our newer and/or younger members. special education and services to stu- children with exceptionalities. Yes, The reason? These individuals are not dents with exceptionalities are to con- we've made changes, but our founda- sure they will continue in their special tinue to improve. CEC received wide tion remains true to our vision for im- education career. publicity and many positive responses proved success for children with ex- from our members on this issue in Oc- ceptionalities. We're glad you're a part Why We Belong tober when it released its study on spe- of our tradition, which is steeped in CEC members are loyal to CEC! The cial education teaching conditions, commitment and belief, and are a part average length of CEC membership is Bright Futures for Students with Ex- of our exciting, new future as we lead 10 years. While three-fourths of our ceptionalities. In the coming months, the way for special education. members belong to other associations, CEC will expand its work in this area more than half say that CEC is their by conducting a state-by-state survey Who We Are primary professional organization. on special education teacher caseloads, As CEC embarks on its goal of better CEC members most value the up- initiating legislative programs at serving the field and our members, a to-date information the organization state/provincial and federal levels to key step is learning more about our provides about special education and enact changes, and providing guidance members. As a result, this past spring the field. Running a close second is the to states/provinces on changes they CEC conducted a member survey. The fact that our members support CEC's can make to improve special education survey showed that CEC members are mission and values and its efforts to teaching conditions. dedicated, caring professionals who educate the public about special edu- CEC also will further develop and believe in keeping up in their field, cation and children with exceptionali- implement a public policy action care about advancing the profession, ties. agenda that includes increased funding and believe continued advocacy for Continues on page 15

CEC TODAY DECEMBER/JANUARY 2001 5 skadeng cee spoggigilag

LAM VOIR9 B110i2Hil ©MOT As an officer, you carry out the specific responsibilities of your office, at- tudent CEC is looking for a few directives of the state/province associa- tend a summer planning meeting at CEC good men and women. Show your tions. Your association governor speaks headquarters in Virginia, participate in leadership ability and run for an office for your province/state. The administra- the development of the Student CEC ac- on the International Student CEC Exec- tive body of the governors is the Interna- tion plan, help plan Student CEC activi- utive Committee! This is an excellent tional Student CEC Executive Commit- ties for the annual CEC convention, par- way to further your training as a leader tee. ticipate in the International Student CEC in special education. The International Student CEC Exec- Executive Committee meeting at the an- utive Committee administers policies set nual convention, and write articles for How is Student CEC Governed by the Board of Governors and repre- Student CEC publications. internationally? sents Student CEC at numerous CEC CEC covers normal business ex- First, every state or province with an or- functions throughout the year. At their penses incurred in fulfilling the duties of ganized CEC federation or branch may spring 2001 meeting in Kansas City, the office, including travel, hotels, and form a parallel governance structure for governors will elect the committee offi- meals for pre-approved meetings and its student CEC members. This student cers for the year July 1, 2001, through activities. governance body is called an associa- June 30, 2002. tion. The association represents all stu- How to Run lor the international dent CEC members within its bound- What Officer Positions Ave Open Student CEC Enecutiue aries. It provides local student CEC for Juiy 2001-June 30, 2002? Committee chapters with opportunities to share The positions for the International Stu- Review the responsibilities and recom- ideas, grow and develop professionally, dent CEC Executive Committee to be mended qualifications for each of the and collaborate with one another. The elected are: President elect (two year po- executive committee positions. administrative body of the association is sition, one year as president elect, one Complete the self-checklist for student the state/province Student CEC Associ- year as president); Vice President of CEC executive committee candidates in ation Executive Committee. Among the Committees (one year position); Vice the Chapter Handbook, Section IV, page committee's officers is the association President of Programs (one year posi- 13. student governor. Your state/province tion); and Vice President of Communi- Fill out the material requested for the governor represents you at the annual cation (one year position). The Student 2001-2002 Petition for Candidacy on meeting of the International Student Liaison from Canada is an appointed the Student CEC Executive Committee. CEC Board of Governors, April 18 - 19, position by Canadian CEC. (Chapter Handbook, Section IV-page 2001, in Kansas City. Each position is described in the 14.) The International Student CEC 2000-2001 Student Council for Excep- Review what you have written and see Board of Governors develops Student tional Children Chapter Handbook: if you have answered each question ap- CEC goals and objectives for all student Guide for Student CEC Chapters. See propriately. Have someone review your CEC members. These goals primarily Section IV, The Student CEC Executive petition before you mail it. Always do are based on the knowledge, needs, and Committee. spell check and read your answers out loud so that you catch the word that, al- -\F\arIS GEsnd lho 200 Conworgen 8 cpoo though it is spelled correctly, is the wrong word. You maybe debating whether to come to 0 "What Beginning Teachers Should Know CI Make sure your application is post- Kansas City for the 2001 Student CEC Con- About Working with Paraeducators" marked by Feb. 16, 2001. Mail it to: Co- vention & Expo. Here's why you should. a "Yikes! They Didn't Tell Me This Before I ordinator of Student Activities, Council Did My Student Teaching!" for Exceptional Children, 1110Glebe You will have a great time. With swinging 0"But What Do I Do About the Grown Ups? Rd., Suite 300, Arlington, VA 22201- jazz, fantastic food, fascinating museums, Some Hints for New Teachers." and some of the best shopping anywhere, 5704. Kansas City is a great town with lots to do. You will gain a wealth of useful information And yes, you should be at the Board from them all. of Governors meeting in Kansas City. If And, Kansas City is centrally located. It you are chosen as a nominee, you will should be a reasonably easy commute for Plan to come early and stay late. Student be asked to address the board as part of most people. CEC activities begin with the "College the final selection process. Bowl" Wednesday morning and conclude Of course you will need to make the trip ed- with the CEC Gala Saturday night. Don't Good luck. We look forward to re- ucational. Attend one of the many sessions miss a single minute. ceiving your application. geared for new teachers like:

6 CEC TODAY DECEMBER/JANUARY 2001 72 EEICeoro: Pi do 4wria IDINving Gmup iraaN One of CEC's long standing goals has 2ollem been to find ways to increase the participation of culturally and linguistically di- he Manitoba Special Education Establishing two development teams verse groups in all of CEC's operations. Review: Final Report, released in to create teacher support documents on To facilitate progress in this area, CEC's January 1999, made recommenda- fetal alcohol syndrome and behavior past president, Bill Bogdan, appointed a tions to improve the efficiency of edu- management (release date September work group to look at the CEC publica- cation and school based services for 2001). tions process and develop guidelines to children who require special educa- 13 Developing a statement of inclusion ensure recognition of culture and lan- tion. From April 1999 to March 2000, (under review). guage as a legitimate content area within the Special Education Policy and Pro- The following actions are under the special education knowledge base gram Development Division per- development: and to assist authors and editors in writ- formed research and prepared to im- A discussion paper to address the ing about culture and language issues. plement the Review's recommenda- areas of policy, funding, and program The work group, chaired by Shernaz tions. In April 2000, the Special Edu- review will be prepared for internal Garcia, University of Texas, Austin, and a cation Review Initiative (SERI) was government use by January 2001. DDEL past president, held its first meet- formed to act on the recommenda- Nominations for a development ing on Oct. 14, 2000, in Albuquerque, tions. Since April 2000, major activi- team on special education assessment NM. ties have included: have been sent to superintendents. Other participants were Martha Thurlow, Developing and sharing an action The team will begin in January 2001. co-editor of Exceptional Children; Debby plan. In An intersectoral committee will be Voltz, associate editor of Teaching Ex- Implementing a multifaceted com- established in January to develop rec- ceptional Children; Bridgie Ford, editor munication strategy, including a ommendations to train teaching assis- of DDEL's Multiple Voices; Kayte Fearn, brochure, conference, Web site, and tants. special assistant for diversity affairs; consultation with stakeholder groups For more information, contact John Isaura Barrerra, University of New Mex- and individuals. Van Walleghen, Manitoba Education ico; Judy Smith-Davis, president of Launching a searchable Internet and Training Programs' Division, 5- DISES; and Cassandra Peters-Johnson, Family Resource Site listing more 1577 Dublin Ave., Winnipeg, Mani- CEC's assistant executive director for professional development and CEC staff than 400 organizations that support toba R3E 3J5, 204/945-2392, jovan- liaison to the work group. Esther Leung, children with special needs. [email protected]. University of Kentucky, was unable to attend. Sponsor an International CEC Member other countries, DISES will offer FEC he Foundation for Exceptional in ways never imagined. information on eligible candidates. In Children (FEC) and CEC's Divi- Join us in this exciting program that this case, sponsors may request candi- sion of International Special Education promotes world-wide understanding dates in particular countries or profes- and Services (DISES) invites you to and knowledge of students with excep- sional interest areas (e.g., communica- help advance special education in other tionalities and the practices that help tion disorders, careers/transition, countries as well as engage in a lively them succeed. (Your sponsorship of an teacher education). CEC is in touch exchange of information with our col- international member's dues is tax-de- with many eligible individuals in coun- leagues around the world by sponsoring ductible!) tries where economies prohibit dues at an international CEC member. the current rates. Through this innovative program, inter- How the Program Ruts Sponsored members may be profes- national special educators, who often Candidates for sponsorship of dues may sionals, paraeducators, parents, or ad- cannot afford CEC membership, will be be identified in two ways: vocates, including individuals with dis- able to receive our publications, partici- O Individual CEC members, as well as abilities. Potential candidates are re- pate in CEC discussion forums, and be- divisions, federations, branches, subdi- viewed by a board established by come active members of the special ed- visions and chapters, may name their DISES. ucation international community. And candidates when they make contribu- For more information, please con- you, as an individual or a CEC unit, tions. tact Jacqueline Lewis-Tillman, will expand your horizons and knowl- o If members or units wish to be spon- 703/264-3505; fax 703/264-9494; edge about special education practices sors but cannot identify individuals in [email protected].

CEC TODAY DECEMBER/JANUARY 2001 7 73 * CASE * CCU CEC-19n CEC -FD) * CDS OCCB MN NEL

David L. Edyburn; "Assessment of Emo- indidaT coo tional and Behavioral Disorders," guest editors: Jennifer J. Jakubecy and James M. Kauffman; "High Stakes Assessment and CASE Students with Disabilities," guest editor: Me Council og Administrators o Martha Thurlow; and "Assessment of Men- Speciag Educatioiro tal Retardation," guest editor: Daniel J. CASE, under the leadership of Professional Reschly. Development Committee Chair Jim Chap- ple, held a very successful 11th Annual DCDT Conference in Williamsburg, Va., in Novem- The Division on Career ber. Attendance was good and participants Development and TrallISMOTI enjoyed the keynote address by Art Cer- Join us for the 2001 DCDT conference, nosia as well as a luncheon address by Cal "Transition: Exploring New Frontiers," on Evans. During the same week, the CASE Ex- October 11-13, 2001, in Denver, Colo. Top- ecutive Committee and the CASE Board of ics include: Standards and Educational Re- Directors held their winter meeting. cle to the Pioneer Press, send it to Beverly form, Assistive Technology, Interagency At the Board of Directors meeting, Presi- Johns, [email protected]. Partnerships, and many more! For more in- dent Bev McCoun and Policy and Legisla- formation, go to http:// www. ed. uiuc. edu/ tion Committee Chair Joe Ovick led mem- DADS SPED/ dcdt. bers in a discussion of issues of concern to The Council tor Educational administrators and prioritized those areas Diagnostic Senices MISES they wish CASE to address in the coming year. Among the priorities identified were CEDS is pleased to announce a Call for Pa- The Division o! !International increasing federal funding for special edu- pers for its 2001 Annual Topical Confer- Special Education and Services cation, securing federal funding for incen- ence, to be held in New Orleans, La., on Oct. Help our special education colleagues over- tives to recruit and retain special education 25-27, 2001. CEDS encourages proposals seas become CEC members! The Foundation teachers and administrators, and reviewing emphasizing cultural diversity, identifica- for Exceptional Children has established an and improving the legislative action process tion/ intervention for students with ADHD, International Sponsor Program, which en- for CASE. emotional/behavioral disorders, learning ables CEC members and units to make tax- The Board of Directors also recom- disabilities, multiple disabilities, and/or gift- deductible contributions to support member- mended some constitutional changes for edness. For more information regarding ship dues of individuals in countries outside CASE. These changes will be voted on at the proposal guidelines, contact Sandra Latch- the United States. Individual CEC members, annual membership meeting at the CEC ford, 60 Surrey Crescent, Fredericton, New as well as divisions, federations, branches, convention in Kansas City in April. CASE Brunswick, Canada, E3B 4L3; fax: 506/459- subdivisions, and chapters, may participate in members are alerted that the proposed 0216; e-mail: [email protected]. PROPOSAL this outreach program. To meet IRS require- changes will be carried in the January-Feb- DEADLINE: April 27, 2001. ments, a review board from DISES will rec- ruary issue of In CASE and will also be Linda and Nick Elksnin have assumed ommend nominated candidates. To initiate a available on the CASE Web site. the editorship of the CEDS journal, Diag- sponsorship, contact Jacqueline Lewis-Till- nostique. They welcome manuscripts that man, 703/264-3505; fax: 703/264-1637, e- CEC-FD center on practitioner-focused assessment mail: [email protected]. procedures, as well as papers regarding The Pioneers Division published tests. Manuscripts that describe TED CEC-PD has seven subdivisions. If your the relationship between assessment and The Teacher Education Division state or province does not have a subdivi- instruction; innovative assessment strate- sion, contact Jean Hebeler, gies; diagnostic procedures; relationships "The New Millenium: Issues, Concerns, So- [email protected]. If you have artifacts between existing instruments; and review lutions," TED's 23rd Annual Conference, of CEC's history, contact Robert Abbott, P.O. articles of assessment techniques, strate- was held at the Tropicana Hotel in Las Box 595, Waukegan, IL 60079-0595. gies, and instrumentation are particularly Vegas, Nev. The opening session, featuring If you wish to honor a colleague or the desirable. internationally known teacher educator memory of a deceased friend, consider a Gerald Wallace, associate editor, wel- John Visser, challenged us to realize, "The donation to the June Jordan "I Have a comes submission of book and test reviews More You Label, the Less You Include." Lou Dream Fund." Send your contributions to for consideration. For further information Danielson of the U.S. Department of Educa- Andy Berg, Jr., P.O. Box 1074, Huntington and to obtain author guidelines, contact the tion informed us of cutting edge informa- Beach, CA 92647-1074, made payable to editors at [email protected] or by tion from the Office of Special Education CEC-PD. going to www.cec.sped.org, clicking on Di- Programs, and Shirley McBride presented a If you would like to submit a paper on visions, and following the path to CEDS. special session, "Putting Research, Policy, some aspect of the history of CEC for possi- Look for these special issues of Diag- and Philosophy to Work: A New Vision of ble presentation at the 2002 CEC conven- nostique in 2001: "Assessment Issues Re- Teacher Training to Enable the Delivery of tion, contact Linda Marsal, Imarsal@wave- lated to Assistive Technology," guest editor: Quality Services in the New Millenium." A net.net. If you would like to submit an arti- 74 8 CEC TODAY DECEMBER/JANUARY 2001 * DEC DMES >__D) PIPED DUD J TAG * very lively debate was conducted with representatives from the Fordham Foundation to comprehensive social, health, and government agencies, Lawson and and the American Association of Colleges education services that can help chil- Sailor continue. Lawson and Sailor fur- with a point-counter-point session examin- dren succeed in school. ther contend that this broader view of ing the challenges colleges and universities services is necessary if we are to see sub- with teacher education programs face. Two Models d Service lollegration stantial improvements in student per- TED awarded the Distinguished Service One model of service integration, school- formance. Award to Michael Hardman of the Univer- linked services, focuses on the school. In sity of Utah. The award will be presented at this model, which has been initiated in The Beneffitts the CEC Convention & Expo in Kansas City Full-service schools can benefit both stu- in April. several states including California, Mis- souri, Utah, Kentucky, and New Jersey, dents and educators. A report by Joy the services and objectives are based on Dryfoos, Evaluation of Community Full-Service Schools, from page I the schools' accountabilities and the edu- Schools: Findings to Date, 2000, de- that must be overcome, and how exten- cators' objectives, according to Hal A. scribes effectiveness data on 49 commu- sive services must be if these programs Lawson, University of Albany, State Uni- nity schools with references as recent as are to result in greater gains for students. versity of New York, and Wayne Sailor, last spring. Dryfoos cautions that the Despite these questions, support for University of Kansas. The schools try to quality of current research on full-serv- such schools appears to be growing. ensure that children receive the services ice schools varies greatly and rigorous More professionals are seeing the they need so that they enter school ready studies of complicated social settings are need to integrate services if children and able to learn, states Lawson and expensive and hard to do. Even so, she are to succeed. Furthermore, due to Sailor in their paper, Integrating Services, concludes, "there is a body of evidence the changing demographics of our Collaborating, and Developing Connec- that community schools are beginning to children and youth more children tions with Schools. demonstrate positive effects on students, and families have multiple needs Other service integration initiatives, families, and communities." full - service programs may be needed which are still in the early stages, focus First, full-services schools enable ed- more now than ever before. on the needs of children, youth, fami- ucators to ensure that students can easily In fact, the federal government is lies, and their local neighborhood com- get the services they need to succeed, also recognizing that adverse circum- munities, says Lawson and Sailor. whether it be physical and/or mental stances outside the classroom are af- These programs include "job and in- health care, family counseling, or job as- fecting growing numbers of children come supports, along with broader sistance for parents. with disabilities. It allows local educa- community economic and social devel- Some full-service schools reported tion agencies to use up to 5 percent of opment programs." Those models may better access to health and medical serv- their IDEA state grant funds to de- also engender partnerships among pri- ices than would have been available velop strategies to improve the access vate and public sector organizations under more traditional education sys- of eligible children and their families and include provisions for changes in tems. Ann Hocutt, professor at the Uni- versity of Miami, studied a program in Florida where the health care component ? F worked well. The program served 800 If a students. It had three mental health coun- r? 2. selors and offered individual and group J4 t a. therapy sessions to children in need of assistance. The children also got vision screening, dental care, and inoculations, Hocutt explains. In one telling incident, parents who spoke little English and couldn't decipher label directions brought head-lice medications to school. The school nurse gave shampoos and eliminated the problem. "Wonderful things were done," Ho- cutt says. Other full-service schools also have reported improved health care for students. The Des Moines public schools in Mary Skrabusha, coordinator of the family support services team, and Ron Evans, team leader, at O'- Farrell Community School in San Diego, Ca. Continued on page II

75 CEC TODAY DECEMBER/JANUARY 2001 9 professionall advanzemeng

OUTCarrOgraImg &Had QI1MADH lap© la Banh of America Grants: Bank of Amer- ica Foundation has decentralized its Utiv 4r1ng grant decisions-making process, allow- r`leve your career a boost at special Having Too Much Fun." ing local and regional bank officers, who know their communities best, to direct %...il education's largest single event of Learn about effective practices for the use of the funds. Contact: the year the 2001 Council for Excep- working with children with gifts and www.bankofamerica.com/foundation or tional Children's Convention & Expo, talents by attending "Over Excitabili- your local Bank of America branch. April 18-21, 2001, in Kansas City, Mo. ties: Another Perspective on Attention Hear keynote speaker Beverly Sills Deficit Hyperactivity Disorder" or Entrepreneurship Awareness and Edu- as she shares from her years of experi- "Early Identification and Intervention cation Grant Program: The Coleman ence as the mother of two children with for Twice Exceptional Children." Foundation and the U.S. Association for Small Business and Entrepreneurship disabilities. A gifted artist and a great 00r, acquire skills for a successful are seeking applications for grants for woman, the warmth, intelligence, and teaching experience. Attend "But What innovative education about entrepre- humor Sills brings to her audiences has Do I Do About the Grown Ups? Some neurship. Eligibility: Universities, col- earned her distinction as one of the Hints for New Teachers," "Putting the leges, and community colleges, Dead- world's most sought after speakers. She Home Back in Homework," or "Reduce line: March 15, 2001. Contact 608/262- will warm you to tears with her touching Stress-Enjoy Teaching More." 9982 or www.usasbe.org. stories one moment and bring you to Or, stroll through the Exhibit Hall Cruise Industry Charitable Foundation: tears with laughter the next as she shares and obtain the latest information about This foundation supports local organiza- personal stories. new effective and innovative teaching tions that work to improve the quality of materials, resources, and technology life in cities and towns where the cruise Choose korn ever 600 Sessions products for early childhood through industry operates. Eligibility: U.S. non- Learn how to take care of your num- post-secondary grades. There are over profit organizations such as public ber one asset, yourself, in "Self-Care 300 exhibitors to choose from. schools. Deadline: Letters of inquiry are for Special Educators." accepted year round. Contact: 703/522- Discover new technologies for stu- The CEC Joh Fair 4667 or www.iccl.org. dents and teachers by attending "Inte- Maybe you are ready for a career Community-Based Abstinence Educa- grating Technology into the Literacy change. Stop by the Career Connections tion Project Grants: The Health Re- Process: The Fun and Painless Way," booth in the Exhibit Hall to meet with sources and Services Administration's "Assisting Teachers with the Identifica- recruiters, have on-site interviews, or re- Maternal and Child Health Bureau is tion of Assistive Technology for Their ceive information about the Recruiters' seeking applications for grants to pro- Students," or "Creating a Framework Showcase! School district representa- vide abstinence education to adoles- for Building an Assistive Technology tives from across the nation will be on cents. Eligibility: Public and private enti- Resource Team." hand to talk with you confidentially ties that clearly and consistently focus Explore assessment as a tool for in- about opportunities in their area. CEC's on abstinence education. Deadline: Feb- struction with "Help Students Show Career Connections is the largest collec- ruary 2, 2001. Contact: 301/443-3288, or www.access.gpo.gov/su_docs/fe- What They Know" or "Factors Related tion of job information for special edu- dregfircont00.html, to Effectiveness of Test Accommoda- cation professionals anywhere. tions for Students with Learning Dis- American Memory Fellows Program: abilities." And flor Faro.. The Library of Congress is sponsoring a 0 Find strategies to manage behavior But don't forget about recess! Visitors to summer institute in Washington, D.C., and prevent discipline problems with Kansas City are amazed at the diverse for teachers, librarians, and media spe- sessions on "If You Expect It, Teach It: attractions they find in this midwestern cialists. Fellows will develop new curricula for grades 4-12 using the library's Creating Positive School Environments treasure. Skyscrapers, swinging jazz, digitized primary source documents. by Design" or "Practical Solutions for fantastic food, fascinating museums, Funds: Each fellow receives transporta- Classroom Discipline Problems." and some of the best shopping anywhere tion and a $1200 stipend. Eligibility: Two Discover new strategies and instruc- are all part of Kansas City's charm. person teams, one team member must tional tools for teaching all students in Plan now to attend the 2001 CEC work with grades 4-12. Deadline: Febru- "Unique Activities for Primary Inclusion Convention & Expo. For more informa- ary 26, 2001. Contact: 202/707-2562 or Classes: Classroom Activities Making tion, call 888/232-7733 or jgraves©loc.gov. Inclusion a Joy," or "GAMES, GAMES, www.cec.sped.org. It may be the most GAMES: This Can't be Learning, We're important week of your life. I=1

10 CEC TODAYDECEMBER/JANUARY 2001 76 proffessionall advancementt

e®EgraNelgaillOM rigo1a-1)ga ENYRA 0A E-E111110, ordOZ NefiSfiTionN 071e0U/i' Bmplon[1160 Mental Health Resources: The UCLA rl EC was one of several organiza- in widely varied learning contexts. School of Mental Health has added a tions that sponsored a workshop to Universal Design is based on a digi- links "map" to its Web site, giving visi- introduce general educators to brain re- tized curriculum combined with teachers tors quick access to relevant information search and new technologies that will who are versed in its strategies, methods, about mental health issues in schools. improve learning results for students and tools. And, it is catching on! Califor- Contact: http://smhp.psych.ucla.edu. with diverse learning needs. Represen- nia and Texas are asking for or requiring Click "Gateway." tatives from 15 general education asso- universally designed resources from School in Bed: Mount Vernon and ciations learned about the innovative "e- publishers for products to meet their Westbury(NY)School District students text" and how it can be used. states' standards for approved purchases. who are confined at home or in a hospi- E-text, or universal design, makes it tal can now prepare for and take tests easier for teachers to individualize, dif- Meld Steps online thanks to SkillsTutor, a Maryland ferentiate, or personalize instruction. Workshop participants were urged to Web-based publisher. To see if this And, universal design allows students to turn their members into savvy technol- might work for your district, contact: learn and express their knowledge ogy purchasers and users. Attendees 888/391-3245 or http://www.skillstu- through their strongest modalities. were also directed to Bobby, the no- tor.com. Thus, through universal design, text cost Web accessibility tool. Bobby re- Westinghouse Science and Technology may be presented orally, at a slower ports whether a current Web site al- Competition: Siemens Foundation com- speed, or in simpler language! Plus, uni- lows or prevents people with disabili- petition is open to individuals and teams versal design teaching strategies seem ties from accessing information. of high school students who develop in- to be appropriate for students, teachers, The National Center for Accessing dependent research projects in the and parents with different backgrounds, the Curriculum held the workshop. physical or biological sciences or math- learning styles, abilities, and disabilities ematics. Top prize is a $100,000 scholarship. Contact: 212/258-4510 or http://www.siemens-foundation.org.

Foil Service Schools, from page 9 souri reported a 40 percent decrease in Visit a Museum, Library, or Take a disruptive behavioral incidents. Addi- Class Online: Fathom Knowledge Net- Iowa got 97 percent of all students im- tionally, 11 full-service programs re- work Inc. is a unique interactive enter- munized. Broad Acres Elementary ported reductions in rates of substance prise dedicated to the dissemination of School in Maryland reduced the per- abuse, teen pregnancy, disruptive behav- knowledge. Over 12 different museums, centage of families without health insur- ior in the classroom, or improvements in libraries, or universities can be accessed ance from 38 percent to 10 percent. behavior in general. Six full-service pro- through their Web site at http://www.fathom.com. Gains also have been made in im- grams reported lower violence rates and proving children's mental health. In a safer streets in their school neighbor- Research College Choices Online: draft report on special education in full- hoods. HighWired.com is making College service schools for the Office of Special What about academics? There, too, Pathfinder available on its Web site. Education Programs, Cynthia Warger of full-service schools have reported gains: With Pathfinder, a prospective student Warger, Eavy, & Associates and CEC's 36 of the 49 programs reported aca- can find a school using the Princeton Jane Burnette write that full-service demic gains, generally in reading and Review, prepare for the SAT, apply to schools, apply for financial aid, search schools with health clinics or mental math test scores, and in 1999 Charles for scholarships, research athletic infor- health services on site had significant Drew Elementary School, West mation, and explore the social aspects declines in rates of depression, fewer Philadelphia, showed more improve- of their chosen school. Contact: students considering suicide, declines in ment on state reading and math tests www.highwired.com/pathfinder. pregnancy rates, improved graduation than any other school in Pennsylvania. rates, and lower absenteeism. For in- Finally, some full-service schools Building Healthy Organizations:A stance, 138 schools in California's also offer programs for parents that have Shills-Building Training: The Office of Minority Health is offering workshops in Healthy Start program reported that stu- helped them obtain jobs, as well as be six major cities nationwide. Contact: dents receiving services decreased drug better parents two results that can 800/444-6472 or http://www.omhrc.gov. use, and the Blenheim School in Mis- have positive social and academic im- Continued to page 15

CEC TODAY DECEMBER/JANUARY 2001 11 oraembeu- mem,ber

Repetition: Do it Over and (GE Aix Milk Over and Over ®-&- c)Nt-ligi Repetition is also very important. Make many opportunities available for stu- nne of the "HOT" topics in educa- students to find the answer them- dents to take the knowledge they have tion today is higher order think- selves. For students to move from and apply it to real-world situations. ing. So, just what are higher order basic thinking into HOTS, they need Just because a student makes the cor- thinking skills (HOTS)? to take the knowledge they have and rect connections in one situation does "It is more than having students apply it. They need to experience the not mean he or she has totally grasped work in groups or with manipulatives," thrill of discovery. the concepts. Change the variables, said Bonnie Gossen, University of Another approach might be to and let your students try again and Oregon. "It is real-world problem solv- watch the first part of a video or read again so they can see how to apply the ing, developing in students an ability a story that sets up a problem. Then, knowledge in a wide variety of situa- to take the knowledge they have and at a critical moment of decision, stop tions. apply it to solve real-world problems. and have the students resolve the But, don't bore them. It is important Most of the time students have the problem based on the information to practice, but don't drill your students knowledge; we have to show them they have. Again, guide them with to death. You have to keep it exciting, how to apply it." leading questions. If they get stuck, interesting, and applicable. "Drill and don't show them the answer. thrill,' not 'drill and kill," says Grossen. aid a Foundation Remember, medicine does more So, how do we teach students to use Keep lit Current good in small, regular doses than try- HOTS? Think of it as a building Remember, you are teaching students ing to take it all in one giant dose. Suc- process. First you set the foundation, to solve real-world problems. Most cess drives interest. Don't overwhelm then you place one block firmly on top real-world problems don't follow text- your students with too much informa- of the other until you have a strong books. You must be aware of teach- tion or burn them out by over-drilling. building. In the same way, you set the able moments. To use our American Also, give your students informa- foundation for HOTS by exposing stu- political system example from earlier, tion in manageable chunks. And, drill dents to the knowledge they need, then the recent presidential election con- them often for short periods of time "bring the world into the classroom so troversy was an excellent opportunity over several days. The more they students can see how that knowledge is for teachers to have students use achieve, the more excited they become applied," said Ted Hasselbring, Uni- HOTS. Set up a court in your class- about what they are learning. When versity of Kentucky. room, appoint lawyers, judges, juries, you hear a groan of disappointment For example, to teach a social stud- etc., and have the students decide how when it is time to move on to some- ies class about the American political the election controversy should be thing else, you are probably making process, you would have your students handled. real progress. read about the American election Also, be alert to what's going on in This is also where collaboration process. Then you might lead them in a your school, community, state, and with other teachers can come in. To class discussion about what they read. the world. If something happens that use our election example, it takes so- Next, have the students set up and presents an opportunity to address an cial studies skills to setup an election, run an election. This election might be issue, put your original lesson plans it takes math skills to tabulate votes, it confined to the classroom, or it might on "hold" and address the current takes art skills to do posters to an- be school wide. If you're lucky, all will issue. For example, if a student in nounce the election, and it takes shop not go smoothly; there will be prob- your school is injured in an alcohol- skills to build ballot boxes. When you lems. Remember, we want students to related auto accident, use the opportu- involve more than one subject area in use what they have learned to solve nity to help your students see the dan- your real-life applications, you help problems in a real-world situation! gers of drinking and driving. students de-compartmentalize their Two key things you must keep in Or, if some of your students ex- knowledge. They see how everything mind are to have the students apply press concern for someone in the they are learning works together to ac- what they have learned to solve prob- community, or even in another coun- complish a common task or solve a lems in a real world situation and don't try, who has recently experienced a problem. give them the solutions to the prob- tragedy of some sort, guide them to lems. Rather "guide" them to find the think of ways they could help. Teach- HOTS Rs for Every Student solution themselves. Too often teachable moments are precious and un- Some of you may be thinking, "this is ers tend to tell or point out to students planned. Don't waste them. fine for gifted students who are college the answers rather than leading their Continues on page 13 73 112 ° CEC TODAY DECEMBER/JANUARY 2001 Hlener Order Thlrrohleg, from page 12 sense in his mind. Had the teacher sim- Soomod Gm] bound, but I am just trying to give my ply dismissed either question without gom sr. Tho cirtmo students the skills they need to earn a praising the thinking that went into it, living." Or, "But I teach lower elemen- the teachable moment would have been I was teaching second grade at the Texas tary students." These students need to lost. State School for the Deaf. One of my stu- develop HOTS also. dents, Georgia, was significantly deaf Higher order learning is giving What Does a HOT Classroom with partial hearing, but no one had ever meaning to the knowledge and experi- Look Like told Georgia she was impaired. One day while signing to my class their assign- ence someone already has. Just as a sci- There are six basic characteristics of ment, I noticed that Georgia was en- entist or doctor needs HOTS; the me- classrooms that support HOTS: grossed in coloring something on her chanic who repairs your car; the carpen- (I) They are reflections of real-life situ- desk and not paying attention. ter, plumber, or electrician who builds ations and contexts. your house; and the farmer who grows (2) They show collaboration among I walked up to her desk, tapped her on your food all use HOTS everyday. It is teachers, disciplines, and students. the arm, and signed, "Georgia, look at vital that we teach all students to take (3) They encourage curiosity, explo- me when I talking to the class." She signed back, 1 hear with my ears, not the knowledge they have and apply it in ration, and investigation. my eyes." their lives. (4) They vest responsibility for learning In the same way, it is important to in the learner. Stifling my laughter, I signed back, Well help students develop HOTS at a young (5) They view failure as a learning op- look at me so you can hear me better." age. The younger a student begins using portunity. --Jeanne Chase, via the Web these kinds of skills, the longer they (6) They acknowledge effort, not just have to develop them before they grad- performance. Ssnci in Ito SM4 uate and enter "the real world." Conflict Teachers often have good ideas, but not resolution, choosing teams at recess, Find Help le Kansas City all of them turn out as planned. Read how to get out of eating their spinach, This article has only scratched the sur- fellow CEC members' stories on the these are real-world problems to a lower face. HOTS is a very complex and, in Web, www.cec.sped.org, and send your elementary student. If you guide them many ways, a very individualized sub- anecdotes to in discovering ways to deal with these ject. kinds of problems now, they will be bet- While you are welcome to use any- CEC TodayEditor 1110 North Glebe Road ter prepared to solve bigger problems thing in this article, it is important that Suite 300 later. you teach HOTS in a way that is natural Arlington, Va. 22201 The thing to remember is not to be so for you. The whole idea is to teach stu- concerned with correctness that you fail dents to apply the knowledge they have to recognize and reward the thinking to solve real-world problems. The more or [email protected] process. When that first grader hollows comfortable you are teaching HOTS, out the inside of his or her roll and hides the faster your students will show the spinach inside, recognize his or her progress. ingenuity and praise the student for it. Consider attending to 2001 CEC klanY"N" CE Con so] Or, when a student tries to put two Convention & Expo in Kansas City, lin:orgnsjona, unrelated concepts together to come up Mo. April 18-21. This would be a great with an off-the-wall question, praise the way to gain a better understanding of MIZ CEC Aft:yaw thinking process that went into his or HOTS and many other education con- Council for Exceptional Children her question before answering it. For cepts. example, when a seven-year-old boy How Do You Teach HOTS? Suite 300 asked his teacher what makes an atomic In many respects, you don't. Most stu- 1110 N. Glebe Road bomb explode, she explained that dents already have them. You serve as a everything is made of atoms and that guide to help them develop their skills. Arlington, VA 22201 when you split an atom it causes a big You lead students down the path of explosion. He paused a moment and learning again and again and again until Mau CEC Piton Murgms asked, "Then why don't we explode one day, they are leading you. Rather 800/224-6830 when we cut our finger?" He was taking than giving your students the answers, the information he had just been given, you teach them how to find the answers. 866/912-5000 (TTY) adding his past experience, and coming And after all, isn't that what education 703/715-8412 (FAX) up with something that did not make is really all about?

CEC TODAY DECEMBERNAINARY 2001 - 1[3 speaking- ouzg

Comm ail Ramo CEC 2saiora 21ory),©Hcor_ Ec0=Ecokiluv o no 'Jo EmoNona [31MV-Wrii® A2m2nioil, SWAM Nadal_NM 3 YEARS OF ERWIN Mandatoiy State- and District- We need legislation introduced to Demos Georganas, Director of Manage- Wide Assessment amend Senate Bill 380. ment Information Systems, oversees CEC's computer system and keeps CEC I am writing you concerning the manda- My Recommendations up-to-date in the information age. tory testing of special education students MAP Test scores should not compare with special needs with the Missouri As- class against class. 25 YEARS OF SERME sessment of Performance Test (MAP). Allow special education students to be Doug Falhe, Director of Operations, Print, There are many problems in administer- exempt from MAP testing when their and Production, provides quality service ing the MAP Test to students with dis- IEP is written each year. and contains costs for CEC. abilities. These students have met the Exempt special education students' federal government's requirements under scores from being recorded with their l5 MRS OF SERME special education Law 94-142. In most chronological class or grade. Susan Simmons, Manager of the De- cases, placement is based on the evi- Accountability could be maintained partment of Membership and Unit Devel- dence, through testing, that their learning by annually testing these students with opment, is spearheading CEC's member has been impaired by their disability. the same instrument, such as Wood- outreach through virtual communities. These students have been identified as cock Johnson Reading Test or Key le VMS SERTCE working two or more grade levels below Math to measure growth. their peers. William Peak Karen Ulans, Senior Executive Assistant It does not make sense to turn Viburnum, Mo for Governance, provides critical support around and test these students with throughout changes in GEC's gover- Medication tr Students with nance structure. their "normal" peers, knowing they have been identified as working below Emotionai Disturbance Anmarie Nallas, Senior Director of Con- grade level and are working on remedi- In response to a recent article by Patri- ventions, Conferences, and Meetings Lo- ation in areas in which they are below cia Dalton in "Speaking Out" in the gistics, oversees CEC's successful con- grade level instead of taking classes October 2000 issue of CEC Today, I vention programs and activities. with peers. Children with IQ's as low asfeel obliged to remedy an often com- Barbara Sorenson, ERIC User Services 70 are required to take the MAP. mitted omission when discussing Coordinator, serves as the lead to the Why do we even write Individual Ed- ADHD. It is not unusual for CEC AskERIC service, researches and dissemi- ucational Plans for these students if we members (usually educators) to forget nates information, and selects materials are going to test them at levels above the the third aspect of a disability. The first for the ERIC and ECER databases, among level at which they are working? As the is social/emotional, the second is med- other responsibilities. father of a child with a learning disabil- ical, and the third is life style factors Jane Burnette, Publications Manager for ity, I feel he is being discriminated that impact behavior. the ERIC/OSEP Special Project, coordi- against. Will it take a law suit against the The "Speaking Out" article ad- nates the work of field writers to produce a state to protect the rights of all special dresses the medical (drug) issue and the variety of informational material. education students? We should test these overuse and underuse that rightly needs students at their ability level where they to be addressed. Yet, it's often more 5 YEARS OF SERWEE are actually working. complicated than that. Furthermore, Sara Conlon, Special Assistant to the Another problem with MAP testing is when seen in a more holistic way, you Executive Director, is the staff advisor special education scores are put in with a can find many natural treatment ap- for Student CEC. whole class, which is unfair to general proaches to what has turned out to be a Al Paschall of the Professions Clearing- education teachers who are held ac- Ritalin deficiency disease. house oversees the Clearinghouse's Web countable for the subject matter tested. As a former special education site, ensuring it is current and user- An additional problem is one class teacher and administrator, I urge CEC friendly. is being compared with another class. to look beyond the medical and psy- A teacher can teach math the same way chological aspects of this troubling Judi DeCarme serves as the ERIC Pro- year after year, and one class may score condition. cessing Coordinator and keeps the ERIC database current and running smoothly. high and another low. Milton Chaikin Whitestone, NY

114 CEC TODAY DECEMBER/JANUARY 2001 0 A Mew DEC, from page 5 flexibility than she had in traditional 90 percent of surveyed special educa- Finally, all of our members con- schools, and she's able to organize her tion teachers saying that students with sider CEC's primary roles, advocacy day around "what the kids need." disabilities benefited from program ac- for children and youth with exception- cess when it occurred. alities, delivery of programs and serv- Do They Wet for Special The SRI researchers concluded that ices, and advancing the profession, to &Imam? locating an integrated services program be important. Full-service schools can get services to on school grounds is extremely impor- To continue to meet our members' students with disabilities quickly, even tant to special education students. Where needs, CEC will be the primary re- those who have multiple needs, and help that happened both teachers and students source for special education profes- prevent problems from escalating, ac- were better informed and more involved. sional development, knowledge ex- cording to Warger and Burnett in research One of O'Farrell's team leaders, Tom change, and support. Efforts are cur- cited in their report. Such programs: Evans, keeps in contact with Family rently underway to enhance CEC Can get services to special education Support Services on a daily basis, he products and to make the Web site students "in a natural and accessible says. At his San Diego school, Healthy fully interactive. setting the neighborhood school." Start staff attend IEP meetings. Members Can get mental health services to all of the two teams confer regularly, and students faster, reducing the wait time "we try to figure out ways to be at each Full Service Schools, from page II for students with special needs and re- other's meetings," he explains. ducing the need for more intensive "We can always do better, nobody's pacts for children. services, including special education. perfect, but I see communication as a 0 Have the potential to "positively af- key element," Evans says. For leathers fect developmental outcomes for chil- The loose structure of full-service dren living in high-risk situations." Problems in Full-Service Schools schools can offer educators freedom Helps prevent and reduce "escalation The "working together" piece in full- and flexibility. of problems." service schools can be a real problem. In "We have very few restrictions" on However, multi-site studies of special one Florida initiative studied by the Uni- what a school can do, says Pat Rainey, education in Healthy Start schools pres- versity of Miami's Hocutt and Marjorie a program administrator for the Cali- ent less rosy results. Problems appear to Montague, effective coordination of peo- fornia Department of Education, "be- stem from failures in collaboration and ple and programs was missing, in part cause the focus is on outcomes, not reliance on the school-linked approach for lack of a full-time person to do it. procedures. We look for whatever where more services are offered off site. At the end of the program's first year, makes kids achieve in school." Also, Warger and Burnette report that some teachers were not even aware of the For example, O'Farrell, a commu- studies published by SRI International program, she explains, while others nity school in San Diego, Calif., has from 1996 through 1998 showed that: thought it served the emotionally dis- no principal. (There is a CEO.) Only 20 percent of the special education turbed alone.The principal complained "The teachers are the administra- teachers surveyed were involved in the children were enrolled without parental tors," says Mary Skrabucha, coordina- planning process for California school- approval. And the health care component tor of O'Farrell's Family Support Ser- linked and school-based services. was in financial trouble, struggling with vices team of professionals, including On the average, only 33 students with Medicaid red tape and private-provider four social workers, all full-time, all on disabilities used the Healthy Start serv- scrimping. site. The school is divided into six ices, although 80 percent of the teach- In contrast, Hocutt says, another "families," and students stay with a ers had referred students and families Florida school effort did better with full "family" and the same teachers for three to the programs. service. In this case, the program was run years. Only 41 percent of special education by a professional coordinator and a Murray, a member of O'Farrell's teachers reported that full-service pro- multi-disciplinary Home School Ser- special education team, says it works. gram staff took part in IEP meetings. vices Team. The team tracked children Full service "gives the teachers the op- Only 25 percent of the programs pro- with special needs, including special ed- portunity to teach," she says. " They vided adequate feedback to special edu- ucation students. Team members chan- don't have to wear so many different cation teachers. Feedback tended to be neled families to "survival services" hats social worker, mom. And we informal and insufficient. such as rent assistance or guided them to all work together," she comments, In conclusion, where coordination counseling. speaking of the teachers, paraprofes- was good and special education teach- However, as at the first Florida site, sionals, service providers, and parents. ers and students took full part in the funding the health care component Plus, Murray says she has more programs, results also were good, with proved difficult.

81. CEC TODAY DECEMBER/JANUARY 2001 15 CMLELON]

77 ocr',':;oceit February 7, 2001 March 7, 2001 October 4-5, 20D1 Web-Based Workshop: Adapting Curricu- ielephone Seminar: Promising Practices OLD Annual Conference, "Bridging the lar Materials for the Inclusive Secondary for Reducing Disproportionate Represen- Gap Between Research and Practice." Classroom. Contact: CEC, 1110 N. Glebe tation in Special Education. Contact: CEC, San Antonio, TX. Contact: Charles Hughes, Rd., #300, Arlington, VA 22201, 800/775- 1110 N. Glebe Rd., #300, Arlington, VA Penn State University, 227 Cedar Building, 7654, [email protected] 22201, 800/775-7654, University Park, PA 16802, 814/863-1699, [email protected]. February 9-10, 2001 FAX 814/863-1002, [email protected].

CCM Forum, "Comprehensive Program- 7- October 4-3, 2001 ming for a Diverse Population of Children CCBD International Conference, 'Interna- and Youth with Challenging Behaviors. April 17-22, 2D01 tional Conference on Programming for a Riviera Hotel and Casino, Las Vegas, NV. CEC Annual Convention & Expo. Kansas Diverse Population of Children and Youth Contact: Lyndal Bullock, University of City, MO. Contact: CEC, 1110 N. Glebe Rd, with Emotional/Behavioral Disorders." North Texas, PO Box 310860, Denton,TX Suite 300, Arlington, VA 22201 -5704- Atlanta Airport Hilton and Towers, Atlanta, 76203, 940/565-3583 (0), FAX 940/565- 5704, 800/224-6830, e-mail: GA. Contact: Lynda! Bullock, University of 4055, e-mail: [email protected] [email protected]. North Texas, PO Box 310860, Denton, TX February 28-March 2 76203, 940/565-3583 (0), FAX 940/565- Michigan CEC Federation Annual Conven- 4055, e-mail: [email protected]. tion:"Focusing on the FACES of Educa- May 3-4, 2e81 October 11-13, 2051 tion, Amway Grand Plaza Hotel, Grand LCCE Regional Training, San Diego, CA. 2001 DCDT International Conference. Den- Rapids, MI. Contact: Kathy Barker, Aquinas Contact: CEC, 1110 N. Glebe Rd., #300, ver Marriott City Center Hotel, Denver, CO. College, 616/459-8281 ext 5424, fax 888/232-7733, [email protected]. 616/732-4465, [email protected]; or Dauber 25-27, 2001 Gene Kyle, 517/651-6767, fax 517/651- CEDS 2001 Topical Conference. Hotel ?7',11-,.; 9058, lakevictoria@voyagernet. Montelleone, New Orleans, LA. Contact: dna 22-24, 2001 Sandra Latchford, 60 Surrey Crescent, CEC - Franklin Covey Workshop: 4 Roles of Fredericton, NB E3B 4L3, Canada, Leadership. Chicago, IL. Contact: CEC, 506/453-3515, FAX 506/453-4765, san- 1110 N. Glebe Rd., Arlington, VA 22201, [email protected]. 888/232-7733, [email protected].

NONPROFIT Courtcfor ORGANIZATION U.S. POSTAGE Exceptionae PAID Chfiedren RICHMOND, VA Suite 300, 1110 N. Glebe Road PERMIT NO. 930 Arlington, VA 22201

82 Councilfor Exceptional Children

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&DIMEIon hOMEM 1R1C) Ow@Poriguy CNOAR2 CIC CalWOR0011 Egi@ Mow., Wi817 fin 20: BY CAROLYN COSMOS Pre-convention Workshops And you can, of course, network: Renew International Division Cau- -17boded with facts and data? Stretched by old ties, greet good friends, or forge new cuses iL change? Your days too short and your links to your peers. It is, in short, enrich- lists too long? CEC's 2001 convention in ment a way to enhance your professional Nfed., Art 11018 Kansas City can help, says Jacquelyn and social networks simultaneously and do General Session featuring Alexander, program chair. it in the short space of three or four days. Beverly Sills as Keynote "We face almost incomprehensible amounts of information," she observes, What's Happening? Man., A5uull 19 adding that the convention program is de- The CEC convention, to be held in Kansas Expo Grand Opening signed to help you bring "order, clarity, and City, Mo., April 18-21, will offer you: predictability" to your professional life. More than 600 separate sessions; Division Showcase Sessions You can select sessions that fit your pre- .20 pre-convention workshops on critical ferred learning style, enhance your profes- issues special educators face today; and Fut, Aput 20 sional development, and make the most of . 13 theme-linked session series or "strands" CEC and Yes I Can! Awards your time. Choices include workshops, lec- for in-depth exploration. tures, roundtables, demonstrations, posters, And, there will also be eight educational Set., April 21 and hands-on labs and tours, as well as panel tours site visits to innovative programs. Multicultural Summit discussions that include divergent views. Continues on page 4 Teacher of the Year Luncheon

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Fu Mom kuinumetau... C@IfTfg 110111T &11gOF Call 888/CEC-SPED or go to our modern age, a growing number of stu- the Web, www.cec.sped.org. BY GREG M. ROMANECK dents come to school from homes that fail "VVe live in an age when violence and to foster positive values. The effects of anger can erupt at seemingly any abuse, neglect, homelessness, poverty, and time. The tragic events at Columbine High ignorance exert a powerful effect on the School and a host of other schools across emotional health and well being of a grow- the past few years give evidence to the hor- ing number of students. For those more rible cost that out of control anger can exact. materially fortunate youngsters, our hur- Deadline for PRSE Granted While these terrible scenarios are extreme ried society all too often short-changes Program Extended 3 in their results, they are but exaggerated ex- them of the family-based nurturing and Homework: Is It amples of the daily issues related to anger guidance that was available to previous Worth the Effort? 12 control that plague our society. generations. The end result can be out- Convention Registration It has become one of the realities of life bursts of inappropriate behavior. For stu- Form Hassle Free! .. .14 that adults who work in schools will be dents with diagnosed and undiagnosed called on to deal with children's anger. In Continues on page 9

83 AiryB GEI1MlainarCC H: A Wei ComIllicaio

CAROLYN COSMOS independence, they become more con- fident. And they start communicating, L7er commitment to her students and she observes. While some come to her program are boundless," says Platner speaking, many do not, but Joanne Phillips, speaking of Mary Plat- "they all leave speaking," she says. ner, an Arizona dynamo who teaches Platner was the first Arizona in- children with autism. Platner has twice structor to use TEACCH, and initially been the Arizona Federation Teacher of teams of teachers went to the Univer- the Year, in 1994 and 1997, and Phillips sity of North Carolina for TEACCH is the Director of Pupil Services for the training. However, the university pro- state's Scottsdale Unified School Dis- gram now "comes here to train," she trict. She is Platner's supervisor. explains. "Her creativity and willingness to Developed in the early '70s by Eric share information" are astonishing, Schopler, the TEACCH program for Mary Plainer and one of her students, Kyle Baker, Phillips observes, joking that Platner's share a special moment. children with autism and their families ability to locate resources is so finely focuses on a highly individualized cur- honed "she could get a job with the graphs, or icons. It may be in black and riculum where "the person is the prior- FBI." white or in color, depending on "how ity," according to its current director "I love developing strategies and much the child can handle visually." Gary Mesibov. It stresses the strengths materials, reading the research, think- For example, a child may be given a of autistic children, such as visual skill, ing it through, then making it happen. I vertical series of pictures that read top and uses "structured teaching" in a love doing hands-on things with the to bottom to mean "Go to your desk." highly organized environment. kids. I tend to be persistent, stubborn," If a child can't handle words, "We'll Platner laughs, noting the trait serves give the kid a real object, for example, a Lessons for Ali her well in her chosen profession. ball that means, 'go to the playground.'" This individualized approach to learn-

For another child, "we found a little plas- ; ing is a valuable model for all teaching, A Special Program for Children tic toilet to hand to him and a miniature Platner says. Platner, who has taught With Autism backpack to indicate 'time to go home."' children with widely varying needs, Platner is known for defying any artifi- When a child is to go to Platner for notes the key is "figuring out how kids cial limits on creativity, instructional instruction, "I'm the barn." She explains learn: Are they tactile? Auditory? How methodology, or knowledge to help her that the child needs to go to an area do they best express what they know?" students. Her quest for the best instruc- adorned with a large poster depicting a Most instructors have a distinctive tional technique for her students led her barn. A child might be handed a picture style, she observes, and many "strongly to the Treatment and Education of of a barn or a card with the word "barn" favor talking, "particularly in general Autistic and Related Communication on it. The child then matches the card to education. for Handicapped Children (TEACCH) the poster and gets there on his or her However, it's important with inclu- program developed at the University of own steam. sion, she notes, to have both special North Carolina in Chapel Hill Classroom locations and objects are and general education teachers alike (www.teacch.com/). While Platner and color-coded for each student, so that one analyzing their teaching styles, taking a her team have structured their K 2 little boy, for example, has everything in critical look at what they do in a class- grade classroom environment using a green: His school cards, his work area, room, and trying to broaden their ap- number of models, they primarily rely and his clipboard are either green or proaches. on TEACCH. have something green mounted on them Very simple adaptations can work, What is their TEACCH-ing space in Velcro; and his name is written on she notes, such as drawing pictures on like? When you walk in, Platner ex- green duct tape. (Platner thinks this sys- the board, providing outlines for older plains, you enter a "visually structured tem could be adapted for adults with students, or being flexible and creative classroom that appeals to the vast ma- Alzheimer's disease.) in deciding what materials a student jority of persons with autism." As children with autism become should hand in. "Each student has his or her own more comfortable in this highly visual Resource: Platner has compiled a personal schedule," one conveyed in and structured classroom, "their world resource directory for TEACCH class- whatever way works best for that child: begins to make sense," she explains, rooms. To request a copy, send her an It may be words. It may be photo- and because the program stresses their e-mail at [email protected].

2 CEC TODAY FEBRUARY 2001 84 oneuvthey. &cane

Di KOH®©T cation. It is expected that the new PRAXIS II will align with the CEC knoliccLai standards and be used as the assessment for the PRSE in Special Educa- he Council for Exceptional Chil- plications for the Professionally Rec- tion Teaching. Although ETS has com- dren is pleased to provide you ognized Professional Educator pleted development of the new the opportunity to become a Profes- Granted Certificate has been ex- PRAXIS II in special education, CEC sionally Recognized Special Educa- tended until June 30, 2001. Appli- has not completed a validation of the tor (Granted). If you have the profes- cants will have until the middle of assessment to ensure its alignment sional preparation and experience in next year to demonstrate they meet with CEC standards. It is expected that special education teaching, special the criteria for the granted certifi- this evaluation will be completed in education administration, or educa- cate. The Granted PRSE is awarded the next few months. tional diagnosis, then you may be el- based on applicant's experience, edu- CEC is still seeking a national as- igible for the designation Profession- cation, and state credential status. sessment that is aligned with the ally Recognized Special Educator CEC standards for Special Education (PRSE) and its benefits. Assessment Required for Future Administrator and Educational Diag- CEC established the PRSE pro- PRSE Status nostician. gram to enable special educators to Beginning July 1, 2001, only the Reg- For the PRSE application packet, demonstrate to their fellow profes- ular PRSE will be awarded. All suc- contact CEC's Constituent Services sionals, employers, and the public cessful applicants for the Regular Center at 888/232-7733 or serv- that they meet the standards of their PRSE will be required to take an as- [email protected]. profession. By participating in the sessment. (All those who hold the PRSE program, special educators are Granted PRSE will have until 2009 to For more information about the in a better position to ensure that the successfully pass the assessment.) PRSE program, contact Margie education they provide to children CEC has been working with Educa- Crutchfield at 703/264-9484 or and their families is of the highest tional Testing Service (ETS) as they [email protected]. quality. revamp the PRAXIS II in special edu- PRSE Status Benefits You Those practitioners who meet the requirements for the PRSE will re- Find Answers to Your Questions at The 2001 ceive: CEC Convention & Expo Il

Proactive Approaches to Help Students Control a A professional certificate acknowl- Their Anger _R edging that they have met CEC standards for practice in special educa- February 2001 Vol. 7 No. 6 Mary Plainer and TEACC11: A Winning tion. Combination S n The right to add PRSE after their CEC Todayis published10times a year, Jan/Feb, March, April /May, June,July, Aug., Sept., Oct., Nov. and Dec., Member Benefits B names on business cards, letters, ap- by The Council for Exceptional Children, 1110 N. Glebe, Advocacy in Action plications, etc. Suite 300, Arlington, VA 22201-5704. Telephone a Their names published in one of 888/232-7733, M 703/264-9446, Student CEC Spotlight CEC's periodicals. [email protected], Web: vAncec.sped.org. Diversity a A letter to their employer stating CE( Todayis not copyrighted. Members are encouragedto copy and disseminate information in this publication. they have received the PRSE. Canada a A press release about the PRSE CEC Pireslentr: Hellen Bogie Division Focus that they can send to their local Enecutive EHteder: NancyD. Safer newspaper stating that they have met EdiienLynda VanKuren Professional Advancement 170 the requirements. Contributin Miters: Jacki Boatel,Public Policy; Jane Burnette, Information Services; Margie Crutchfield, Member to Member 1/P, a Their names in a directory of Pro- Professional Standards; Itayte Fearn, Diversity; Anmarie Homework: Is It Worth the Effort? fessionally Recognized Special Edu- Kailas, Conventions; Charles Rogers, Communications; Jay Special Moments in Special Ed Il cators. McIntire, IDEA Partnerships; Kathleen McLane, Publications; Susan Simmons, Membership Convention Registration Form 176 PRSE Deadline Os &tended Calendar of Events Il6 The deadline for submission of ap-

CEC TODAY FEBRUARY 2001 3 Convention, from page 1 taking action, we will be better able to AGoa protect our students' civil rights, as well You could, for example, visit Earth- don as expand laws that help students with works, five underground habitats for he Public Policy Unit is offering exceptionalities, their families, and those science exploration. Or you might try two sessions at the 2001 Conven- involved in the education of these stu- Sculpture Therapy in Action, clay tion & Expo for anyone who wants to dents. therapy for anger management and better understand what's happening in CEC's online Legislative Action emotional exploration. Washington and how they can influ- Center offers the following: Meanwhile, back at the convention, ence local and national legislation. Guide to Congress: Get information the CEC Expo will beckon with 300 about all Congressional members, in- plus exhibits of the latest teaching tools What's Happening in Washington? cluding photos, contact information, and resources. You will also find infor- This session gives an annual update on and committee appointments. Every mation about the latest teaching materi- activities in Washington, D.C. Presen- committee and subcommittee is listed, als, resources, and professional develop- ters discuss the latest on efforts to in- searchable, and in printable format. ment programs and, of course, "hot crease funding for the Individuals with All you need to do is type in your ZIP tech." More than just a place to gaze and Disabilities Education Act (IDEA), code. graze, it will provide plenty of hands-on IDEA reauthorization, Elementary/ Write to Congress: E-mail Con- learning, including labs and interactive Secondary Education Act reauthoriza- gressional members, the president, demonstrations. tion, gifted legislation, juvenile jus- federal agencies, and other govern- tice, the Supreme Court decision on ment officials by selecting pre-written Theme Samplers the Americans with Disabilities Act (editable) messages, or you can write The 2001 CEC Convention & Expo and other relevant court decisions, and your own message. offers sessions on the most important other federal actions impacting stu- s Media Guide: Send original and topics affecting you and your students dents with disabilities. customized messages to journalists, today, such as discipline, inclusion, radio hosts, and television commenta- assessment, school reform, and more. influencing Policymaking at a tors, locally and nationally. See below for a sampling of the types G ssroots Level s Bill Status/Sponsor Track: See a of sessions you can attend: This hands-on session will provide tips list of CEC's key legislation in Con- and insight on how individuals can in- gress. You can track current bills and Attention Deficit Hyperactivity Disorder fluence policymaking at federal, state, view a list of co-sponsors to see if your Raun Melmed, medical director of the and local levels. Presenters will also member(s) are supporting a bill that is Melmed Center in Phoenix, Ariz., will provide information on CEC's new Leg- important to you. discuss new advances in the diagnosis islative Action Center, a Web-based ve- Vote Scorecard: See how your and treatment of attention deficit hyper- hicle for finding facts and voting statis- members voted on key special and activity disorder (ADHD). tics on Congressional members and gifted education legislation. "At CEC I will be looking at newer communicating with elected officials 8 Free Web Banner/Site Sticker: ways of understanding ADHD and and their staff, as well as state and local Post a link to CEC's Action Center what the implications of that might be press organizations. For more informa- with a "Write to Congress" graphic for the classroom teacher," he explains, tion, contact Jacki Bootel, 703/264- right on YOUR Web site, so that your telling CEC Today that he will present 9437 or [email protected]. visitors can write to Congress from an integration of novel approaches with your home page. more standard ones, addressing both CEC's New Legislative Action Congress Today: Updated every day pharmacological issues and interven- Center Congress is in session, Congress tion programs. CEC has launched a new interactive fea- Today provides Congressional and "As a developmental pediatrician, I ture on its Web site that allows members committee schedules for both houses. believe in the integration of neurologic, direct and easy access to Congressional emotional, educational, and biological members and other federal agencies, in- Check out CEC's Legislative Ac- issues," he explains, adding that he will formation about important legislation, tion Center by logging onto CEC's also look at behaviors "that occur and links to local media outlets. Web site at www.cec.sped.org and se- alongside, particularly autism, and how This free service will enhance CEC's lecting the gold "Public Policy and these disorders might overlap." political power by encouraging people in Legislative Information" flag on the the special and gifted education fields to left side of CEC's home page. Or, click Autism become more involved in the federal on http://capwiz.com/celc/home/.0 A pre-convention workshop on strate- legislative process. With more people Continues on page 5

4 CEC TODAY FEBRUARY 2001 86 Convorflion, from page 4 brain engaged in a learn- gies for working with autism spectrum ing activity. Such tech- disorders will lead into an array of niques and current re- practical possibilities later in the week. search are creating a There will be 16 different sessions on new paradigm for teach- autism and related developmental dis- ing and learning, says orders, including sessions on teaching Skip Stahl of CAST, play skills, creating an autism support Inc., in Peabody, Mass. team, teaching vocational choices, and This approach includes using videos to enhance social skills. using new technologies to respond to individual Traumatic Brain Injury learning differences and GEC's Convention attendees try out some of the products in the Ex- "Traumatic brain injury or TBI is a the multiple intelli- hibit Hall. They like what they see! gences that Howard fairly new disability area," says Bon- Reading nie Todis of Teaching Research, Inc. in Gardner and others have defined. Eugene, Ore. Todis is the leader of the Stahl and colleagues Joan McGuire You can start with a pre-convention convention's TBI strand. and Sally Scott at the University of workshop in beginning reading instruc- "There's a perception that TBI is Connecticut will explore these devel- tion. It includes research-based strate- less prevalent than autism," says opments in their strand on universal gies and hands-on practice. You can Todis. She emphasizes that, to the con- design. The four sessions will include then participate, if you wish, in the con- trary, TBI is underidentified. an update on national policy and re- vention's Strand B on a related theme. "I'm excited that CEC is focusing search issues, information about tools This strand deals with improving on TBI in a strand format," Todis says, and techniques, and teaching strate- reading achievement among students noting that there will be other sessions gies, Stahl explains. with disabilities and those at-risk. on TBI offered at the convention as Strand presenters will focus on di- Each session in the strand will target a well. She hopes the focus will alert ed- verse learners and show "how technol- particular age group from kindergarten ucators to the underidentification ogy and use of digital media can trans- through high school. problem and help to sharpen skills. form what you can do in your class- Thirty thousand children a year in room," Stahl says. The strand will cover Transitions the United States are diagnosed as universal design for learning and in- A pre-convention workshop on transi- having problems associated with TBI, struction for kindergarten through post- tion-focused education will look at she explains. Most result from motor secondary education. specific tools for planning, implemen- vehicle accidents, but some stem from A CAST colleague will also conduct tation, and evaluation. abuse or other causes. a pre-convention workshop in universal You can move from that workshop "It's important to understand that design. Titled "Concepts and Tools for into a convention session menu that because you are dealing with some- Flexible Digital Learning Materials," it offers you at least 14 different options thing acquired, there's a lot of emo- will offer information about tools and on transition, including presentations tional baggage" for both parent and methods for using digital materials in on assistive technology users, on child, she explains. the classroom, including ways such ma- IDEA requirements, a look at activi- Todis says her strand will offer a 2- . terials can be tailored to meet the unique ties that promote college success, a hour session on strategies and interven- needs of each student. session on students with TBI in transitions. One issue to be addressed will be tion, a look at assessment issues, and a the common problem of loss of friends, Ono-Mop Shopping lorr session on best practices for the transi- which can be devastating to a student Learning tion of students with emotional disor- and difficult for parents to observe. As a convention attendee, you can ders. The strand also will provide a na- sample, browse, graze, and explore a Urban Issues tional perspective on TBI through a variety of topics. Or, if you prefer, you presentation given by Susan Marsh, De- can take advantage of one or more spe- The convention will also offer a strand partment of Education's Office of Spe- cialized paths offered at the conven- on urban issues. It will tackle tough cial Education Programs (OSEP). tion. The Universal Design strand and topics such as high-stakes assessment the related pre-convention workshop in urban schools. Universal Design and the Learning Brain described above are one example. Combining theory and practice, the Advanced imaging techniques such as Here are some others: strand's four sessions will focus on pol- PET scans can generate pictures of the Continues on page 15

7 CEC TODAY FEBRUARY 2001 -5 8 skadeng cue spolg

Stu dMies re ansasG outrageous games, and maybe even win a prize or two. These two events are or- rrhe International CEC Convention gives you an opportunity to get to know ganized by students. They are also a & Expo takes place this year in the peers from around the world that are in- great way to get out and meet other stu- fine state of Missouri and features a terested in the same causes and share the dents, have some fun, and learn about host of activities and sessions just for same love of children and youth. Mak- your peers in the States and across the students. Here are some highlights for ing these types of connections can help border! you to uncover: you find a job, assist you in research as well as general studies, give you insight uoib Dance Sessions, Sessions, Sessionsi into masters and doctorate programs The student dance is a must! It is organ- At the CEC Convention & Expo, you across the country, and help you develop ized by SCEC to make students feel can attend sessions led by people your a strong network when you are working comfortable and connected at the con- professors refer to, who write your text- with children with exceptionalities. vention. Best of all, it's a chance to books, and who are the leading experts dance, whoop it up, and have a great in your field of study! Learn from the CEC Expo time. Plus, you never know what might best about inclusion, standards, assess- This special education exhibit features a happen! One year we had a marriage ment, multicultural education, learning variety of resources, services, and teach- proposal at the dance, and who knows disabilities, behavior disorders, low in- ing materials covering pre-school to how many romances got their start cidence disabilities, auditory process- young adults. If you are searching for the here! Your $5 admission supports the ing, and more. Not only will you learn latest book or trend, a way to communi- Student CEC Awareness Scholarship the most up-to-date information, you cate differently with children with ex- Fund. will also come away with a bag full of ceptionalities, or tools to make your job Remember that students are wel- instructional strategies and techniques a little easier, then this is a place to stop come at all events, including our Stu- for your future students. and shop. Vendors and experts are more dent Board of Governors meetings and Plus, the following sessions were than willing to help you find the type of the gala, which is the last evening of the developed with new teachers in mind: things you just can't find anywhere else. convention. You too should be goin' to Fasten Your Seatbelts Please: From Kansas City! We'll see you there! Student Teaching to Flying Solo pro- Calmer Connections vides new teachers with strategies to For students, this is one location you For more information on any of the smooth the transition from student cannot afford to miss. Educators and above or to find out more about the stu-

teaching to having their own classroom. school district representatives from ff dent portion of the convention, please Topics covered include interviewing across the country as well as selected check out the CEC Web site at strategies; working with experienced international countries are here to an- www.cec.sped.org or educators, educational assistants, and swer questions, provide interviews, [email protected]. parents; and organization. and help you get hired. If you are will- They Didn't Tell Me This Before I ing to re-locate or are unaware of what Did My Student Teaching gives hints type of job services are available in StIdOn.CEC UpdsOS and tidbits of information that will help your state, then look no further. Re- SHe you enter your first classroom confi- member to bring copies of your re- dently and get you off on the right foot sume, your portfolio, and a winning As many of you have noticed, the student with your lead teacher and your stu- personality! CEC Web site has no new information. dents. This is due to some minor complications E. But What Do I Do about the Grown Fun and la es in posting the site and keeping it updated. Ups? Some Hints for New Teachers Besides the wealth of information and Please keep visiting the site as changes will model and provide activities for networking to be done at the CEC will be sorted out and fixed in the next few weeks. If you require any further informa- participants to practice skills and strate- Convention, there are also activities tion or are looking to write articles pertain- gies for collaboration with other teach- geared for students to make your time ing to students in CEC Today, please con- ers and effective case management. in Kansas City more relaxing, enjoy- tact cynthiascec©yahoo.com. able, and fun. Making Connections QaMsav Appetjekm Day Many people from a variety of disci- American Student Night and Canadian Student Night Remember that Advisor Appreciation Day plines attend this convention. From is March 1! How will your chapter or as- teachers to special educators to parents Come and participate in American and sociation show appreciation to the people and psychologists, the CEC Convention Canadian trivia, play some zany and that assist in making SCEC successful?

6 CEC TODAY FEBRUARY 2001 88 divers an C@F00111DE asoil dhia. SO C /12 ©11n_ilrINAM 3[1Hsh CokonNa_ golmikw SuppoT, FTeuram a Succ@ss rio effectively teach students with tant differences in perception are also disabilities from diverse back- identified. Now in its fourth year of implementa- grounds, you must know how these Understanding the Complexity of tion, British Columbia's initiative to re- students learn, the knowledge they Disproportionate Representation: In- duce behavior problems in schools is seeing positive results. Schools that bring with them from their culture, and siders' Perceptions and Researchers' have participated in the initiative are Observations discusses the role of in- how they best interact with educators reporting reduced office referrals and and peers. The following sessions, to struction, referral, and evaluation in the an improved tone and school climate, be presented at CEC's 2001 Interna- over-representation of African Ameri- according to a paper by Don Chapman tional Convention & Expo, gives spe- can and Hispanic children in special and Cheryl Hofweber. cial educators skills in this very special education. The factors that contribute area of exceptionality: to children being perceived as disabled The British Columbia Council of Ad- ministrators (BC Case), which initiated Frameworks of Education: Per- involve a complex weave of beliefs, the program, collaborated with the policies, and practices. spectives of Asian Families and Head Ministry of Education and George Start Staff describes Asian families' O Creating Culturally Dynamic Class- Sugai at the University of Oregon to and Head Start staffs cultural perspec- rooms for Culturally and Linguisti- present a series of regional work- tive. cally Diverse Exceptional Children shops, summer institutes, and confer- Second Generation African Ameri- focuses on effective approaches, strate- ences on school discipline and behav- can Families in Special Education: gies, and curriculum materials for cul- ior support. The Inside Story shares the stories of turally diverse students with exception- Facts that have become apparent African American parents who realities, with an emphasis on Mexican through the Effective Behavior Support ceived special education and now have American and Native American popu- Program are: a child in special education. This ses- lations. Sample materials will be avail- sion also makes recommendations for able. 0 It takes 3-5 years for the Effective Be- families and teachers. Strategies for Affirming Diversity havior Support initiative to become Building Collaborative Relation- and Promoting Equity in the Class- fully operational in schools. °Ongoing in-service and support are ships with Culturally Diverse Fami- room identifies the critical features of crucial to success. Efforts and struc- lies of Children with Disabilities raises multicultural education, learning activ- tures must be designed to sustain the the awareness of professionals of cul- ities to affirm diversity and promote initiative over time, personnel turnover, tural differences and helps them iden- equity in the classroom, and strategies and other changes in a school. tify problem-solving strategies they to reduce the over-representation of 0Evaluating the initiative is important. can use to address these differences in minority groups in special education. °The initiative needs to be "institution- positive and meaningful ways. I o Court Is in Session: The Education alized" so that responsibility for ongo- O Teacher and American Indian Per- of African Americans on Trial gives ing professional development activities ceptions of Participation in Early participants a deeper insight into the is- can be transferred to and sustained by Childhood Education identifies con- sues and concerns that must be ad- existing organizations or institutions. verging themes shared by educators dressed for this section of our student °The base of support for the initiative needs to be expanded to other organi- and American Indian parents. Impor- population. zations such as the Ministry of Educa- tion or Safe Schools Centre. Dan Pass CEC's &mug SHS1f2 Audard 0Developing local expertise in Effective Behavior Support takes time. Saturday, 5:13B p.m. Bidding begins at 6:GB p.m. 0 Implementing Effective Behavior Sup- in the Count Basle Ballroom Foyer, Nansas City Marriott Downtown port in schools is positively affecting schools' tone, atmosphere, and cul- Come and browse all the wonderful auction items and place bids for one (or more) ture. °Roadblocks to implementing Effective of the many interesting, unique, scrumptious, or otherwise wonderful treasures! Behavior Support are similar to those of any "change process" in schools. Al pveceeds heneM The Feende4ien IfaceptuRA ChHdven

89 CEC TODAY FEBRUARY 2001 0 7 * CASE * CEC-OR * CIEC-PD CEDE DCCD DOT HE

2001, in Boston, Mass. The following people were honored with awards at the conference: Merle B. Karnes CASE Award for Service to the Division, Susan San- The Council of Administrators of dal) and Patricia Snyder; DEC Service to the Special Education Field Award, Rebecca Fewell; Rose C. Engel Award for Excellence in Professional Practice, CASE began the new year with an outstand- Amy Harris-Solomon; J. David Sexton Doc- ing professional development activity for toral Student Award, Shelley Neilsen; and members. The annual CASE Institute for Kathleen W. McCartan Award, Denise Robin- 2000 featured an examination of emerging son. issues in human resources. Speakers for At their December 2000 meeting in Albu- the event were Kent Gerlach, Ann Haggart, querque, N.M., the DEC Executive Board es- Susan Craig, and Sally Pisarchick. tablished the J. David Sexton Endowment in The next professional development activ- honor of David Sexton, pat DEC President ity will occur at the CEC Convention in Kansas and DEC Research Committee Chair. Once the City in April! CASE has selected over 20 endowment is fully established, it will provide speakers for presentations geared to admin- Woodcock-Johnson III Achievement Test a cash award to the annual recipient of the J. istrators. The Showcase Session will be and a presentation by Lynnette Wright on David Sexton Doctoral Student award and will "What's Leadership Got to Do With It?" with developing extended curricular standards support DEC research activities. The DEC Ex- Richard Villa. CASE is doing four sessions using the Kansas Model. ecutive Board is currently soliciting contribu- with other divisions. Of course, the week will Be sure to check the convention pro- tions to the endowment. Contributions can be also feature the annual Membership Breakfast gram for the location of the CEDS Social, made to the endowment by sending a check and Meeting as well as the CASE Reception. sponsored again this year by AGS. This made out to DEC, noting that the contribution Members are urged to check the CASE gathering is one of the highlights of the is for the Sexton endowment, Division for newsletter for details. At the annual meeting, conference and a great opportunity to inter- Early Childhood, 1380 Lawrence St., Suite members will consider a number of constitu- act with presenters, authors, and others in- 650, Denver, CO 80204. tional amendments, hear CASE election re- terested in educational assessment. Contributions are tax deductible. For sults, and honor their colleagues and CASE more information, contact DEC by email, subdivisions who are award recipients. DCDT [email protected], or call 303/556- Finally, plans are well underway for the The Division on Career 3328. 12th Annual CASE Conference, to be held in Development and Transition November in Irving, Calif. Watch the CASE newsletter and Web site for details! Join DCDT for its 25th Anniversary Gala at the DISES CEC Convention in Kansas City! On Thurs., The Division of International CEOS April 19, we will honor Gary Clark of the Uni- Special Education and Services The Council for Educational versity of Kansas for his contributions to Check out the DISES programs at the CEC DCDT. More information is available from the Diagnostic Services Convention in Kansas City! DISES will host DCDT Web site. We also welcome everyone 15 sessions/posters on international topics. CEDS will sponsor more than two dozen to our DCDT Social, to be held on Fri., April These include discussions of issues and sessions at the CEC 2001 Convention in 20, following the business meeting at 6 p.m. services in Cuba, Taiwan, Colombia, Saudi Kansas City. These sessions examine vari- We have a number of excellent presenta- Arabia, the United Kingdom, Hong Kong, ous aspects of current issues, trends, and tions at the CEC Convention. Our Invited China, and Pakistan, as well as multi-coun- research in assessment. Some of the topics Speaker is Ed O'Leary, who will present try comparative overviews and a showcase include functional assessment, ways to de- "Achieving Results: Meeting the Transition on implementing inclusive education in determine reading instruction methodology, Services Requirements of IDEA '97." Our veloping countries. DISES also invites any test accommodations, portfolio assess- feature presentation is moderated by Char- interested CEC member to attend our Gen- ment, data analysis, curriculum-based as- lotte Walker and Wynne Begun. It is entitled eral Membership Business Meeting. Check sessment, issues related to state-wide as- "Preparation: A Key to College Success" and the program for time and date. sessment, test stress, pre-referral strate- features a panel of former students dis- gies, multicultural and second language in- cussing strategies for successful transition TED fluences on assessment practices, voca- to post-secondary education. tional assessment, and ways to help stu- The Teacher Education Division dents show what they know. DEC The TED Diversity Committee will sponsor a The CEDS Showcase Session will fea- The Division for Early Childhood 1-day conference on "Teacher Preparation ture Karen Davis, whose presentation is ti- and the Implementation of Standards: Is- tled "Manifestation Determination Evalua- The 16th Annual DEC International Early sues Involving Diversity" before the CEC Childhood Conference on Children with tion Decisions: The Law, the Courts, and the Convention in Kansas City, Mo., from 8:00 Research." Special Needs was a great success! It was a.m.2:00 p.m. on Wed., April 18, 2001. Three-hour mini-workshops will include held in Albuquerque, N.M., in December. The conference is free and lunch will be a presentation by Fred Schrank on the new Mark your calendar for next year: Dec. 2-5, provided for one representative from each

8 CEC TODAY FEBRUARY 2001 SG *DoEC DOSES D DPFD DVD 'ADD TAG TAM *TED* division or council. For registration informa- Use Effective Listening Skiiis tion, contact Gloria D. Campbell-Whatley, Through such exercises, students can 2101 Coliseum Blvd., 240C Neff Hall, Col- learn how to ask for accommodations Take the time to talk to students about lege of Education, Indiana Purdue Univer- they need, as well as how to react posi- their problems and attitudes toward a sity, Fort Wayne, IN 46805, 219/481-5477. tively to a variety of different re- negative situation. Listening to your Michael Hardman, University of Utah, sponses in various situations. students can help them develop a will receive TED's Distinguished Service sense of personal efficacy, responsi- Award at the 2001 CEC Convention. TED's Share Power When Possible monograph, "Emerging Trends in the Prepa- bility, and worth in a caring but struc- ration of Teachers," will be also be available Schools or classrooms that allow for stu- tured environment. at the convention. dent input into how they are run have a Model sincere compassion and TED continues to take proactive steps in greater likelihood of reducing student concern for you students despite what influencing policy at the national level by con- anger before it erupts. Allow students to they have done. Demonstrating that tracting Jane West to serve as a consultant. help make rules, develop procedures for certain actions cannot be tolerated Combining her efforts and work with HECSE, enforcing rules, and mediate or help re- and have consequences but that these West will serve as a valuable voice for teacher solve problems between classmates. By results do not include personal rejec- education issues in Washington. allowing students to participate in rule tion of the student involved can be ef- development and enforcement, your stu- fective. Anger,from page 1 dents will more easily "buy in" to class rules and procedures because they have Provide Opportunities or emotional/behavioral disabilities, ownership in them. Movement Breaks and Motor theseoutbursts may be triggered by Outiets seemingly non-existent causes. identify Problems and Many students with anger control is- Educators must help students real- Reinforce Success sues have a hard time sitting still in ize that there are positive ways to Educators should investigate and exam- classrooms. Therefore, build move- cope with and express anger appro- ine the school/class environment to ment breaks or gross motor outlets priately and learn anger control identify and eliminate potential sources into the school or class schedule. Oc- strategies. Failing to provide students, of anger or violence. Consider demo- cupational therapists have found an and in particular those with behav- graphic or cultural differences that may increasing need for movement breaks ioral/emotional disabilities, with ap- be feeding outbursts, and make the ap- for students with autism and/or sen- propriate strategies for coping with propriate changes in the class or your sory defensiveness. Therefore, the ab- anger leaves them to select avenues way of working with students. sence of such movement opportuni- such as physical aggression, verbal Second, develop clear and definitive ties can result in aggressive or acting abuse, or threats as potential outlets. behavior expectations and then enforce out behaviors due to sensory overload them fairly and consistently. Publicly or a buildup of emotional and physi- Self-assertion and Advocacy and frequently reinforce positive behav- cal energy. Encouraging students to be reasonably ioral and learning accomplishments. self-assertive can help them develop a Remember, controlling anger is far Provide Positive Aiternatives sense of competence. This sense of more that a police action. By catching Since anger is a reality for all of us, it competence can, in turn, help build a students in the act of modeling appro- is important to realize that students student's self-esteem and thereby as- priate self-control, then reinforcing will lose their tempers over things sist in defusing potentially anger-in- them, we utilize the most basic and that are both understandable and mys- ducing situations. essential behavioral principles. terious. Therefore, teach your stu- First, students need to know what However, teachers must not wait dents strategies that will limit, con- they need to succeed, both academically until a student reaches perfection be- trol, or divert angry impulses. Skills and in everyday social interactions. Spe- fore rewarding him or her for anger such as relaxation responses, breath cial education teachers can start by help- control. Students must be rewarded as counting, appropriate venting tech- ing students understand their IEP, their they master each step. Thus, even if a niques, ignoring, or providing correc- strengths, best and weakest learning violent student loses his or her temper tive feedback are skills that can be modalities, and what accommodations verbally, a teacher should praise the learned. they need to succeed. student for not throwing a chair Also, work with your students at Next, teachers should help students across the room as would have hap- their own developmental level to learn how to advocate for themselves pened in the past. Then, the teacher identify, teach, model, evaluate, and in ways that result in positive out- and student should talk about ways practice specific socially acceptable comes in school. For example, teach- the student could have reacted instead approaches to coping with anger. ers can role play with their students. of using verbal abuse. Continues on page 13 91 CEC TODAY FEBRUARY 2001 9 pmfessionall cadvancemeng

Spal Evnts C hbree aid Dori fi met to celebrate the achievements from CEC's T ersof As of our exceptional children and youth and Attendees of CEC's Annual Con- work of CEC's honored special educa- outstanding special vention& Expo in Kansas City, tion teachers. The luncheon will feature educators at the Mo., are sure to be inspired when they an inspirational address by Alexa learn about the exceptional work of Pochowski, the Kansas state director of Amcclx CEC's Teachers of the Year at two dynamic Commocy events, the Teacher of the Year Luncheon and the Friday, ril 20 Teacher-to-Teacher Swap & Share. Both will be 1:30 pone to 2:30 porn. held on Sat., April 21.

Teacher-to-Teacher Fenac1101152 gal& Swap & Sha Begin the day with the Spode Eol0Og1100 Teacher-to-Teacher Swap Former CEC President Bill Bogdan gives CEC's 2000 Clarissa In March, CEC will publish its Principal's & Share, and expand yourHug Teacher of the Year Nancy Barnett a big hug in celebration of Guide to Special Education by David arsenal of teaching tools her work and her success. Bateman and Fred Bateman. This Guide with award-winning lesson plans. special education. Plus, you'll enjoy a will be an invaluable resource for school Some of CEC's best teachers will pres- delectable meal and see your federation and district-level administrators and ent their most innovative and effective teacher of the year receive a special teachers who want to assist administra- lessons with demonstrations, hand- award. tors in expanding their knowledge of outs, and other information you can use Don't miss this chance to get to special education issues. when you return to your classroom. know CEC's Teachers of the Year per- The guide covers virtually everything Join us for the Teacher-to-Teacher sonally as well as professionally. Order principals need to know about special Swap & Share it's the place to be to your tickets now by calling 888/232- education and their role in its implemen- learn from the best! 7733 or checking "Teacher of the Year tation, including Luncheon" on your convention The legal foundations of the IEP registration form (page 14). Tickets are $30.00 per person. Inclusion The following teachers have Assessment been selected as CEC's federation and division teachers of the Accommodations year and will be honored at the Due process luncheon (as of press time): O Karen Voytecki, Clarissa Discipline Hug Teacher of the Year and many other important issues. The (Florida Federation). Guide also addresses the challenges fac- Esther J. Bailey, Kentucky CEC Teachers of the Year share exciting lesson plans with ing students and teachers, as well as convention attendees. Student involvement is a primary goalFederation. principals. of their lesson plans. Diane Ellis, Nebraska Feder- ation. This resource is one that you'll want to keep in easy reach on your desk or Teacher of the Year Luncheon A Joan Schuller, Utah Federation. that you'll want your principal to keep in a Linda Key, Mississippi Federation. Then, "do lunch" with CEC's 2001 easy reach! As soon as the book is avail- Teachers of the Year at the fourth an- a Deborah J. Johnson, Illinois Feder- able, we'll announce it on the CEC Web nual Teacher of the Year Luncheon, ation. site. from 11:30 a.m. to 1:15 p.m., Apri121. Diana Carter, Kansas Federation. The luncheon offers a wonderful op- It will be available at $39.95 for mem- portunity to celebrate the exceptional bers and $49.95 for non-members. 92 110 CEC TODAY FEBRUARY 2001 proffessionag advanceppaang

BdfflomorfiT Tun Nycoire CIE could not relate to people. This often groundbreaking first step has brought Columba- rn ilho BK-jom them closer to learning how to interact positively with others.The dogs are also he CEC Convention & Expo is al- workshops nationwide. The Learning used to provide rewards and motivation - ways anything but boring. But the Station packs every presentation with in an educational setting, break the mo- lineup of exhibitors for 2001 looks to fresh ways to teach old concepts. You notony of physical therapy exercises, be the most exciting one yet. will leave with creative new circle and much more. games, curriculum activities, music, Perhaps the greatest value of a ca- Make Your iEPs incredibly Easy to and movement. But that's not all! They nine companion is the unconditional Prepare also fill each presentation with: love and attention the dog gives to Today's special education teacher has to 0 Techniques for classroom manage- everyone around them. For a person deal with staggering amounts of paper ment by helping children stay on task, struggling with a disability, the mere work. But help is as close as the CEC promoting positive behavior, and im- presence of a friendly, safe, clean dog Expo. proving listening skills. can be an uplifting experience. Check Chalkware, Learning Tools, eSped- A program to help children deal with out www.caninecompanions.org online, .com, Ewing Solutions, and Horizon areconflicts by building life-skills and pos- and then come meet one in the Exhibit just a few of the many education tech- itive self-esteem. Hall. nology companies who will demon- Theme planning activities that pro- strate their latest, cutting-edge software mote learning in all development areas. Mew Math Program to &Wank at the 2001 CEC Convention & Expo. o A multicultural and non-sexist learn- with Disabilities How cutting-edge is it? Several compa- ing approach that celebrates childhood. Saxon Publishers plans to launch its nies will introduce new products at the O Individualized planning for cognitive, newest edition of its Adaptations for Expo. These products, never before motor, self-help, social, early math, lan- Special Populations series at the 2001 available to the public, can significantlyguage, and literacy skills. CEC Convention & Expo. This series reduce the time you spend on paper- Be sure to check your convention supports Saxon's middle grade mathe- work. program for show times. For a preview matics program, Math 54-Math 87. Whether you are a classroom of this exciting group, check out their The adaptations provide modifications teacher, administrator, or support staff, Web site at www.learningstationmu- and instructional supports that allow the IEP software by these companies sic.com. students with learning differences to can make your job a lot easier. And, keep pace with their peers while study- these are not "one-size-fits-all" IEPs. Ifilarm and Foy ing a standard curriculum. This suc- Each company offers a wide range of If you prefer your exhibitor to be warm cess-oriented program supports stu- software that will help you customize and furry, check out Canine Compan- dents performing at grades 4-8, regard- each student's IEP to make it truly indi- ions for Independence (CCI). CCI pio- less of their classroom placement. vidualized. Whatever your role in the neered the concept of training dogs to IEP process, this software can reduce assist individuals with disabilities. And Much Mare your preparation time by as much as 75 Imagine a student who cannot reach a These are just eight of the more than 300 percent. light switch, pick up his or her books exhibitors available for you at the CEC To preview what each company has when dropped, or open a door. Canine Convention Expo. You'll find resources to offer, check out their respective Web companions can do all that and more for every subject, the latest educational sites: for individuals with disabilities. and assistive technology, materials to as- Chalkware: www.iepware.com Canine Companions are usually sist with functional behavior assessments, Learning Tools: course.goalviews- paired with educators, rehabilitation and many other topics you will teach or .com professionals, or caregivers. Profes- work with in the coming years. eSped.com: www.esped.com sionals use these remarkable dogs to Plus, you'll find classes and demon- Ewing Solutions: www.quickwriter. improve the mental, physical, or emo- strations on using the Web, locating ed- com tional health of those in their care. ucational resources on the Web, and ac- Horizon: www.excent.com Teachers use the dogs to reinforce cessing the ERIC database online. learning. For example, some special ed- Plan now to stop by the CEC Con- Let The Celebration Begin ucation teachers have had their students vention Expo. Whether you're a "Dynamic! Exciting! Fantastic!" These read to a canine companion. Also, stu- teacher, administrator, or higher educa- are some of the reactions The Learning dents with emotional disturbance have tion professional, you'll find just what Station has received at conventions and been able to relate to dogs when they you need.

no CEC TODAY FEBRUARY 2001 11 member go member

Hcmeuvo ®sWorth the Effo Here is an example. Erica is a 3rd grader receiving pull-out reading in- BY LISA HABEDAPIR STEWART struction. She was struggling with the AND JILL ROPER guide questions to be completed reading vocabulary, was discouraged, AFTER the class has covered the mate- lacked confidence, and told her mother t's no wonder that many teachers have rial. she always completed her reading mixed feelings about the importance homework in school even though this and value of homework. Attitudes to- Preparation Homework was not true. Erica's reading homework ward homework have fluctuated over What if you want to prepare the student involved completing worksheets related the past decades. At times homework for upcoming lessons by previewing to the lesson (practice homework). Her has been perceived as a beneficial, nec- material at home before it is taught? accuracy on homework and tests was essary tool. At other times, homework With help from a parent, sibling or tutor very inconsistent. Although several in- has been viewed as unhelpful or even or on their own if they have the skills structional changes were considered, counterproductive. Homework can be students can preview material such as Erica's mother and her special education frustrating for students and sometimes vocabulary, charts, graphs, main themes, teacher decided they wanted to switch to leads to conflict at home or school. etc. ahead of time to "prime" or prepare preparation homework to try to improve Research indicates that "good" them for class instruction or discussion. Erica's confidence in learning new mate- homework includes a clear purpose, Preparation homework can improve stu- rial and overall reading performance. concise directions, and timely student dent success when covering new mate- Erica's mother also wanted consistency feedback as well as a high percentage of rial in general or special education in knowing when Erica had homework. student work completion and accuracy. classes and increase motivation. A schedule was developed where However, little research exists on the ef- Erica previewed the next week's story fects of homework, even "good" home- Extension and Creative Homework every weekend with her mom or grand- work, for students in special education. Perhaps you want the student to apply mother. The adult would read the story How can a special education teacher concepts learned in school to "real life" out loud and then work with Erica to know whether or how to assign home- examples, so you have the student make vocabulary flashcards. She was no work? gather information from a family mem- longer expected to bring unfinished seat- ber, or you want the student to integrate work home and was "graded" on her now Why You Assign reading, writing, and art skills to create a work in class and the flashcards. Erica Homework poster for a health class. Extension and her teacher set a goal for the next six One way to answer this question is to homework provides not only a link be- weeks of more than 85 percent correct think about homework as an opportunity tween home and school but also oppor- on reading test scores and seatwork, to further individualize a student's edu- tunities to discuss differences in stu- consistency in turning in flashcards, and cation. Under this model, what is as- dents' backgrounds. Creativity home- increased volunteering in class. signed depends on what needs the stu- work provides challenge and the oppor- In this example, the most important dent has and what aspect of instruction tunity to practice generalizing skills to aspect of the homework was not just could use an outside "boost" for the stu- different areas or classes. getting Erica to "do" it. The key was to dent. Knowing WHY you are assigning use homework as a positive, proactive homework then allows you to individu- Make Homework a Tooi tool to address Erica's educational alize the type of homework and deter- As a teacher, having a clear idea of why needs. Although it was impossible to mine what homework to give. you are assigning homework, and there- know ahead of time whether the new fore what type(s) of homework may be homework system would help her learn, Practice Homework appropriate, should help in three ways. It there was a way to decide if the home- You may want the student to practice will help you: 1) modify, develop, or work helped Erica reach her goals. And, and maintain skills already taught in the choose the actual homework materials most importantly, Erica, her teacher, and classroom and build confidence. After because you will have a focus, 2) ex- her family all knew the purpose and ensuring the student can work independ- plain the purpose of the homework to structure of her homework. ently on a skill, you would assign home- the student (and parent), and 3) develop work that allows the student to practice a way to evaluate whether the home- Lisa Habedank Stewart is an assistant that skill on a variety of problems or sto- work is benefiting the student. In other professor at Minnesota State University, ries. Practice homework is the most words, it will help you decide how to Moorhead, Moorhead, MN. common type of homework and usually implement and evaluate the homework Jill Rope is an intern in the School involves worksheets with similar types itself. Psychology. She is interning at Blue of problems, chapter review, or study Earth Area Schools, Blue Earth, MN.

112 CEC TODAY FEBRUARY 2001 94 Anger, from page 9 developmentally appropriate approach to teaching problem-solving Sped [omits 41 Emphasize Cooperative skills, we provide students with the Sped Ed Ventures raw materials and tools necessary to My staff and I worked for most of the control their actions. Teaching stu- year to help Ria learn to ask for a "pill" in Establish cooperative goal structures dents the steps to problem-solving: sign, before she exhibited aggressive be- in classrooms, schools, and homes by identifying the problem, brainstorm- havior. Soon she was an old pro and was stressing collaboration and concern. If ing solutions, determining the best so- asking before we even noticed the symp- you wish to help create an atmosphere lution given the information he or she toms of an impending episode. Near the wherein students are better able to has, implementing the solution, and end of the year, a classmate of Ria's be- cope with anger, it is essential to uti- evaluating the solution and prac- came aggressive towards me; and after lize learning strategies that emphasize ticing it in non-threatening situations several unsuccessful attempts to redi- cooperation, sharing, peer support, gives students strategies they can rect I needed to restrain him so neither and compassion enhancement. By use when conflict situations occur. of us would be hurt. As he cooled off and I slowly talked him out of the restraint stressing collaboration and coopera- An effective teacher would never position, Ria approached. She put a consider testing students on curriculum tion, educators create an atmosphere hand on my shoulder and rubbed my in which their students can practice not yet taught. In the same manner, it is back. Then she leaned over towards pro-social skills. unreasonable to expect students with where the classmate was sitting and giv- It is also important to stress connec- anger control issues to be able to ing him a questioning look signed, "pill." tion to a family system and a coopera- demonstrate growth unless they have re- tive atmosphere in school. Unless ceived specific instruction. --LKF, Illinois, via e-mail some form of partnership with a stu- By taking a pro-active approach to Send in Your &ply dent's family is developed, the gains anger control, educators can help they may achieve in school are un- their students become more effective Teachers often have good ideas, but not likely to carry over to other environ- in school, in their relationships with all of them turn out as planned, or your students touch you in a special way. ments. Reach out to parents and estab- their families, and in their interac- Read fellow CEC members' stories on tions in the community. lish at least a minimum level of coop- the Web, www.cec.sped.org, and send eration if possible. If at least one student deals appro- your anecdotes to priately with his or her anger instead Teach Problem-solving of delving into the extremes of vio- CEC Today Editor Strategies lence because we reflected upon the is- 1110 North Glebe Road Whatever your students' ages, in- sues of anger and concomitant vio- Suite 300 Arlington, Va. 22201 clude some specific curricular ap- lence that plague our schools, then that proach to problem-solving. Through a is time well spent. or [email protected] nsGimgagn PAIR Rates increase after March 16, 2001

Convention* Pre-convention Work- Folio Writers Public Policy Brain Research April 19-21, 2001 shops*** Workshop #18 Workshop #19 Workshop #20 #1-17 April 18, 2001 April 18, 2001 April 18, 2001 April 18, 2001 9 a.m.-noon 1:00-4:00 p.m.

CEC Member Type PreregistrationAfter 3/16PreregistrationAfter 3/16 Preregistration After 3/16Preregistration After 3/16Preregistration After 3/16

Member $199 $249 $130 $155 $250 $275 $65 $80 $65 $80

Nonmember $259 $309 $165 $190 $400 $425 $85 $100 $85 $100

New Member $279** $329 $130 $155 $250 $275 $65 $80 $65 $80

Student Member $109 $159 $100 $125 $50 $65 $50 $65

Student Nonmem- $139 $189 $120 $145 $60 $75 $60 $75

Life/Ret/Assoc. $109 $159 $100 $125 $150 $175 $50 $65 $50 $65

CEC TODAY FEBRUARY 2001 ^ 13 95 TieticheR 1 istr Hoc Far

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Confirmation letters will be sent 15 business days after receipt of full payment. e CANCELLATIONS/REFUNDS: If you need to cancel your registration, return all documents (including your badge, tickets, etc.) postmarked no later than April 18, 2001 to: CEC 2001 Convention, 1110 Please indicate your choices here See facing page for rates and North Glebe Road, Suite 300, Arlington, VA 22201-5704. information. A $40 cancellation fee will be deducted from refund checks. Please register me for the following:Please see page 13 for rates. Please note: Special event tickets are not refundable. Convention Registration. 1. $ RETURNED CHECKS: A $25 fee will be applied on all returned Thursday, April 19 through Saturday, April 21, 2001 checks. Thank you. (All day at the Kansas City Convention Center and Marriott Hotel) Preconvention Workshops (April 18) page 8 Please type or print the information requested below. Your badge # or # 2. $ and confirmation information will be taken directly from this Primary Secondary form. Please fill in all items completely. Educational Site Visits (April 19, 20, 21) page 12 tr If CEC Member, please provide CEC ID Number Tbur u Attending X $25 per person = 3a. $

First name Last name Tbur# a Attending X $25 per person = 3b $ Badge Name Grassroots to Glory (April 19) page 10 Position and School District or Organization # Attending X $30 per person = 4. $ Address leacher of the Year Luncheon (April 21) page 24 City State/Province Zip/Postal Code # Attending X $30 per person = 5. $ Area Code/Daytime Phone # Country 2001 Gala (April 21) page 11 FAX number, including area code E-mail address # Attending X $25 per nelson = 6. $ CEC events am accessible. If you requite special accommodations to participate fully in this activity, please complete the information below and call toll free 1-800/224-6830 TOTAL 1 + 2 + 3a + 3b + 4 + 5 + 6 ext. 443 to discuss your specific needs. O YES, special accommodations are necessary. TYPE OF PAYMENT All registrations must be paid in US. dollars. Please specify: CI Check (payable to CEC) CI Visa CI MasterCard Discover HIW T EGRSTE Credit Card # BY MAIL (Registrations by check, credit card, or with original purchase order): Expiration Date CEC 2001 Convention Signature Date P.O. Box 79026 Baltimore, MD 21279-0026 C:1 Purchase Order, attached. (Purchase Order must accompany the BY TELEPHONE (Registrations by credit card): registration form. Thank you!) Call lbll-free 1-888-232-7733. Or FAX 1-703-264-9494 TTY 1-703-264-9446

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96 114 o CEC TODAY FEBRUARY 2001 Convention, from page 9 on special education Internet re- comes, on partnerships with families, icy and instructional strategies and will sources, advanced Web work, and how preventing school failure, and proac- offer presentations combined with large- to search the ERIC database online. tive behavioral interventions. Other and small-group discussion sessions. You can also access your e-mail from available strands include ones that the convention Web Center. focus on OSEP issues and youth with Talented and Gifted (TAG) disabilities in correctional settings. A pre-convention workshop will ad- Cuitanaily Appiopiate dress the "twice exceptional student," Education Topics that Wuh0 So Mdressed that is, the gifted student with disabili- CEC will offer a pre-convention work- Muitiple Sessions ties. Here you can learn how to recog- shop in culturally respectful and rele- A teaching-skills series that includes nize students with gifts among students vant teaching techniques. sessions such as "Software Selection with disabilities and then explore pro- This will be followed by at least 11 for Beginning Teachers" and "Putting gram options and classroom strategies. sessions on improving opportunities the Home Back into Homework." You next will have 11 additional for students from different cultures. A series that addresses partnerships session opportunities to expand your Here you may choose from sessions on between the family and the school, knowledge, enhance your skills, and teaching culturally and linguistically between paraeducators and others, and expand options in dealing with gifted diverse students, as well as participate among those who are building collabo- children. in sessions on urban learners, migrant rative teams. Your choices include sessions on students, math issues, or behavioral as- The convention will also offer op- early identification and intervention, sessment. portunities for food and fun. There one on using ethnic-specific books, A separate convention theme will will be a CEC Gala, complete with another on the development of higher allow you to explore special education dinner, dancing, and a ton of good education aspirations, a session on ad- from a global perspective and partici- times! There will also be a silent auc- dressing ADHD issues, and one on pate in sessions on China, Great tion offering wonderful items for sale using science to cultivate potential in Britain, Hong Kong, Canada, or Mex- you can get for yourself, a family very young students. ico as well as a general session on in- member, or friend, and an evening of ternational perspectives. Gospel music titled "From Grassroots Technology Developments to Glory." A number of pre-convention work- Paileducatoas shops deal with technology and new There will be a wealth of information Still feeling uncertain about attend- media, including one that offers work at the convention on the roles of parae- ing the convention? Beverly Sills, who in technology-based Individualized ducators, with sessions designed for in addition to her other notable gifts is Education Plans (IEPs) and another on teachers, administrators, and parapro- the mother of two children with dis- universal design's digital tools. fessionals themselves. abilities and the author of a book de- Then, at the convention, you can Topics include sessions for begin- signed to help parents of children with take part in a 4-session strand on on- ning teachers on working with paraed- special needs, is the keynote speaker. line instruction or choose from a vari- ucators, on meeting the challenge of A registration form is available on- ety of other individual sessions. These addressing multiple professional stan- line (http://www.cec.sped.org/ include sessions on assistive technol- dards in teacher preparation, and a ses- kansas_city/about/registration.html) or ogy, integrating technology into the lit- sion on the crisis-level need for special fill out the registration form on page eracy process, multimedia peer tutor- education professionals from diverse 14, and fax it to 703/620-2521. The ing, and reading instruction. backgrounds. pre-registration deadline is March 16. A large number of the exhibitors at Pre-registration rates through March the CEC Expo will offer you tech in- And More. 16 are $199 for members and $259 for formation and purchasing guidance as Other options you may pursue include: non-members. Pre-convention work- well as hands-on experiences of new Pre-convention workshops in proac- shops are $130/$165. technologies, much of it lodged in the tive classroom management, state as- For updated convention informa- Expo "Red Zone/Tech Zone." Here sessments and accountability systems, tion, visit the CEC Web site at you can find labs and Web-based and the Life Centered Career Educa- www.cec.sped.org/conv/index.html. workshops. You will be able to experi- tion curriculum. CEC will also offer Plan today to come to the 2001 ence assistive technology hands-on. pre-convention workshops on adapting CEC Convention & Expo in Kansas CEC's Web Center will offer you its a curriculum to an inclusive classroom City, Mo. You'll learn more than you own hands-on training, including and self-care for special educators. dreamed possible, and you'll have a "Web 101" on the basics and sessions O Strands on accountability and out- great time doing it! 97 CEC TODAY FEBRUARY 2001 115 [38n CEC emt

Ypiorch October 11-13, 2001 DCDT 11th International Conference, March 7, 2001 June 22-24, 2001 "Transition: Exploring New Frontiers." CEC Telephone Seminar: Promising Prac- CEC-Franklin Covey Workshop: 4 Roles of Denver Marriott City Center Hotel, Denver, tices for Reducing Disproportionate Rep- Leadership. Chicago, IL. Contact: CEC, CO. Contact: Ann Pearce, Colorado Dept of resentation in Special Education. Con- 1110 North Glebe Road, Suite 300, Arling- Education, 201 E Colfax Ave, Rm 300, Den- tact: CEC, 1110 North Glebe Road, Suite ton, VA 22201-5704, 888/232-7733, cont- ver, CO 80203, FAX 303/866-6811, 300, Arlington, VA 22201-5704, 888/232- educ @cec.sped.org [email protected]. 7733, [email protected]. Register by calling 800/775-7654. October 25-27, 2001 CEDS 2001 Topical Conference. Hotel October 4-5, 2001 Montelleone, New Orleans, LA. Contact: aprg OLD Annual Conference, "Bridging the Sandra Latchford, 60 Surrey Crescent, April 18-21, 2001 Gap Between Research and Practice." Fredericton, NB E3B 4L3, Canada, CEC Annual Convention & Expo. Kansas San Antonio, TX. Contact: Charles Hughes, 506/453-3515, FAX 506/453-4765, san- City, MO. Contact: CEC, 1110 N. Glebe Rd., Penn State University, 227 Cedar Building, [email protected]. Suite 300, Arlington, VA 22201-5704, University Park, PA 16802, 814/863-1699, 888/232-7733, [email protected]. FAX 814/863-1002, [email protected]. decerlithey. October 4-6, 2001 December 1-5, 2001 CCBD International Conference on Pro- may 2001 Annual International DEC Confer- gramming for a Diverse Population of May 3-4, 2001 ence. Boston Marriott Copley Place, Children and Youth with Emotional/Be- LCCE Regional Training, San Diego, CA. Boston, MA. Contact: DEC Conference Of- havioral Disorders. Atlanta Airport Hilton Contact: CEC 1110 N. Glebe Rd., Suite 300, fice, 3 Church Circle, Suite 194, Annapolis, and Towers, Atlanta, GA. Contact: Lyndal Arlington, VA 22201-5704, 888/232-7733, MD 21401, 410/269-6801, FAX Bullock, University of North Texas, PO Box [email protected] 410/267?0332, [email protected]. 310860, Denton, TX 76203, 940/565-3583 (0), FAX 940/565-4055, [email protected].

Council for NONPROFIT ORGANIZATION Exceptional U.S. POSTAGE Children PAID 1110 N. Glebe Rd. RICHMOND, VA Arlington, VA 22201 PERMIT NO. 930

98 Councilfor Exceptional Children

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Cmst nurr 'orf Mud qCColUrank Cj $5 Nrf@dom Ipriont% For the first time in CEC history, you, the members, will f you haven't already had a child with trau- mental retardation, children with traumatic elect the new members of matic brain injury (TBI) in your classes, brain disorder are often misdiagnosed. Or, CEC's Board of Directors. To chances are you will before you end your they may not be diagnosed at all. This, com- prepare for the election: teaching career. Approximately 1 million bined with the high but often unrecognized, o Read CEC President Hellen children and adolescents receive a head in- number of children with traumatic brain Bogie's special message on jury each year. Of these injuries, 16,000 - disorder, gives rise to the disability's alter- the election on page 3. 20,000 will be serious enough to cause lasting nate name the "silent epidemic." effects, and one in 500 will be severe enough Given the special needs of children with Get to know the candi- to cause hospitalization. If the child's injury TBI,the silence around traumatic brain injury dates, their backgrounds, their leadership statement, requires hospitalization, it is likely that he or must be broken if they are to progress aca- and their diversity statement she will require special education services. demically and socially. Many of the learning by reading their profiles on Children who have less severe head injuries strategies special educators use with children the special insert in the mid- may need only accommodations or services with other disabilities are effective for these dle of this issue of CEC provided by a Section 504 plan. children as well. But, children with brain Today. Because the effects of traumatic brain in- trauma also require special assessment strate- jury often resemble that of other disabilities gies, behavior interventions, and understand- O Meet the candidates at the CEC 2001 Convention & such as a learning disability, Attention ing if they are to succeed. Expo. Hear their nomination Deficit Disorder, behavior disorder, or mild Continues on page 5 speeches at the Representa- tive Assembly and chat with them at the Meet the Candi- dates and Leadership Coffee. ky2 BIM MO Icirffi® Prr©MiRM

Then cast your vote, elec- tronically or by mail, April 23 A majority of the nation's principals say manner as their non-disabled peers, which May 21. that they find the Individuals with Dis- is most often out-of-school suspension, and abilities Education Act's (IDEA's) disci- that most students with disabilities continue pline provisions helpful or are neutral to- to receive educational services when sus- ward them. Principals also say that IDEA pended. plays a limited role in schools being able to The GAO study was a response to the properly discipline students with disabili- concerns of principals and school adminis- ties, according to a recent report by the trators thatIDEAwould limit a school's General Accounting Office (GAO). The ability to discipline students with disabili- Peter Riffle's study further reports that some principals ties who misbehave. Principals and admin- Power of Love 2 find local disciplinary protections more isters also protested what they see asa dou- The Search for Leaders. .3 onerous than the disciplinary provisions ble standard ofdiscipline for students with mandated inIDEA. disabilities and students in general educa- Teaching Social Skills in In- The study also says that students with tion. At the heart of the disagreement was clusive Classrooms. . .12 disabilities who are involved in serious mis- theIDEA provision that students with dis- conduct are being disciplined in a similar Continues on page 9 99 speciag echacagion worllso

pretend they're American soldiers in 1944 France. BY CAROLYN COSMOS pays his mother rent "to show her I can "The students are told that they're each with your heart; your subject be responsible. "I want to work for what going to be involved in a major battle the IL matter will take care of itself," says I earn like he does," Sean says of Riffle. next day and some of them are not com- Peter Riffle, a Pennsylvania special edu- ing back," Riffle writes in a description cation teacher with a knack for turning LDilvem ne inside Ouil of his project. around lives. Part of Riffle's classroom passion stems "[Then] I tell them they are about to Riffle is more than a teacher to his from his own struggles. Learning dis- do something that all combat soldiers did high-school students, says one parent. abled himself, Riffle, 55, says he did not during the war. They must write good- "He is a friend." This parent saw her own realize it until 10 years ago. "I always bye letters to their families On child in Riffle's classes go from repeated thought I was stupid." more than one occasion I've seen kids go failing grades to the Honor Roll. He Like many people with LD, he ex- to tears as they write. They very often gives out his home number and tells stu- plains, he learned to disguise his difficul- tell their parents they're sorry for things dents and parents to call him. They do. ties and worked doubly hard to get his they've done and tell their fanfilies to "I never give up on a kid, ever," says college degree. He never missed a lec- take care of each other." Riffle, who adds, "I love what I do ture: He could understand what he heard On the project's "Battle Day," Riffle "teaching history, economics, and biol- but had trouble reading. plays tapes of battle sounds. "During the ogy to students with learning disabilities "Where you see the word 'comfort- tape I cover certain kids with either a red (LD), emotional disorders, and mild re- able," he explains, "I see the word or white sheet. The red sheet means tardation. He's been at this job at Wilson 'fort." And he has difficulty returning to you're wounded and the white sheet Senior High School in West Lawn for 30 a spot on a page once he's shifted his means you're dead. " Students watch a years. gaze. It has been, he says, a "major movie battle scene and they go on, in a "It's not so much what you teach stu- asset" in his teaching career. writing project, to describe their battle. dents, it's how you treat them," he says. On the first day of classes, Riffle asks He takes a similar tack in his eco- "Our team has had success with some students to raise a hand if they have a nomics classes, where students earn Mo- kids where everybody else had given learning disability and then puts his own nopoly money but have to create real up," he says. "It's because we care." up in the air as well. "He knows where budgets. They comparison shop for food One of his current students, Sean you're coming from. He went through and "furnish" an apartment from news- Smith,** describes Riffle as "the father I what you're going through," Sean ob- paper ads. never had." Sean tried living with his bi- serves. Says Sean of this immersive ap- ological dad; it lasted a year. "He hit me. For example, "I never ask my LD stu- proach to learning, "I don't pay attention We had issues," Sean explains. dents to read out loud," Riffle says. "It's very well. He does it with a finesse, he Sean's father also killed his son's pet, like drinking acid. You have no idea how makes it fun. I feel challenged. I Team. a rabbit, and served it to him for dinner, hard it is. It's terrifying." Other "insider" He's a real great guy." Riffle says. At the end of the meal his fa- tactics: Sean's brand of connection isn't un- ther asked if he had liked the meat and When he writes on a board, he always usual, says instructional assistant Elaine told Sean what he'd just consumed. prints. Some students with LD can't read Schwenk who specializes in English and "I very rarely attended school," Sean cursive. has worked with Riffle for 10 years. tells CEC Today. "It wasn't worth it. No- He writes in large letters, leaves clear "What's distinctive about his teach- body really cared whether I lived or died. spaces between the words, and gives stu- ing," she says, is his relationship with the Nobody cared about anything I said or dents plenty of time to copy what's writ- kids. Because of the bonds, students "are did." His mom, he explains, comes home ten down. willing to work harder" and, between tired and goes to bed. Riffle has a few ironclad rules for his this and his teaching techniques, students "Mr. Riffle," says Sean, "is there classes: "Don't lie to me. Don't steal become "actively and emotionally in- when you need him. I can tell him any- from me." And no one is allowed to volved in the learning process." thing. He'll try to make me see all sides laugh at other students. "They they can "It's heartening," Schwenk says, her of things so you don't give up. I owe a lot laugh at me if they want to," he says, own words touching on Riffle's motto. to him." chuckling. Last fall Riffle became one of the na- Today Sean, who has a learning dis- tion's 33 winners of Disney's American ability, is into his second year of classes Lemming by Vmersion Teacher Awards. He is a member of the with Riffle and "so far I've only missed Riffle provides immersive, experiential Pennsylvania Federation. a few days. I'm trying to do something learning. He's developed a 3-day World **Sean Smith is not the student's real with my life." He has a part-time job and War II history project where students name.

2 aCEC TODAY MARCH 2001 J member 6enefits

kam% Ilargiam active competition between competing candidates. BY CEC PRESIDENT HELLEN BOGIE As a member of CEC, it is your re- ble voting membership. These include: sponsibility to become informed about "Leadership is like beauty .... Candidate profiles in CEC Today. the CEC leaders who have come for- It's hard to define but Candidate profiles on CEC's Web site. ward for consideration and to participate You know it when you see it." a Candidate speeches at the conclusion in the selection of these exceptional peo- Warren Bennis of the Representative Assembly, April ple in our field. CEC is an organization 20, 2001, from 4:00 - 5:00 p.m. of many diverse groups, representatives VTith election fever just beginning to O Meet the Candidates and Leadership of which have put forward their names Vdwindleon the national scene in Coffee, Friday, April 20, 2001, at 5:00 as candidates for the purpose of broad- both the United States and Canada, it's p.m. ening the franchise and to equalize rep- time to rekindle the political scene in All elections will be conducted by in- resentation through this new process of CEC. dividual secret ballot through a system elections. Our underlying mission in CEC this of your choice e-mail or regular mail. Read the profiles carefully, listen to year has been to boldly go where no one Balloting will be during a designated the candidate speeches at the conven- has gone before. And our elections this time period of at least four weeks in du- tion, and prepare questions to either ask year will also branch out toward this ration. The results of the election will be the candidates directly or have your new way of doing things in CEC. As our announced in a CEC publication and member to the Representative Assembly election campaign heats up, it is impera- through our CEC Web site. ask on your behalf. But most impor- tive that the entire membership of CEC tantly, remember to cast your vote from be informed and involved. Our new by- Why Vote? Why Mot? the comfort of your home! This is your laws for elections indicate very clearly a Election is a procedure for choosing offi- opportunity to have a voice in the choice major change Article III of the CEC cers or making binding decisions con- of CEC's leaders! You can help build to- Constitution and bylaws lists all those cerning policy by the vote of those for- morrow's CEC Leadership Team. categories of membership who are enti- mally qualified to participate. One of the Albert Einstein said, "Not everything tled to vote, and you are there! So exer- goals of the Nominations Committee that can be counted counts. And not cise your right, become involved, and was to bring forward a slate of candi- everything that counts can be counted." vote! Regardless of whether you will be dates with a minimum of two persons Your vote will be counted. Why not in attendance at the CEC Convention in for each open position. This encourages exercise the effort to make a difference Kansas City or not, you will have a in CEC? 1:1 chance to cast your ballot. Traumatic Brain Injury The Silent The Pest Epidemic 2 Before, only those CEC members who Principals Support IDEA's Discipline were registered as delegates to the Dele- gate Assembly had the opportunity to Procedures .7/ listen, meet, interact, and then vote for Peter Riffle's Power of Love S the various candidates. One person may March 2001 Vol. 7 No. 7 Member Benefits 2 have carried all the votes for a unit. In addition, the concept of mentoring lead- CE( Today is published 10 times a year, Jan/Feb, March,Advocacy in Action 41 April/May, June, July, Aug., Sept., Oct., Nov. and Dec., ership and encouraging people to come by The Council for Exceptional Children, 1110 N. Glebe, Student CEC Spotlight 6 forward was not a formal one, and in Suite 300, Arlington, VA 22201-5704. Telephone some cases, did not exist at all. 888/232-7733, BY 703/264-9446, Diversity V [email protected], Web: www.cec.sped.org. Canada V The Present (EC Today is not copyrighted. Members are encouraged to The Nominations Committee, made up copy and disseminate information in this publication. Division Focus g3 CECPresident: HellenBogie of CEC members representing the diver- Professional Advancement sity of our organization, has been active Emotive Director: Nancy D. Safer Editor: Lynda Van Kuren Member to Member III all year creating a process that has pro- Teaching Social Skills in Inclusive Contributing Editors: Jacki Bootel, Public Policy; Jane vided a slate of nominees for your con- Classrooms Burnette, Information Services; Margie Crutchfield, sideration. In addition, they have devel- Professional Standards; Kayte Fearn, Diversity; Anmarie Special Moments in Special Ed 2S oped a variety of means by which the Kailas, Conventions; Charles Rogers, Communications; Jay candidates will be presented to the eligi- McIntire, IDEA Partnerships; Kathleen McLane, Publications; Calendar of Events 110 Susan Simmons, Membership

1 0 1. CEC TODAY MARCH 2001 3 Congress to the need for full funding to pay up to 40 percent of the excess ndWEg. Del MarCil for special education. It is calling on cost of special education; the present all educators, parents of children with contribution is only at 15 percent. Dur- CEC Calls for FUR Funding 'kr disabilities, and disability and educa- ing this year's reception many of the Special Education Howl tion advocates and organizations to speakers pledged to fulfill their earlier support full funding of IDEA within colleagues' promises to fully fund CEC Steps Up Nationwide Campaign six years and to lobby Congress on this IDEA. The Council for Exceptional Children issue. Attendees of this year's reception is calling for Congress to enact legisla- For more information on the cam- were heartened to hear this repeated tion to fulfill its original promise to paign, see the CEC Web site, pledge, and their spirits were high. The fully fund the Individuals with Dis- www.cec.sped.org. accolades were flowing, not only to abilities Education Act (IDEA), which members of Congress but also to par- ensures that each child with a disabil- CEC Hosts Reception Honoring ents and those in the special or ity will receive a free, appropriate pub- Congressional Members lor Their gifted/talented education field who lic education. Congress should enact Contributions to Special Education have made a direct, positive impact on legislation this year that guarantees the students with exceptionalities. federal government will pay 40 per- lkf I . S The diversity of the guests recent of special education costs within inforced the commitment to six years and make IDEA funding part Welcome the 107' Congress work collaboratively for future of the federal government's mandatory successes for children with ex- spending program, says the associa- ceptionalities. tion. CEC is further asking Congress to Leam How to Advocate secure increased funding for personnel Effectively at the 2081 CEC preparation, research, and other na- Convention & x 111 tional activities that will improve edu- Jo Thomason, CEC past president and executive direcfor of CEC's Public Policy Unit will cational services for children with dis- CEC's Council for Administrators of Special Education, present two dynamic sessions shares a moment with Sen. Pete Domenici (R-NM). abilities. Congress should also provide on advocacy at the 2001 CEC additional funding for pre-school On January 25, the Council for Excep- Convention & Expo. grants and early intervention programs tional Children, the National Associa- You won't want to miss our ever- for infants and toddlers. tion of State Directors of Special Edu- popular What's Happening in Wash- Full funding for IDEA is essential cation (NASDSE), and the Parent Ad- ington. Here you'll learn about all the if we are to provide all children with vocacy Coalition for Educational action being taken to increase funding disabilities with a quality education, Rights (PACER) Center hosted a Con- for special education, how other legisla- says CEC. Also, as a result of Con- gressional reception to honor the 107th tion being considered affects students gress's failure to live up to its financial Congress and its contributions to chil- with disabilities and/or gifts and talents, obligation, local communities and dren with disabilities. This annual re- efforts to increase funding for gifted ed- states have been forced to pay the bal- ception, sponsored by Senators Trent ucation, and updates on court cases af- ances of special education costs. Lott (R-MS) and Tom Daschle (D- fecting students with disabilities. "Congress's breach of promise SD), was very successful with over Influencing Policymaking at a hurts our nation's most vulnerable 500 people in attendance. Senators Grassroots Level will provide tips children children with disabilities," Domenici (R-NM), Jeffords (R-VT), and insight on how individuals can in- says Deb Ziegler, CEC's executive di- Reed (D-RI), and Grassley (R-IA), as fluence policy at the local, state, and rector of public policy. "Without ade- well as Representatives Kildee (D-MI) national level. You CAN make a dif- quate funding for special education, and McCollum (D-MN), were among ference! Learn how at this hands-on, many children with disabilities are those members of Congress in atten- informative session. D taught by unlicensed professionals dance. who lack the skills to ensure the chil- Among the messages concerning Correction: The individuals in the photo dren's educational success. Our na- children with disabilities they and with the article on Full Service Schools on tion's children with special needs can- other members of Congress stressed page 9 of the Dec./Jan. 2001 CEC Today not wait any longer for the education during the reception, one that kept re- were misidentified. They are Robert Evert they need to succeed in life." curring involved a promise that Con- and Jennifer Oppenheim of Broad Acres El- To achieve this goal, CEC is step- gress made 25 years ago. The 94th ementary School in Silver Spring, Md. ping up its national campaign to alert Congress promised in the early 1970's

4 CEC TODAY MARCH 2001 1 0 2 TOO, from page 1 information in a new way or drawing Not only does this take a tremen- Definition and Causes of TM relationships between old and new in- dous toll on the child and his or her formation, learning new information, family, it affects everyone involved TBI is defined in the Individuals with and/or changing from one task to an- including educators! It can be as diffi- Disabilities Education Act as an "in- other. cult for teachers to change their ex- jury to the brain caused by an external Learning can be further impeded pectations for a child who has experi- force, resulting in total or partial func- for children with TBI because the enced brain trauma as it is for others, tional disability or psychosocial im- brain becomes overwhelmed. The "ca- especially if the child looks fine phys- pairment, or both, that adversely af- pacity of working memory becomes ically. fects a child's educational perform- overloaded by the multiplicity of However, in some cases, particu- ance." The term applies to both open deficits (the breakdown of multiple larly if the child suffered the injury at and closed head injuries. systems through injury) and the conse- an early age, the educational effects of The most common cause of TBI is car quent need to relearn a number of pre- TBI may not show up immediately. accidents. Other causes include sports ac- viously automatic or near automatic The child may not experience prob- cidents, falls, and physical abuse. functions simultaneously," says Den- lems in school until middle or high nis Williams in Traumatic Brain In- school. Then, as the child is asked to Common Problems of Children jury: When Children Return to School. perform higher-level thinking skills with TM Behavior also is often impacted by and more complex tasks, he or she Children who have TBI vary tremen- TBI. This can result from various may experience problems academi- dously in their needs, depending on causes. First, these children remember cally and start to lag behind peers. The the location and severity of the injury. skills, ability, and knowledge they child may also start to experience dif- Most mild injuries, such as mild con- used to have. Dealing with their loss is ficulties socially, as he or she has diffi- cussions, are usually not treated and frustrating, and children with TBI can culty meeting increased demands on occur quite frequently. These types of become agitated, aggressive, argumen- time and attention. injuries often have minor or short-term tative, withdrawn, and/or depressed. In The problem is complicated by the effects on a child's performance in addition, TBI can cause the loss or im- fact that no one may link the child's school. Other, more severe injuries can pairment of impulse control. The child learning problems to the injury. The have long-lasting effects on a child's can even lose the ability to discern ap- medical profession may have given the functioning. propriate behavior. child a clean bill of health physically Many children with TBI experience Educators should further be aware without being aware of the ways the some type of difficulty after the injury. that children with TBI may experience injury could affect the child education- Problems can occur in cognitive func- fatigue, especially when they first really at a later date. tioning, physical abilities, communica- turn to school, and many are subject to A third area that distinguishes chil- tion, and/or social interactions or be- seizures and may be on medication. dren with TBI is that their knowledge havior. The most common area af- can be scattered, leaving the child with fected by TBI is memory, especially Now TOD Differs from Other wide gaps in his or her learning. Some memory for new information, says Disai100i es higher-level skills will remain intact Janet Tyler, director of the Neurologic The biggest distinction between children but not some lower-level skills, says Disabilities Support Project, Kansas with TBI and children with other disabil- Tyler. State Department of Education. In ad- ities is that the injury and subsequent A teacher can see the "Swiss cheese dition, children with TBI may be much disability occurs over night, says effect," adds Wong. "A student can do more distractible than other children. Carol Wong, education evaluation spe- algebra but can't remember coin The brain's executive function cialist, Mulpnomah Education Service value." processes also are often affected. The District. With other cognitive disabilities, Finally, children with TBI can make executive function processes include the child and his or her parents have had rapid advances in their academic skills skills such as problem-solving, organi- some time to deal with it emotionally and and knowledge, particularly in the first zation, recognizing priorities, plan- to learn how to manage the disability. six months to a year after the injury. A ning, acting to reach a goal, and recog- "These kids were 'normal,' and school may have an IEP in place when nition of attainment and evaluation. over night they have a changed brain, the child returns to school, and within With executive function brain disor- have altered ways of acquiring infor- three weeks or a month it will need der, the child may miss due dates and mation," says Tyler. "It is quite an ad- major changes. Children with TBI can appointments, complete homework but justment to realize one's brain is not also plateau for a time and then make regularly forget to turn it in, have diffi- functioning as it was and that one must major jumps in learning. culty problem solving, processing old do things differently." Continues on page 15

103 CEC TODAY MARCH 2001 5 Skadenig coo spoggIdi

!duke the CSC Cri nf8 ucation is treated in their area. The contacts you make can help you find a job tweaking upon graduation, become a mentor as you begin your professional career, and end up being some of your best friends. ttending the CEC Convention & more than 600 sessions. Not only can expo is one of the most exciting this be overwhelming, you will miss ses- Check Out the Expo and informative things you can do. But, sions you are interested in if you don't More than 300 exhibitors attend the if its your first time, it can be a little plan ahead. Take a look at the CEC Web CEC Convention & Expo. Here you'll overwhelming. Following are some tips site, www.cec.sped.org, to find out what see and are often able to try out the to help you make the most of your con- is being offered. Then make a schedule latest resources for special education vention experience! of the sessions you want to attend. teachers. Even if you aren't ready to buy or recommend materials for your first Plan Ahead Overscheduie class yet, you'll get a good idea of what Make your plans to attend early. That When you are planning sessions you is available. Take notes, get business way you can get the best rates on trans- want to attend, make first and second cards, and put these in your idea file for portation. Also, don't forget to get your choices for a given time slot. Occasion- the future. room reservations. (Kansas City is fill- ally you'll attend a session at which the ing up fast, so act now if you haven't al- information isn't really want you wanted Do to the Awards Ceremony ready done so.) Find out who else from to learn about. When that happens, go to The CEC Awards Ceremony recognizes your school is going to the convention, your second choice. Or, if you happen to CEC's professional, Student CEC, and and see if you can room together. Also, go to a session that is too crowded, CEC unit award recipients, as well as check with your hotel. Some provide you'll have a back-up plan. our Yes I Can winners. There's no better cots for additional occupants in a room, activity at convention to inspire you and and that can lower your costs even more. Share the Loadith a Friend remind you why you are in this field. Because the CEC Convention offers so Pack Light many exciting sessions, there's a good Organize Your Notes after You will pick up lots of materials to take chance you'll want to see two or even Convention back with you. Though you may mail more sessions that occur at the same When you get home, your first instinct some of it back home, you will likely be time. While you attend one, have a will be to throw all your notes and mate- carting a lot of it back yourself. The friend in your field attend the other. You rials in a corner. Don't do it! Instead, moral: pack light! Bring clothes you can can both take notes, or even tape the take some time to organize what you mix and match and layer. No one will sessions, and trade information later. have learned. That way, you can easily care if they see you in the same outfit (Some popular sessions will be taped, put your hands on it when you need it twice! Also, check the weather in and you can purchase the tapes before for a class, or more importantly, to help Kansas, so you'll have what you need you leave the convention.) a child you are teaching. rain or shine! Don't forget to bring a suit and extra Get to Sessions Early Have Funi I nylons if you are planning to interview Many of the CEC Convention sessions The CEC Convention is certainly not all for a job at the convention. are very popular, so get to your "must work and no play. Take advantage of sees" early. Because of fire regulations, your evenings to hear the famous jazz Con* Shoes only so many people are permitted in Kansas City has to offer and sample The one thing you cannot live without is rooms. You don't want to be one of the their finest cuisine. (Budget some extra comfortable shoes. Convention halls are ones turned away. bucks for at least one night out on the large, and you will be traversing them as town in style!) well as going to hotels for sessions sev- Talk to Everyone And, make sure you're there for the eral times a day. Even with the most Don't restrict yourself to talking with Student CEC dance and Student CEC comfortable shoes, your feet will get your fellow students though you American and Canadian night. Finally, tired. With shoes that hurt, you will be should definitely do that too! Strike up a wrap up the week with the CEC Gala miserable. conversation with the person sitting next more dining, dancing, and having a won- to you in a session or at the snack bar. derful time with old, and new, friends! Do Some Research Ahead of Ask them their three top tips for new Time special education teachers. Find out See you in Kansas City. You'll have The CEC Convention & Expo offers where they are from and how special ed- a wonderful time!

6 CEC TODAY MARCH 2001 1 0 4 divers

EC _Ea Icw NuTcy6-2allaica CEDED'S) 20 pr000rsalon aEgN NCIEV The Canadian Strand al Conuentlion This strand willfocus on policy and program issues related to the education of rIEC, along with other groups, organ- Although many individuals have students with exceptionalities in Canada. izations, and individuals, has long expressed doubt about the accuracy of Sessions will focus on issues related to been concerned about the continuing re- figures reported in other years, it is in- the new standards for IEPs and issues ported high numbers of African Ameri- teresting to note that the numbers of related to bullying. can, Hispanic/Latino, and American In- African Americans in special educa- Saturday, April 21, 8:30 - 10:30 a.m. dian students in classes for the educable tion reported in the Twenty-first An- mentally retarded, the emotionally dis- nual Report are almost identical to the Province-Wide Standards for the Devel- turbed, and the learning disabled. On the numbers reported in the Nineteenth opment, Program Planning, Implemen- other hand, CEC is also concerned about Annual Report. tation and Review of Individual Educa- tion Plans (IEPs). This session will pres- the low numbers of students from these ent the requirements outlined in the new groups who are assigned to programs for CEC Addresses Dispqmotionality IEP Standards policy document in On- the gifted and talented. CEC members are aware of the organi- tario. Participants will learn about the re- This phenomenon has been termed zation's positive efforts to eliminate or quirements that must be met for devel- disproportionality, and there have been markedly reduce this problem: The opment, implementation, monitoring, discussions, conferences, research, arti- study of disproportionality by a blue- reviewing, and updating IEPs to meet cles, and attempts to resolve this prob- ribbon panel of the National Academy the criteria for compliance. lem. However, to a great extent, the of Science (NAS) and the search for Bruce Drewett, Policy and Program Unit, problem remains. and dissemination of Promising Prac- Ontario Ministry of Education, Canada tices. The NAS study is due to be com- Cement Data en pleted in the fall of 2001, at which Saturday, April 21, 1:15 - 3:15 p.m. Disproperilionaliqf time CEC will disseminate the find- Bullies, Victims, and the Dangerous Re- For many years, there have been re- ings and begin work toward imple- venge Cycle. This session will focus on ports of evidence of disproportionality. mentation. the nature of bullying as portrayed in the However, it has been difficult to get Prior to the publication of this re- literature and in a recent Canadian study. reliable figures about this phenome- port, CEC members and other educa- Participants will learn about the dynam- non, in part because there was no una- tors should be acquainted with the ics of bullies and victims, the dangerous nimity in the ways data were reported. findings of a report by an earlier dis- revenge cycle, intervention strategies, Different states used different names tinguished NAS panel that studied the and teaching tools. for ethnic groups. In addition, different problem of the over-representation of Wayne Nesbit, Memorial University of states used different classification cat- African Americans in programs for the Newfoundland, St. John's, NF, Alberta, egories, and the data could not easily mentally retarded and issued a report Canada, and Merrily Marchessault, St. be aggregated. in 1982. It will be interesting to (1) Vital School Division, Winnipeg, Mani- In the 1997 amendments to the In- consider the extent to which the 1982 toba, Canada. dividuals with Disabilities Education findings have been implemented and Act, every state is now required to re- (2) to review the new findings against port the numbers of students in special the backdrop of those issued 19 years education by five race/ethnicity cate- ago. [IR -1VFLETEMEM gories: American Indian, Asian/Pa- Beginning with this issue of CEC Or. Lao F. Cain cific Islander, black (Non Hispanic), Today, the diversity section will inform Hispanic, and white (Non-Hispanic). you of those findings. It is our intent in Itis with sadness thatwe report the Consequently, for the first time, in the the near future to implement a Web dia- death of CEC and CEC-PD past president Twenty-first Annual Report to Con- logue in which you can express your re- Leo E Cain on Feb. 11 in San Mateo, gress, similar data is reported from al- action to the findings from what you Calif. He was 91. A leader in the field, he most every state; however, the Report have observed. was the founding president of the Califor- suggests that since this is the result of nia State University at Dominges Hills. He the first year's data collection, the data For more information, contact Kayte was also the founding president of should be interpreted cautiously. We Feam, 703/264-9450, kaytef® CAUCEC-PD and wrote the preface for the 50-year history of the California Fed- can expect in future years for data to cec.sped.org. eration. Andy Berg, Jr. described Dr. Cain be more reliable. as "always a gentleman and a scholar.°

105 CEC TODAY MARCH 2001 7 * CASE * COD * CIEC-DE CEC-PD BM XII MEL

NEW! DEC Recommended Practices in Early Intervention/Early Childhood Special Education: Bridging the Gap between Re- CASE search and Practice. DEC Recommended The Council at Administrators Practices provides guidance on effective off Special Education practices for working with young children with disabilities. The book contains recom- January marked a very successful CASE In- mended practices in assessment; child-fo- stitute on Emerging Issues in Personnel in cused interventions; family-based prac- Clearwater Beach, Fla. The Institute was tices; interdisciplinary models; technology; conducted under the leadership of Profes- policies, procedures, and systems change; sional Development Chair Jim Chapple. At- and personnel preparation. tendees enjoyed both excellent professional Young Exceptional Children Monograph content and superb Florida weather! Fol- Series. Monograph No. 1: Practical Ideas lowing the institute, CASE President Bev for Addressing Challenging Behaviors. McCoun chaired an exciting meeting of the These articles offer proven interventions for CASE Executive Committee. challenging behaviors that can be used in The Executive Committee engaged in The deadline for the call for papers is early childhood programs and at home. Ar- strategic planning to develop a set of CASE April 27, 2001. For more information, con- ticles cover such topics as identification, activities for the coming two years. The ac- tact Sandra Latchford at [email protected]. prevention, environmental modifications, tivities will address the major issues identi- You can also visit our Web site at instruction of appropriate alternative be- fied by the CASE Board of Directors and the http//www.cec.sped.org, then click on Divi- haviors, and more. Executive Committee. Areas of emphasis sions and follow the path to more informa- NEW! Young Exceptional Children will be issues around personnel, funding, tion about CEDS. Monograph Series. Monograph No. 2: Nat- legislation, and over-representation. Mem- ural Environments and Inclusion. With bers are urged to watch the CASE newslet- DOSES IDEA '97 prompting inclusive settings for ter for more information on these critical The Division off lntenational children with disabilities, it is important to activities. Special Education and consider the natural settings in which these CASE members are gearing up for "goin' Services children are being taught and cared for to Kansas City" in April for the CEC Conven- child care centers and pre-schools in par- Something new at Kansas City. For the first tion & Expo. A whole host of activities is ticular. This monograph addresses the im- time in its existence, DISES will have co- planned. There will be a full slate of profes- portance of natural environments and in- sponsors for the International Reception at sional sessions, a meeting of the CASE Ex- clusion and includes strategies to imple- a CEC convention! The Division on Visual ecutive Committee, and the annual Mem- ment effective individualized intervention Impairments (DVI) and the Division for bership and Board of Directors meeting. within inclusive settings, ways to ensure Physical and Health Disabilities (DPHD) will Members are directed to their January-Feb- that early childhood programs nurture pos- join their social hour with DISES' Interna- ruary and March-April newsletters for a full itive attitudes and provide valuable experi- tional Reception to be held on Thursday outline of activities and CASE meetings. ences, examples of state and federal regu- evening, April 19, from 7:30 - 9:30 p.m. See you in Kansas City! lations that clarify changes in early inter- This will serve both to keep our costs to a vention, and much more! reasonable level and also most impor- CEDS To order, call 800/547-6747 or www.so- tantly to share some time together and The Council for Educational priswest.com. 'break bread' with members of other divi- Diagnostic Services sions. Further support for the event is com- The CEDS journal, DIAGNOSTIQUE, has un- ing from Recordings for the Blind and TED dergone some changes. Our new cover Dyslexic. Be sure to be there! The Teacher Education and name is expected to be in effect begin- Division ning with volume 26. Be on the lookout for DEC TED has established new partnerships with it! The Divisio[ro for Early other professional organizations and con- CEDS has issued a call for papers for its Childhood tinues to be active in national policy mat- 2001 Annual Topical Conference, to be held ters. Jane West has been contracted by The following people were honored at the in New Orleans, La, on Oct. 25-27, 2001. TED to represent the division to HECSE DEC conference in December: Merle B. Topic areas include recognizing cultural di- (Higher Education Consortium for Special Karnes Award for Service to the Division, versity in assessment; identification of and Education) in addressing policy matters re- Susan Sanda and Patricia Snyder; DEC Ser- intervention with students with Attention lated to teacher education programs. TED vice to the Field Award, Rebecca Fewell; Deficit Hyperactivity Disorder, emotional has also become a member of the Consor- Rose C. Engel Award for Excellence in Pro- /behavioral disorders, learning disabilities, tium for Citizens with Disabilities. To further fessional Practice, Amy Harris-Solomon; J. multiple disabilities, and gifted students; illustrate TED's increased involvement in David Sexton Doctoral Student Award, and assessment and information gathering policy matters, a number of TED members Shelley Neilsen; and Kathleen W. McCartan techniques appropriate for inclusive stu- have been meeting with their Congressional Award, Denise Robinson. dents' functional assessment. representatives in Washington, D.C.

8 CEC TODAY MARCH 2001 106 tao CandiligeA discontinue the plan, as appropriate. board member. I would further bring to the Reflection and on-going evaluation is CEC board my desire for new challenges, his spring, CEC will hold its first open key to how I complete my professional obli- positive outlook, effective communication election for members of the CEC Board gations. I believe I bring a fresh perspective, skills, and a high energy level. of Directors. All CEC members in good an eagerness to learn and serve, and the As a parent of a child with special needs, standing of as April 1, 2001, are eligible to skills to accomplish the goals of the board. therapist, teacher, and administrator, I pos- vote in the election, which will be held April I believe my personal experiences as a sess a wealth of knowledge from a variety 23 - May 21. Members may vote electroni- person with a learning disability, living on of viewpoints. Inclusion programs have cally by accessing the CEC Web site, military bases with a range of economic and increased my knowledge of working for the www.cec.sped.org, or they may mail their ethnic/racial representations, and teaching in good of all students. The large migrant pop- ballots to CEC headquarters. CEC will elect rural and urban schools have enhanced my ulation and many students with diverse eth- six members to the 21-member Board of awareness of, and appreciation for, the vari- nic backgrounds in California have demand- Directors, and the Board will appoint the ety of factors that contribute to learning. I ed that I increase my understanding of the treasurer and Student CEC representative. believe that CEC can and should become a special needs of a variety of people. My Before you participate in this historic model of effective practices for actively and experiences will benefit CEC through my event, take a moment to get to know the effectively involving families and individu- participation on the CEC board. candidates by reading their statements als representing the spectrum of human below. diversity in the education of individuals with Shavon 1. delFur disabilities. Assistant Professor, Candfidaies Member-al-Lame, College of William and 201-20563 Nalteen BOalce Mary, VA Administrator, Special Chery0 Lea Education, Goleta, CA Background Professor, Special Sharon deFur is currently an assistant pro- Education, Background fessor at the College of William and Mary. James Madison University, As a special education She has also held positions in the Vuginia VA administrator, Kathleen Blake serves 24 Department of Education and served as an school districts in staff development; parent educational diagnostician and special educa- Background training; compliance; interagency coordination teacher in local school districts. Cheryl Beverly teaches graduate-level spe- tion in areas including autism, transition, A CEC member since 1975, deFur has cial education courses and supervises field infant, and pre-school programs; and with served as president, past president, president placements for special education practicums Institutions of Higher Education. She also elect, vice president, treasurer, and member and student teaching. facilitates writing local policies and assists of the Nominations Committee of the A CEC member since 1987, Beverly has districts with special education legal issues. Division on Career Development and served as a member of the Division for Blake is currently a member of the CEC Training (DCDT). DeFur also has been a Early Childhood (DEC) Diversity Elections Standing Committee. Through her member of the editorial board of the DCDT Subcommittee, been a board member of the membership in CEC, since 1988, she has Journal, Career Development for Pennsylvania DEC Subdivision, and served served as the California Federation presi- Exceptional Individuals. as a member of the CEC co-sponsored dent, president elect, vice president, secre- Leadership and Diversity Statements National Pre-service Forum: Implications tary, and governor. For her local chapter, she for Professional Preparation of Special was president, vice president, and bylaws My leadership gifts include an ability to Education Teachers in Health Education. chair. generate creative ideas, assess the underlying dynamics of a group and address issues, Leadership and Diversity Statements Leadership and Diversity Statements an ability to see the big picture and keep the My experiences as a member of, and in My positions in education and voluntary group focused on its primary purpose, an leadership positions on numerous commit- organizations have afforded me opportuni- ability to be intuitive regarding people's tees, has allowed me to observe the leader- ties to develop skills in leadership, collabo- needs and contributions, and an ability to ship skills of others as well as develop my ration, advocacy, and strategic planning. My think systematically and strategically, thus own skills and knowledge. I have developed primary leadership style is that of a facilita- contributing to systemic change. I am a the ability to work with a group to set goals, tor. Also, working on behalf of students with planner, an idea generator, an enthusiast, a develop an action plan to achieve those disabilities, in culturally diverse neighbor- future thinker, and a pragmatist. I also have goals, and provide oversight for the comple- hoods, and serving as public relations chair skills in program evaluation. tion of the plan. I am flexible in terms of for two community organizations has I believe that CEC must stay ahead of reading the time, energy, and other resource increased my knowledge and skill in advo- future curves. I also believe that the Board needs of the groups with whom I work and cating for people and issues. These skills of Directors must provide clear leadership using that information to refine, revise, or will increase my effectiveness as a CEC and model collaboration and communica- i07 CEC TODAY SPECIAL INSERT MARCH 2001 Kathleen S. Puckett Harold M. Tarxlit tion to its units and members. I believe we must continue to promote a Professor, University Elementary School growth paradigm in working with all chil- of Tennessee, Principal and dren, particularly children with special Knoxville, TN Supervisor of needs. This approach celebrates diversity, Education Programs, recognizes the strength that is gained by Background District of Milltown, having a diverse population, and opens the Currently, Kathleen NJ opportunity of thinking with the principles Puckett teaches special education courses of universal design as a basis. As a board and coordinates the Individualized Background member, I would promote thinking that Instruction Program in the Professional Harold Tarriff is the principal of Parkview encompasses a universal design philosophy Development School. She has also served as Elementary School, grades K-3, and super- that embraces the diversity of culture and a special education teacher, special educa- visor of the district's education programs, personal experience. tion administrator, and grants administrator. which includes special education, gifted and A CEC member since 1973, Puckett is talented, English as a Second Language, and Hazel Ann Luke currently on the CEC Board of Directors. staff development and curriculum. Teacher, Middle School Previously, she has served as the Tennessee A CEC member since 1972, Tarriff Students with Emotional/ Federation president, president elect, treasur- serves as the New Jersey representative to Behavioral Disorders, er, political action network coordinator, and the CEC Representative Assembly. Augusta, GA governor; and she was a member of the Previously, he served as New Jersey CEC Professional Development Standing Federation governor, president, and treasur- Background Committee. Additionally, Puckett was facul- er. Hazel Luke, who currently teaches students ty advisor for the University of Tennessee's with emotional/behavioral disorders at Tutt Student CEC Chapter. Leadership and Diversity Statements Middle School in Augusta, Ga., has been a As the special education administrator in a teacher for 10 years. She also mentors Leadership and Diversity Statements public school, I developed a collaborative teachers and is the team leader of the special I have developed excellent organizational leadership style that includes all constituents education department at Tutt Middle School. skills through my work for CEC. My work in the decision-making process one that A CEC member since 1994, Luke has on the CEC Board of Directors, and previ- encourages all participants to "invest" in the served as Georgia Federation president, as ously, the Board of Governors, has afforded product, as well as a sense of timing to well as president and membership chair of me experience and training in strategic plan- know what will work in a specific climate at Chapter #292. ning. I have participated in the debate and a specific time. I have designed programs in development of the current governmental the public and private sectors of special edu- Leadership and Diversity Statements configuration and understand the nature of cation, and I have worked in several differ- Being able to communicate with people and our movement towards a knowledge-based ent communities with a very diverse student great listening skills are the two top charac- organizational structure. and staff population. teristics that enable me to be a good leader. As a teacher educator, I would bring a Most importantly, I am an outspoken, Also, being able to step back and look at a field-based perspective to this governing aggressive advocate for "making the system situation from different points of view helps body. Further, my work on local philan- work" in whatever system I participate. I me make sound decisions. As we progress thropic boards has given me valuable expe- would be a recognized member of the into the 21st century, the intensity of the dis- rience in developing goals and activities and Board of Directors, because my opinions, abilities we deal with as educators are determining the ways and means of funding and that of our larger constituency, would be increasing, and we need change. The only them. Finally, I take pride in my ability to heard. way this can happen is through greater inter- work collegially and collaboratively. The nature and diversity of my experi- action with other agencies involved with I believe that one of CEC's missions ences, both in the public and private sectors students. I know that CEC is a large enough should be to continue to assist teachers to of special education, as well as all the other organization to make a difference for stu- recognize and advocate for best practices for activities in which I have participated, have dents and teachers. the improved educational achievement of given me a broad knowledge and deep I believe in a free and appropriate educa- diverse learners. I have applied those beliefs understanding of the diverse populations we tion for all students. I also believe that a throughout my career. My latest example is serve. It almost sounds trite to write it, but teacher, or any leader, must have a very the development of a teacher recruitment ALL children have unique needs; and if eth- broad mind and be open to change, diversi- grant that increases minority representation nic, geographic, economic, medical, or lin- ty, and be as unbiased as possible. Finally, I in teaching. Children of diversity must see guistic or cultural differences add to the believe that we learn from each other daily equally diverse examples of adults who can uniqueness, we must factor that in and con- and that by mixing the familiar with the teach and mentor them to believe that edu- tinue to focus on the needs of the individual unfamiliar, we can continue to meet the education is their best foundation. with disabilities. cational needs of the students we serve.

1 08 CEC TODAY SPECIAL INSERT MARCH 2001 2 Mod:ley-at-Large (Ethnic & Matti Gloria D. Camp haii-Whatiay Member-at-Large (Canadian), culturai Gyoups), 2(101-2004 2801-211184 Assistant Professor, Purdue University, IN Judith Bailey Lynn ZfIrId°

Education Officer, Background Education Director, Department of Education, Gloria Campbell- Learning Disabilities Bermuda Whatley, who is an assistant professor at Association, York Purdue University, developed and initiat- Region, Ontario Background ed the special education program for the Judith Bartley, an education officer in the College of Education. Her responsibili- Background Bermuda Department of Education, super- ties include arranging courses, develop- Lynn Ziraldo is the education director of the vises two special education programs. She is ing curriculum, and assigning courses to Learning Disabilities Association, York also a lecturer in early childhood education faculty. In addition, Campbell-Whatley Region. Her responsibilities include provid- at Bermuda College and previously served has been a program specialist for learning training in all aspects of learning disabil- as an assistant professor of special education ing disabilities at the Birmingham City ities, board development, volunteer adminis- at Austin Peay State University in Board of Education and a special educa- tration, and strategic planning. In addition, Tennessee. tion teacher. Ziraldo has led training sessions throughout She has been a CEC member since A CEC member since1983, Ontario on behalf of the Ministry of 1986. Campbell-Whatley is currently serving as Education and presented at numerous con- secretary for the Division for Culturally ferences. Leadership and Diversity Statements and Linguistically Diverse Exceptional A CEC member since 1981, she is cur- My leadership skills have evolved naturally Children, diversity chair for TED, guest rently a member of the CEC Governance out of my educational experience and my reviewer for various CEC and division Standing Committee, executive advisor to current role as an education officer. I taught journals, advisor for the Indiana Purdue the Ontario Federation, executive member collaborative skills at the university level University Student CEC Chapter, and the of the York Chapter, and executive member and possess an almost innate ability to Ethics and Standards Officer of the State of the Ontario Subdivision of Learning soothe and facilitate communication with Board through the Indiana Federation. Disabilities. She also represents Ontario for individuals and groups. Consequently, I She has also held numerous positions the Canadian Council for Exceptional have been called on by the Ministry of and served on committees for CEC's fed- Children. Previously, she served as Ontario Education to assist with irate parents and erations and divisions, including mem- Federation member-at-large, vice president, address segments of the community at vari- bership chair for DDEL and member of president elect, president, and governor. She ous times over issues involving students the CEC Executive Committee for the was also a member of the Governance with serious behavior challenges. State of Alabama Super Conference Restructuring Task Force. When the Bermudan community was Planning Program Committee. calling for an alternative school for children Leadership and Diversity Statements with behavior problems, it was my role to Leadership and Diversity Statements As a member of the CEC Board of ensure the process was completed within a For several years, I served in key leader- Directors, I would work to build consensus specific time frame. To promote more opti- ship positions for several divisions in among all established stakeholders, establish mal conditions, I negotiated for and won a state and national CEC. Additionally, I goals and objectives to develop strategies 6-month extension in the planning process. have served as a delegate for these divi- that are time specific and manageable, and Teachers stand at the forefront of educa- sions and have given voice to their issues be a strong advocate for persons of all dis- tion and influence the lives of many individ- in assembly. Being a member of a cultur- abilities. To this position I bring a major uals. There is a need to expose prospective ally and linguistically diverse group and understanding of diversity issues and needs, regular and special education teachers to the my connection with the divisions will as I have been involved with other cultures, various types of differences they will assist in my ability to act as an effective i.e. Chinese and Italian, in my advocacy and encounter in the classroom. advocate, while remaining true to the training role. Having taught and studied in different focus of the organization: to serve all I understand the various needs and meth- countries, it is evident that persons must children with disabilities. ods of addressing the needs of children from respect each other prior to the acceptance Currently, I am arranging a Divisional diverse backgrounds. Therefore, I would that leads to intermingling through all strata Conference on Diversity Standards for work toward standardizing education as of society. Providing teachers with opportu- April 2000 before the national CEC policies and practices sometimes work to nities to learn about differences, cultures, Convention. Gathering the divisions teach all children the same way regardless and disabilities prior to entering the class- together is just one initiative focused on of special needs. Throughout my career, I room will go a long way in dispelling many providing for children with disabilities have been on a timeless, personal journey to of the misrepresentations we have of those from all backgrounds. fight for the rights of all children, especially who are different. those who are disadvantaged. To this charge 109 CEC TODAY SPECIAL INSERT MARCH 2001° 3 I bring my interpersonal skills, problem- for managing a departmental budget that is ers on projects working directly with stu- solving skills, and a high energy level. larger than 75 percent of the national associ- dents and on projects training teachers, ations would be an asset. administrators, and school staff to improve Appointed Positions to the CEC As an association leader for 25 years, I educational outcomes for individuals with Board of Directors have been responsible for promoting, facili- exceptionalities. The Board of Directors appoints the posi- tating and accepting diversity within the During my employment with the public tions of treasurer and Student CEC repre- workforce and the association's member- school system in St. Croix, I worked with sentative. Following are the nominees for ship. As a member of the CEC Board of students from the following ethnic groups: these positions. Directors, I will promote diverse and inclu- African American, West Indian, Hispanic, sive practices for all professionals and the Middle Eastern, Asian, and Caucasian. I Treasurer students they serve as related to race, ethnic- learned to look at each person individually, ity, gender, age, sexual orientation, disabili- to discover the cultural and ethnic influences Stan Dublinske ty, appearance, religion, geographic location, that affect each person, and to integrate Senior Advisor for or professional level. these influences into strategies to improve Planning and the educational and social outcomes of these students with exceptionalities. Governance, Student CEC Representative American Speech- Gregory Pennerman, Jr. Language-Hearing Christine Ann Christie Association, Montgomery Village, MD Bethune-Cookman Photo Doctoral Candidate, College, Background University of Kentucky Daytona Beach, FL Not As senior advisor for planning and gover- Available Background Background nance at the American Speech-Language- Hearing Association, Stan Dublinske pro- Christine Christle is a Gregory Pennerman, Jr. is a student at vides leadership on strategic planning and doctoral candidate in spe- Bethune-Cookman College. He has accu- governance operations for ASHA's execu- cial education and rehabilitation counseling mulated approximately 100 hours tive board, legislative council, and national at the University of Kentucky. Her duties as observing and interacting with students staff. In addition, Dublinske has held several a graduate assistant include revising and in various age-level special education senior positions in the association. developing content for the department's Web classrooms. A CEC member since 1967, Dublinske site and working with faculty in planning, As president elect of the Bethune- has served as treasurer for the CEC Board developing, and delivering courses to under- Cookman College Student CEC chapter, of Directors, on the CEC Governance Study graduate and graduate students. Before Pennerman spearheaded a membership Task Force, and Professional Standards entering graduate school, Christie was a spe- drive that resulted in the registration of Committee. He has been president, gover- cial education resource teacher and a teacher 40 new and lapsed members. He will nor, president elect, and treasurer of DCCD. counselor. succeed to president next year. He has Christie has been a member of Student presented at various local, national, and Leadership and Diversity Statements CEC at the University of Kentucky during international conferences on education As a Certified Association Executive, I am her undergraduate, masters and doctoral pro- initiatives for children with exceptionali- aware of the processes necessary to operate grams. ties. an association in an efficient and effective Leadership and Diversity Statements Leadership and Diversity Statements manner and the steps to developing a knowledge-based association. With my My leadership skills would contribute to the I believe in leading by example. When I background in association strategic plan- on-going success of CEC, because I am make the effort to collaborate and com- ning, governance, and developing gover- interested in program policy and systemic municate information effectively, it moti- nance operational procedures, I can assist improvement. I advocate long-range strate- vates individuals to want to participate in the board in becoming the primary CEC gic planning and self-evaluation. I believe in activities. I don't request anyone to do decision-making body while ensuring that collaborative partnerships, and in my past anything that I wouldn't be willing to do members and units are involved in the gov- experiences on various types of boards I myself. ernance process. I also have experience in have collaborated with people from diverse I was raised in one of the most seeing a Representative Assembly become a backgrounds and multiple organizations. diverse cities in the country and interact- body that identifies issues, as well as ensur- Recently, I have collaborated with several of ed with many individuals of different ing that the board uses this information for my professors on writing projects and pre- cultures and ethnicities. I believe this CEC's initiatives, outcomes, and strategies. sentations focused on individuals with dis- background will provide me with the As treasurer, my experience in assisting abilities and teacher training. I have also col- ability to relate to different cultures and the development and management of a $28 laborated with fellow graduate students, spe- be sensitive and aware of their needs million association budget and responsibility cial education, and general education teach- and differences.

CEC TODAY SPECIAL INSERT MARCH 2001 a 4 1 0 *DEC IMES * DLD MO ANDD * TAG TAPI ED

from page I conduct in the 1999-2000 school year. dents who engaged in serious miscon- abilities must continue to receive edu- Most incidents of serious misconduct duct were given short-term out-of- cation services when suspended for were acts of violent behavior, gener- school suspension. more than 10 days or if expelled from ally fistfights. Incidents involving The percentages of general educa- school. IDEA provides further safe- firearms were rare. tion and special education students guards for students with disabilities Although the number of incidents who were suspended from school with the "stay-put" provision, which was greater among general education and/or placed in an alternative educa- states that students with disabilities students, special education students tional setting were 15 and 17 percent, have the right to stay in their current had a higher rate of serious miscon- respectively. educational setting during any due duct than their general education Few students were expelled. A process or judicial proceedings that counterparts. For every 1,000 general large majority of students in special follow the initial disciplinary removal. education students represented in the education who were expelled were (For a more complete summary of survey, there were 15 incidents of seri- provided with educational services IDEA's discipline provisions, see the after the expulsion. About CEC Web site, cec.sped.org.) half of general education stu- The GAO surveyed 465 public Percentage of Principals Reporting Serious dents received education middle and high school principals and Misconduct during the 1999-2000 School Year services after expulsion. had a response rate of 60 percent. by Incident Type and Student Category Principals reported to the While the response rate was too low police or juvenile justice sys- for GAO to produce estimates that are Type of General Special tem similar portions of gen- nationally representative, GAO says serious education education eral (28 percent) and special that the size and geographic location misconductstudents students All students education (34 percent) stu- of the responding schools were gener- Violent dents involved in serious mis- ally similar to schools in the sample. behavior 61 53 66 conduct. GAO also conducted site visits to gain Drugs 53 32 56 a broader perspective on the imple- Weapons 34 22 41 ElEA AHows SchoWs ffe mentation of IDEA's discipline provi- Firearms 8 2 10 Mafinffain a Safe sions and targeted areas where the pro- One or Environmeruff visions were reported to be of signifi- more types 77 64 81 IDEA appears to play a lim- cant concern. * Because any one incident can involve both general and special education students, the columns cannot be added. They are three separate ited role in schools' ability to As CEC has continuously sup- measures. properly discipline students. ported IDEA's discipline provisions However, a majority of the that protect the rights of students with ous misconduct; for every 1,000 stu- schools in the survey also operate disabilities, we were pleased with the dents in special education, there were under one or more local special educa- results of the GAO study. However, 50 incidents of serious misconduct. tion discipline policies that provide CEC notes that there is still work to be The most common effect of serious additional protections for students done. The fact that suspension is so misconduct was a disruption in student with disabilities. Principals rated most widely used to discipline students learning. Another effect was that ad- negatively the local policy preventing shows that improvement must be ministrators and teachers had made in the area of positive behavior to spend an undue amount of interventions. We must give educators time responding to the mis- Type and Frequency of Disciplinary Action by more tools to help students control conduct. Some principals alsoStudent Category their behavior, and we must provide reported that IDEA-related Numbers in percent training so teachers can learn tech- discipline processes were General Special niques that have been proven effec- burdensome when compared educationeducation tive. with procedures for disciplin- Type of disciplinary action students students Removal from school grounds 6 ing non-disabled students and 9 Repori HighOighffs In-school suspension 8 10 that IDEA's processes had a Out-of-school suspension 64 58 negative impact on efforts to Expulsion 9 Extent and Effect of Serious Misconduct 6 meet learning standards. in Schools Placement in alternative educational setting for up to 45 days 6 11 About 81 percent of the schools re- Disciplinary Measures Other disciplinary action/ sponding to the survey experienced Regardless of student status, Action pending 8 6 one or more incidents of serious mis- about 60-65 percent of stu- Continues on page 13 111 CEC TODAY MARCH 2001 9 pro essionzdadvancement TAN'"womgd ToI, Ten List for the 2001 a( Annual Convention & Expo

Toyota USA Foundation: The foundation funds K-12 education programs, especially rlEC is "goingto Kansas City!" We've technologies you need to know. in the area of mathematics and science. ..../put together this "top ten" list of Deadline: None. Eligibility: Institutions of things to do at the convention to help you 4. At Your CEC Resource Center, higher education, community colleges and browse through new materials featured vocational or trade schools, and nonprofit get the most out of your convention expe- organizations. K-12 public and private rience: in CEC's spring catalog, check out the schools may not apply directly but may be divisions' publications and activities, the recipient of an independent nonprofit 1. You're ready to learn, and we have and view exhibits from the ERIC agency's funding request. Contact: more than 600 sessions to choose Clearinghouse on Disabilities and www.toyota.com, click on "news/corpo- from! Discover new approaches and in- Gifted Education, the National Clear- rate information." vestigate successful strategies. Find great inghouse for Professions in Special Ed- ucation, and our special projects in- NEA Fine Arts Grants: The National Educa- ideas that work for all your students. For tion Association's foundation offers grants more in-depth instruction, attend a concluding the CLAS Early Childhood In- to local NEA affiliates to create and imple- vention strand, a series of four to six se- stitute, Association of Service ment fine arts programs that promote quential sessions to address a specific Providers Implementing IDEA Re- learning by at-risk students. 10 awards of topic. CEU credits can be earned by at- forms in Education (ASPIIRE), and $2000 each will be made. Eligibility: NEA tending all sessions in a strand. For a IDEA Local Implementation by Local affiliated organizations. Contact: The NEA complete listing of convention sessions Administrators Partnership (ILIAD). Foundation, www.nfie.org. by topic area, visit the CEC Web site expanded career op- CVS Corporation: CVS focuses its philan- at www.cec.sped.org. The convention 5. Looking for thropy on health initiatives, educational also offers 20 pre-convention workshops portunities? Visit CEC's Career Con- programs, and community outreach. Re- covering some of our most-requested nections! Bring your resume, your inter- cipients may receive up to $150,000. topics. One is sure to interest you! For a view suit, and your brightest smile for Deadline: September 30. Eligibility: Non- look at innovative education programs in on-site interviews with recruiters from profit organizations in 24 states in which action, sign up for a site visit. There are all over. Career Connections also fea- CVS has locations. Contact: CVS Commu- eight tours available. tures information on career opportuni- nity Relations Department, www.cvs.com. ties, and this year's Recruiters' Showcase 2. Don't miss our Keynote Speaker, is a must see! (See page 11 for more in- Beverly Sills, Wed., April 18, 5:00- formation on the Recruiters' Showcase.) .N1 J\ ERIC DigeMs 6:30 p.m. A mother of two children DinHano with disabilities and a leading 6. Celebrate our successes! OnFriday, spokesperson for the arts in America April 20 at 1:30 p.m., CEC will honor The following new ERIC EC Digests have today, she is the chair of the Lincoln recipients of CEC's Professional been posted online. See http://ericec.org/ Center for Performing Arts. She has awards, CEC Unit Awards, and Student digests/prodfly.htm for the full text of each. earned the distinction of being one of CEC Awards. The 2001 Yes I Can! Creating Useful Individualized Educa- the world's favorite speakers. Awards will also be presented at this tional Programs (IEPs): E 600 time. On Saturday, April 21, join us for 3. Visit the CEC Expo! With more CEC's annual Teacher of the Year Lun- Infusing Multicultural Content into the than 300 exhibits, it's THE place to ob- cheon, recognizing our teachers who Curriculum for Gifted Students: E 601 tain the latest information about new, exemplify the best in special education Youth Aggression and Violence: Risk, Re- effective, and innovative teaching ma- (ticket required). silience, and Prevention: E 602 terials, resources, professional development programs, and technology prod- 7. After a day of attending sessions The Warning Signs of Learning Disabili- and workshops, Kansas City pro- ties: E 603 ucts. Talk to exhibitors, preview a wide array of materials and services, view vides many opportunities to unwind! Assessment of Culturally and Linguisti- demonstrations, and much more! The First time visitors are amazed at the di- cally Diverse Students: E 604 popular Red Zone Tech Zone features verse attractions they find in this mid- Special Education Eligibility The Individu- the most recent technologies for special western treasure. Skyscrapers, swing- alized Family Service Plan (IFSP): E 605 populations. CEC's Web Center offers ing jazz, fantastic food, fascinating mu- expanded hands-on instruction in the Continues on page II

1 -4 10 CEC TODAY MARCH 2001 professionag advancemeng Wrid fio 2sofliDorrz° Mcmix:212 ExTtTeca

Get Paid to Go to College: Merit- -r-n this dynamic presentation, you can Focus on Special Education in Los Money.com has a new Internet site learn about the different school dis- Angeles, Los Angeles Unified School that matches high school students with a 3.0 or higher with colleges that tricts' job openings, states' geographic District, www.teachinla.com. offer academic scholarships. Contact: locations, benefit packages, incentive 13 Launching a Successful Online www.meritmoney.com. programs, environment, diverse popu- Teacher Recruitment Campaign, lations, and more. The Recruiters' Teachers-Teachers.com, www.teach- Braille Readers Are Leaders Contest: The Showcase is a "must see" for any one ers-teachers.com. National Organization of Parents of Blind thinking about a new job! An Introduction to the American Children and The National Federation of Following are some of the schools Institutes for Research, American In- the Blind are sponsoring a contest to en- and organizations participating in the stitutes for Research, www.air.org. courage blind children to read more Braille. Prizes of $75, $50, and $25 will be Recruiters' Showcase. For a preview, 2001: A Space Oddity, Gwinnett given for 1st - 3rd in each category. Con- visit their Web sites! County Public Schools, www.gwin- tact: www.nfb.org. 13 Teach now.la.org Opportunity nett.k12.ga.us. in LA County Schools, Los Angeles Where the West Begins: Quality Sallie Mae Offers Financial Aid Web County Teacher Recruitment Center, Education/Quality Lifestyles, South- Site: wiredscholar.com is an online fi- www.lacoe.edu. west Kansas Area Cooperative District nancial aid resource for students, par- Job Opportunities in Garden City, No. 613, www.skacd.com. ents, and guidance professionals. Con- tact: 202/775-0200 or www.sal- Kansas Unified School District No. A Taste of Alaska!, Special Educa- liemae.com. 457, www.gckschools.com. tion Service Agency, www.sesa.org. Earn IVioney for Your School:STAT PLEDGE encourages alumni, fans, etc. to contribute to their school based on ConuenUon Top Ten, frompage 10 ship Coffee. See the insert in this issue the on-field performance of their seums, and some of the best shopping of CEC Today for candidate profiles. sports teams and academic achievement. Contact: Robert Zion, 216/771- anywhere are all part of Kansas City's Ballots will be circulated to CEC regu- 3620 or 216/486-3772. allure. Kansas City has it all! lar and student members after the convention. 8. There's a full student program. In c'eus Mdeo DISCOYOF addition to attending sessions, visiting 10. Top off your convention experi- aDEA: Sallprooging the Expo, checking out Career Connec- ence by attending the 2001 CEC Gala tions, and participating in SCEC gover- on Saturday night. There will be din- Ach'iGYOMellg ff nance activities, don't forget the Stu- ner, dancing, great door prizes from the ChIkkellY Pilfileb dent CEC Dance on Thursday night Missouri, Kansas, and New York federa- DiggglliggeS and the special SCEC/DISES/CEC-PD tions, and as always, it will be lots of co-sponsored session with Jose Adolfo fun! Come early CEC's 4th Annual This 15-minute video presents an Herrera Aguirre from Bogota, Colum- Silent Auction, with proceeds benefiting overview of the new provisions in IDEA bia. Stop by the Student Spot for infor- the Foundation for Exceptional Children, to support achievement for children with mation and details about convention begins just before the gala. disabilities. The video lets you hear from activities and to leave messages and educators, administrators, family mem- meet your fellow students. Add "comfortable shoes" to your bers, and children themselves across the nation who attest to the impact of IDEA packing list you'll need them for this 9. Meet the candidates for the CEC in ensuring that children with disabilities busy convention! Need a registration learn and achieve to their potential. Board of Directors. This year, for the form or a brochure? Contact CEC's Con- first time in CEC's history, there will be stituent Services Center at 888/232-7733 Order your copy of Discover IDEA: Sup- a membership-wide election for the (toll free), 703/264-9446 (TTY), porting Achievement for Children with Board of Directors. Candidate speeches 703/264-9494 (fax), or service@ Disabilities (including a package of 20 will be made during the Representative cec.sped.org. For the latest convention Discover IDEA brochures) from CEC. The video is also closed-captioned in Assembly. All convention attendees are updates, visit the CEC Web site at Spanish with brochures in Spanish. invited to attend this session as well as www.cec.sped.org.0 the Meet the Candidates and Leader- Contact CEC at 888/232-7733. $24.95

CEC TODAY MARCH 2001 11 113 yneypther uneyvtheu°

7g-gdriErd- s©61) Sia()H[ht uniz their backs with a book on their ab- domens and are directed to attempt to CEME@N15 raise the book as they inhale. Students can practice deep breathing standing or BY BETTY HERRON invitation to explore individual social/ sitting. The technique is used to relax AND KAREN BARNES emotional development. Service learn- and focus after transitioning to a new ac- Mchael is a 5th grade teacher who ing projects, which some schools are im- tivity. (Stress reduction) as five students with disabilities plementing, provide opportunities to de- I'm CooL Students identify stressful in his class of 25. He agrees with Margo, velop empathy. situations and brainstorm possible posi- his special education co-teacher, that so- tive statements that could be used. The cial skills are important but finds that the ln the Classroom statements are posted as reminders when demands of the standards-based curricu- stressful situations occur. For example, lum have him fixating on academics. General Structure students are encouraged to use the state- Margo feels good about the individual Even if your school has not developed a ments while preparing for an important behavior support she provides her spe- school-wide plan for teaching social test or giving a presentation. (Self-Man- cial education students but is concerned skills, numerous strategies exist that you agement) that she is putting out fires rather than can implement in you classroom. Some aSay Something Good. Students are being proactive and teaching needed so- that are most effective are: encouraged to write/say one good thing cial skills. Top Five Rules. Broad rules establish about each peer. When under stress, stu- While teachers may feel over- structure for interactions and should be dents can read posted reminders of the whelmed with the demands of what to applicable to a variety of interactions. good or talent that others see. (Self- teach and when, students with and with- Students should be engaged in suggest- Awareness) out disabilities benefit from social skills ing rules, telling why a rule would be instruction and accrue life-long benefits important, and help decide which ones Classroom Mstruction from such instruction. Social skills in- may apply to several situations. You should also teach social skills clude personal coping skills and inter- Model problem solving by brain- within the curricula. Some examples personal skills that are needed to form storming rules, cooperatively selecting include: and maintain relationships in school, the the best ones, and making a group de- oThis Land Is My Land. The class se- home, and the community. cision as to the top five rules. For ex- lects and implements a community serv- A good strategy is to integrate social ample, a rule might be "Respect others." ice project that requires planning and the skills training across the curriculum in The rule is positively stated, short, and involvement of all students. For exam- general education classes. We suggest applicable to a number of situations. ple, greeting cards are recycled by the that teachers look at the whole class, The vocabulary of the rule can be dis- class throughout the semester or year for take a few days, and then decide which cussed. For example, what is respect? use by residents in a nursing home. (Ser- skills are needed most. The social skills How do we show it? What is disrespect? vice Learning) objectives on students' IEPs may be ap- When does disrespect become harass- Integrated Lessons. Social skills are propriate for the whole class. Collaborat- ment? What should you do when some- incorporated into the learning activities ing teachers may want to review the ob- one is disrespectful to you? Again, in math, language arts, or history. For ex- jectives and brainstorm ideas for inte- brainstorm some possible choices of be- ample, problem solving in math can be grating social skills into their classroom. havior. Exploring positive and negative related to social problem solving. Data Some teachers may want to check their examples helps children understand ex- with social or ecological implications state or district programs as well. pectations and why some choices are can be researched, charted, and dis- better than others. This procedure also cussed. Sorr000ll-Ndo Programs models for students the importance of Bibliotherapy/Children's Litera- Your school may have adopted a pro- stopping to think and making choices. ture. Such selections are easy reading gram that supports your efforts to inte- (CharacterNalues Education) for older students, who may be learning grate social skills across the curricula. new social concepts. Books may deal Many schools are examining practices Stress Management Exercises with being disabled and feeling different, related to establishing "safe schools" and Teach your students stress management feelings of being excluded or not be- are creating programs for conflict resolu- exercises and have them practice them in longing, teasing, conflict resolution, tion, character education, values educa- non-stressful situations. That makes it making friends, and so forth. Some tion, and practical living. These pro- easier for students to use them when books may be taped or on tape for blind grams emphasize learning styles or mul- tense situations occur. or dyslexic readers. Of course, now tiple intelligence theory and provide an Belly Breathing. The students lie on Continues on page 13

12 . CEC TODAY MARCH 2001 114 Pvincipalls, from page 9 J[UD]EA and Key Diseipliftnarry Aettons suspension of a student with disabilities for more than 10 cumulative days IDEA allows principals to... IDEA does not require principals to in a school year. Other local discipline Suspend a special education Provide educational/support services procedures that differ from those of student for more than 10 cumulative to special education students every day IDEA are school days during the school year. of suspension. Schools are required to provide services to the student throughout the Recommend expulsion for a special Conduct a manifestation determination suspension period, and education student engaging in each time school officials consider Schools are required to determine serious misconduct. suspending a special education stu- whether a student's behavior was a dent. manifestation of his or her disability whenever suspension is being consid- For weapon or drug offenses, place Conduct an IEP meeting every time ered. a special education student in an school officials consider suspending In contrast, IDEA allows schools to alternative educational setting. a special education student. suspend special education students for more than 10 cumulative schools days Suspend a special education student in a school year and requires neither who engages in serious misconduct if of the latter two policies listed above the conduct is not a manifestation of for all suspensions. the student's disability.

Social] Skins, from page 12 the newspaper can be used to initiate a Spocatl 1f[ OMOR'.2 discussion to explore how various people Spec[iEJ Ed screen readers and text readers may help involved in the story are affected by the readers with disabilities take more inter- situation. For example, using the story of A friend of mine was being observed dur- est in a story with a message. (Empathy, a home burglary, students explore the re- ing student teaching. She had to teach the Perspective) actions and feelings of family members, concept of decimal places, so she chose Unfinished Story. A vignette is started neighbors, the perpetrators and their fam- tangerines for her anticipatory set. She gave each student two tangerines, one that presents a problem. Various students ilies, and police. (Empathy) peeled but whole and the other peeled but may contribute their solutions or tell how Behavior Bingo. Students get a board divided (tangerines divide into 10 pieces they think the story should end. The that has positive behaviors identified in evenly). She was working in the Content group can decide collaboratively why each grid, such as raising a hand to re- Mastery Lab at the time and turned her at- some choices might be better than others. spond to a question. The student marks tention to incoming students. She spent (Perspective, Analysis, Collaboration) the board when a behavior is performed. about two minutes getting the incoming Card Draw. The student draws a card (Interpersonal Skills)D students ready to work then turned back to off the stack. The card may call for de- her group of students. The students had picting an interaction (select others to Betty Herron is a professor at Cumber- eaten EVERY tangerine she had placed be- help demonstrate), deciding what to do in land College, Williamsburg, Ky. Karen fore them! The evaluator was laughing so a situation, or analyzing an interaction/in- Barnes is a graduate student at Grand hard she started crying! This teacher continued her lesson trying to say, "If you re- terpersonal problem or the behavior of Valley State University, Allendale, Mich. member before you ate the tangerines, they someone. Allow for evaluation or input were divided into 10 pieces...." She learned from observers are there any other 85nalcen oschocf to never turn your back on students with suggestions or ideas? (Problem Analysis, peeled tangerines right before lunch! Decision Making, and Listening) nu,iaTcls --Dina Scardamalia, via e-mail a Reflective Journal. Students keep re- Nominate yourself or a colleague for flective journals in which they describe Disney's American Teacher Awards. Send in Your Story to their reactions to a class, subject, or Thirty-three teachers will be recognized CEC Today Editor school experience. For example, students for excellence and creativity in teaching. 1110 North Glebe Road maintain a journal in American literature The honorees receive $10,000. The most Suite 300 class in which they describe their reac- outstanding teacher will receive Arlington, VA 22201 tions to readings. (Self-Awareness) $25,000. For information, go to or [email protected]. Walking in Their Shoes. Articles from http://disney.go.com/disneylearning/ata/ bio/anders.html.

1/5 CEC TODAY MARCH 2001 0 113 speaking- ortag

ffd Yds afid pressures to produce teachers who can work with a diverse population of stu- du As Pradiceso Con tiny Co-bdst? dents, we can no longer be satisfied with teachers who are narrowly pre- BY MATTHEW J. GIUGHO lish/language arts, math, and the sci- pared in one area. ince 1995, New York State has em- ences) and the method of assessing stu- Many higher education institutions in P.3barked on three reform efforts never dents, face the additional stress of beingNew York have modified or developed attempted before and certainly not all at accountable to the public for student programs that prepare teachers to work the same time. With a focus on higher performance. Student performance, in- with diverse student populations. For ex- standards for all students, the 1997 cluding those with disabilities, is now ample, some have created "inclusive" amendments to IDEA, and a commit- the responsibility of the K-12 staff. programs that combine general and spe- ment by the New York State Board of Federal requirements under IDEA cial education at the undergraduate level. Regents to upgrade certification re- tighten up accountability to include the Others have developed undergraduate/ quirements for teachers, our entire edu- performance of all students, including graduate combinations that give students cation community is challenged to re- those with disabilities, into all state test- an undergraduate major in a content area think the preK-16 continuum. ing programs and to report those results and then a special education graduate de- These reforms offer a unique oppor- together. gree in five years. tunity to ensure that students with dis- The reforms in general education pre- abilities are included in these reforms Reform in the &hods K-12, special education, and teacher cer- as they develop and not as an after- With the current emphasis on students tification/teacher preparation programs thought or an add-on. The IDEA with disabilities participating in the have given us an unprecedented opportu- amendments require much more ac- general education curriculum and on nity to ensure that all students, regardless countability for states, school districts, higher performance standards, states, of ability, have access to curriculum and, professionals, and parents to ensure that school districts, IEP teams, parents, and in time, teachers who can work with di- students with disabilities have an op- other educational professionals must be versity. With the evolving nature of how portunity to participate in the general willing to work together. The following we provide special education services to education curriculum. requisites need to be present in school students with disabilities, moving away districts and in each building if students from a reliance on "self-contained" envi- Education Reform Effete with disabilities are to be effectively in- ronments and viewing special education In general education, the list of reforms cluded in general education classes: as a service and not a "place," we need all that directly affect students with dis- Support all students meeting the the players in the system to work to- abilities include: higher standards. gether collaboratively. Higher education, Eliminating the "minimum compe- Provide administrative support for pre-kindergarten, elementary, middle, tency" high school diploma. these efforts. and secondary education must become

CI Requiring that all students who will DAlign staff development efforts to partners with parents to ensure that stu- graduate will earn the high standard support K-16 reform. dent participation is meaningful with the "Regents' Diploma." Strategies to ensure that students goal a high school diploma. Those few Requiring that all courses be related with disabilities participate meaning- students with disabilities who cannot to Regents' level work and prepare all fully in the general education curricu- meet the higher standards due to the students for the more rigorous perform- lum include: severity of their disability also must have ance-based Regents' examinations in Begin at the earliest age. a meaningful level of participation. grades 9-12. e Broaden the expectations of the spec- The answer to the question posed in Clearly, with the requirement that all trum of students participating in general the title is clear. School reform, higher students participate in the more chal- education classrooms. standards, and inclusive practices must lenging higher standards courses and a Involve special educators in reform co-exist if we are to truly believe that spe- federal requirement that students with efforts as schools begin to adopt cial education has a valuable mission in disabilities participate in the general ed- changes (not in reaction to them). the public schools of the 21st century. 1=1 ucation curriculum, we can no longer rely on special education programming The Roils e Universities Matthew J. Giugno is an associate in that places students in self-contained The role and responsibilities of higher staff development at the New York State environments and hopes for the best. education institutions in preparing Education Department, Office of Voca- At the same time, our general educa- teachers (and other professionals) to tional and Educational Services for In- tion colleagues, facing preK-12 reform work in this new environment cannot dividuals with Disabilities. in the content areas (especially in Eng- be underestimated. Given the market

14 CEC TODAY MARCH 2001 116 TOO, from page 5 ment apply to their students with TBI, they any behavior modification plan must will need to take some additional steps be concrete and short-term, recom- Often the traditional assessments per- for these students. For example, be- mends Tyler. For example, the child formed for a child with a disability cause of the complexity of treatment may have lost the knowledge that one will be inadequate for students recov- for these children and the rapid is to be quiet in a library. To teach that ering from TBI. First, many consider changes they make physically and ed- behavior, the teacher must rehearse the an evaluation by a neuropsychologist ucationally, it is essential that a case behavior with the child, talk about it, vital. Neuropsychologists specialize in manager oversee the child's education and provide clear guidelines as to what brain functioning and can give more program. The case manager will need is expected and the consequences of comprehensive information about how to ensure regular communication oc- incorrect behavior. the injury will affect the child in the curs between the child's parents, med- "The teacher will need to spend classroom than a school psychologist, ical personnel including the neurolo- more time on antecedents verses con- according to Tyler. For example, neu- gist and rehabilitation personnel, any sequences if the child does not coop- ropsychologists will provide informa- outside therapists the child is seeing, erate," says Tyler. "The child with tion on the child's ability to problem- social workers, and school staff. The TBI often will have impulse control solve, to learn on repeated trials, how case manager will also monitor the problems. It takes concentrated, in- he or she will do if distractions are child's academic and social progress tensive effort (for the child) to learn present, and if the child can perform and ensure the IEP team meets and up- behavior." motor or processing tasks easily. dates the IEP as needed. Another factor educators must con- This information is combined with As mentioned above, the educa- sider when working with students with that of other rehabilitation profession- tional needs of child with TBI will TBI is their physical protection. als (occupational, physical, and speech change quickly after the injury. There- Whether because of loss of balance, therapists), nurses, teachers, and social fore, the child's IEP goals and objec- impaired judgment, or an increase in workers. Input from the child's parents tives must be developed initially for impulsive behavior, these children are is also critical, as they know how the achievement over short periods of prone to additional head injuries. child performed before the accident time, 4-6 weeks, rather than six Therefore, teachers will need to and of any difficulties the child is ex- months to a year as is traditionally closely supervise these children on the periencing now. done. Likewise, the child may need playground, may need to arrange for Also, assessments must be done more frequent assessments than other them to change classes when the halls much more frequently for children children with disabilities. are less crowded, or, if conditions war- with TBI. Some recommend yearly When working with children with rant, to wear a helmet at school. testing. Children who have been re- TBI, the special education teachers' Finally, collaborating with the parents cently injured may need to be tested primary task is cognitive rehabilita- of a child with TBI is vital. They know even more frequently. In just 3-6 tion. As with their other students, how the child functioned before and months, a child with TBI may perform teachers will work to improve the after the accident, and they can provide at a completely different level than child's deficits and teach the child how valuable information on the child's men- when they were tested at the hospital, to compensate for skills he or she may tal state. says Tyler. To determine just how fre- never regain. Thus, the teacher may quently to test, educators must stay need to help the child re-learn how to How Wanly a Child abreast of how rapidly the child is do things that came naturally before with Tel? changing. The teacher is often the one the accident, such as how to gather in- If you think you know a student with to monitor the child's progress. formation from a passage or take a TBI, you should check the student's his- In addition, educators must be test. For skills the child will never re- tory. If the student's medical records aware that formal assessments for a cover, such as memory, the teacher don't mention a brain injury, ask his or child with TBI can provide misleading will need to teach the child coping her parents. They may remember that information. For instance, the child mechanisms, such as using a planner, a the child took a hard fall as a toddler, may score well on a standardized as- tape recorder, or other organizational which could be affecting the child's sessment but be unable to perform in aid. learning progress now. The parents and the classroom. When helping children with TBI re- teacher should see if the child's learning gain social skills, teachers may need to patterns changed after the accident. In- Deueloping an Education Program adapt traditional behavior modifica- formation about a child's head injury for Children with BO tion techniques. Because the child may should be passed on from year to year Though many of the instructional strate- not have memory skills and/or lack the along with educational strategies that gies special educators already use will ability to determine cause and effect, have proven successful.

1 I 7 CEC TODAY MARCH 2001 15 =ECM CV MC

October 25-27, 2001 ociztTer CEOS 2001 Topical Conference. Hotel ApriI 18-21 , 2301 October 4-5, 2551 Montelleone, New Orleans, LA. Contact: CEC Annual Convention 11 Expo. Kansas DLO Annual Conference, "Bridging the Sandra Latchford, 60 Surrey Crescent, City, MO. Contact: CEC, 1110 N. Glebe Rd., Gap Between Research and Practice." Fredericton, NB E3B 4L3, Canada, Suite 300, Arlington, VA 22201-5704, San Antonio, TX. Contact: Charles Hughes, 506/453-3515, FAX 506/453-4765, san- 888/232-7733, [email protected]. Penn State University, 227 Cedar Building, [email protected]. University Park, PA 16802, 814/863-1699, zuzy FAX 814/863-1002, [email protected]. May 3-4, 2031 October 4-5, 2551 Mouember 7-15, 2551 UCCLE Regional Training, San Diego, CA. COD international Conference on Pro- California Federation Conference, Bahia Contact: CEC 1110 N. Glebe Rd., Suite 300, gramming for a Diverse Population of Resort Hotel, San Diego, CA. Contact: Arlington, VA 22201-5704, 888/232-7733, Children and Youth with Emotional/Be- 916/443-3855, e-mail: [email protected] havioral Disorders. Atlanta Airport Hilton [email protected] and Towers, Atlanta, GA. Contact: Lyndal Bullock, University of North Texas, PO Box 310860, Denton, TX 76203, 940/565-3583 do on June 22-24, 25011 (0), FAX 940/565-4055, December 11 -5, 2551 CEC-Franklin Covey tiVorftshop: 4 Roles of [email protected]. 2001 Annual international DEC Confer- Leadership. Chicago, IL. Contact: CEC, ence. Boston Marriott Copley Place, October 11-13, 2501 1110 North Glebe Road, Suite 300, Arling- Boston, MA. Contact: DEC Conference Of- DCDT 11th International Conference, ton, VA 22201-5704, 888/232-7733, cont- fice, 3 Church Circle, Suite 194, Annapolis, "Transition: Exploring Mew Frontiers." [email protected] MD 21401, 410/269-6801, FAX 410/267- Denver Marriott City Center Hotel, Denver, 0332, [email protected]. CO. Contact: Ann Pearce, Colorado Dept. of Education, 201 E Colfax Ave., Rm. 300, Denver, CO 80203, FAX 303/866-6811, [email protected].

0 Non-Profit Council for Organization Exceptional U.S. Postage Children PAID 1110 N. Glebe Rd. Herndon, VA. Permit No. 1575 Arlington, VA 22201

118 Council for Exceptional Children

Y Mo. E3 APRIL MI EIBIREELV VCOMIMCOMCOUNCIL EXCEPTIONALCHILDREN tUnfIALCEC.SPEELODG

jfe-Sk`j[1[18 orr iC)17 140dC3i Stide Pdn'M M DIseCoMos liaWlarc Icym[o] afiay 3 - 4, 2001 Holiday Inn on the Bay (-NEC is moving full steam ahead to secure San Diego, Calif full funding for special education. The Life Centered Career Educa- Council recently expanded its campaign, tion (LCCE) prepares students Guaranteed Full Funding for IDEA, to secure to function independently and 40 percent of the cost of the Individuals with productively as family mem- Disabilities Education Act (IDEA) from the bers, citizens, and workers. federal government. It is calling on the 107th This seminar teaches educators how to integrate the LCCE Congress and the administration to pass leg- curriculum in their school's islation this year that guarantees full funding current curriculum. for IDEA within six years or no later than FY 2007. You will learn how to: Use LCCE units to satisfy CEC is also calling on Congress and the Deborah Ziegler and David Egnor of the CEC Public Policy IEP and transition plan require- administration to secure increased funds to Unit review strategy for CEC's Guaranteed Full Funding ments. promote personnel preparation, research, andfor IDEA campaign. a Collect ideas to access com- other national activities that will improve edu- vention programs for infants and toddlers. munity resources. a Employ strategies to engage cationalresults for children and youth with To achieve these goals, CEC is implement- parents in planning. disabilities, as well as provide additional ing a multi-faceted attack, which includes funding for pre-school grants and early inter- Continues on page 9 To register, call 888/232-7733 or www.cec.sped.org.

Don't forget to vote for the MOT SAN PTVE L ihr (DEC Board of Directors, April 18 - iif]ay 21, 2001 lampl@HE 70CA rihough after school programs have been ties are participating. Indeed, after school around for years, recently they have programs can provide a positive environ- grown in popularity in all areas of the coun- ment in which children with disabilities can try and with good reason. With more par- thrive, as these programs often offer hands- ents working, they are scrambling to find su- on experiences and a freer atmosphere than pervision for their children from 3:00 6:00 the typical classroom. Likewise, children Joanna Gallagher Breaks p.m. Plus, research is showing that well-run with gifts and talents can find that after the Cycle of Violence in Her after school programs, particularly those that school programs provide enrichment activi- Class Behind Bars 2 include an academic component, are result- ties that allow them to explore their inter- Is Special Education Effec- ing in increased attendance in school, en- ests. tive? The Numbers hanced social skills, and improvements in ac- Can Lie 12 ademic achievement, as well as preventing 1 The Need juvenile crime. The need for after school programs is high. Sen. Ted Kennedy Gives His Support to Full Funding .14 As after school programs proliferate, At least 8 million children and up to as more and more children with exceptionali- Continues on page 5 119 speckall edIGU,Cag6/1)01, War116.9

Joanna Gallagher Breaks the Cycle Features role playing of parenting situations where dysfunctional or morally Violence in Her Class Behindars questionable scenarios are re-written for better outcomes and then presented with BY CAROLYN COSMOS the violence and abuse in their own fam- student actors. hedoor to Joanna Gallagher's class- ilies. She confronts them with the moth- Uses guest speakers who teach parent- room is locked. It will stay locked ers of their victims, brings mentors and ing skills, including how to identify all day. Her personal alarm system, em- former Stark students into their lives, signs of child abuse and what to do when bedded in the ceiling, is checked each teaches them parenting skills, and insists a child is being abused. morning. If it doesn't work, she doesn't they drop their prison IDs into a small "The tragedy of the victims makes teach. "The state of California is re- coffin she keeps at the front of her room. me go to work every day," Gallagher quired to educate juveniles in prison "The coffin is a reality check," she says. To teach the human cost of crime, so I go to prison to work every day," she says. "They hate it. I tell them, 'You have she brings to class to confront her stu- explains. three choices. You can quit [your life of dents survivors of homicide attempts That work takes her into a high crime], go to jail, or die. You're already and the parents of children who have school within the walls of the Herman in jail. This is your other option."' been murdered or victimized. The guests G. Stark Youth Correctional Facility The family focus is critical, she says. offer personal accounts. where she teaches English and victim "All of the sex offenders in my classes One visitor had three of her four chil- awareness classes and has developed an were sexually abused as a child. And dren raped and sodomized. She comes to award-winning approach to helping many of the young men not incarcerated Gallagher's classes to talk about her fam- youthful offenders understand the im- for sex crimes have also been sexually ily's experience. Of the perpetrator, Gal- pact of their crimes on their victims. She abused," she says, adding, "I've never lagher observes, "His abuse was sexual, calls it the VICTORY program. had one student here who was not [in when he was young, and severe. The An "intermediate security" facility, some way] abused. In my experience it perpetrator was his mother." the Stark Youth Correctional Facility has been 100 percent." Gallagher also has students make lists houses, and tries to counsel and teach, Breaking the cycle of violence is the of victims' and offenders' rights and 1,200 18- to 25-year-old men, three- backbone of her program, she states. "It compare the two, so students see the quarters of them from Los Angeles city is my belief that until our young people shorter list of the rights of victims, which gangs. It's the largest facility of its kind can stop the violence they commit includes the right to make a statement at in the United States. against the ones they love, strangers a trial. Because California is trying to keep don't stand a chance." Seeing Some Bloom juveniles out of prison, institutions such Encouraging Growth as Stark are "now saved for the worst of Gallagher and her students agree that the worst," Gallagher observes. There's Gallagher's program uses concepts from one of the most powerful tools in her one exception: Young murderers are John Bradshaw, author of Reclaiming classroom is an exercise where students being sent to adult prisons, reducing the Your Inner Child. Students learn Brad- write a victim impact statement from the proportion of killers in her classes from shaw's "basic needs," such as the need victim's point of view, "and they have to "nearly 50 percent" of her students a few for structure, security, and self value. do their own victim." years ago to "two or three" per class this The approach is concrete and hands-on, One student, Charles Choe, in prison year. based in exercises, role playing, and ex- for the murder of another high-school Roughly 20 percent of her students periential learning. student, wrote that he hadn't understood are sex offenders, she estimates. "The Gallagher begins by creating "a safe the effects of his crime on others and, class I just taught had two rapists in it." environment" organized around the idea "basically, I didn't care," until he en- And half of those in her classes are com- of respect, with classroom management rolled in Gallagher's class. mitted for drug-related crimes. She be- guidelines developed by the students "While other professional counselors lieves she can reach many of the stu- themselves. She then: tried for many years to give me insight dents she teaches, perhaps 50 percent, Uses cooperative learning, with stu- by talking with me, Ms. Gallagher used sparking empathy in them or motivating dents volunteering to share stories of a method that was so much more effec- change, although about a quarter to a their childhood and learning to offer tive. third suffer from serious psychological each other empathy and support. "Some of her classroom activities in- deficits. Requires daily journal writing on as- clude writing my own obituary and re- signed topics such as "Are all crimes designing local police department Planting Seeds hate crimes?" and "Ten things I want to brochures for victims of crime. With Gallagher teaches her students to look at teach my children." Continued on page 14 1 'O 2 CEC TODAY APRIL 2001 up-aepvther ben:a:figs

kigungd [email protected]), and put "owner-" in front of it. For the SPEDEX you ever wish you could get the from the list back to the list. When you list, the owner's address would be --oanswer to a question about a student forward messages back to the list, you owner-spedex@ lists.cec.sped.or. Any e- or an instructional strategy from others in send your message, with the original mail sent to owner-spedex would be for- your field quickly and easily? Or, would message attached, back to everyone on warded to the list owner. you just like to know what the "buzz" is the list, including you. If you do not wish in special education? to reply to the message, simply delete it. To Unsubscribe from a Listsenie CEC is making it easier than ever To unsubscribe from a list, you can ei- Reply win Caution for you to "meet" and exchange infor- ther send a message to the list owner mation with other special "educators: lists; pay' to asking to unsubscribe or send an unsub- All you need to do is sign up for one whom you are sending a reply. For most scribe request to the mailing list admin- or more of CEC's new listserves. lists, when you hit the "Reply" button to istrator. The administrator's address will You can post questions, receive an- answer a message, your reply goes to the be(listname)-request@ lists.cec. swers, and glean a wealth of informa- entire list unless you specify otherwise. If sped.org. Forthe SPEDEX list, it's tion from your colleagues' discus- you wish to reply only to the sender of spedex-request@ lists.cec.sped.org. sions. The following CEC listserves the message, you must hit "Reply," delete Make sure the word "unsubscribe" ap- will be operational by April 15: the list address from the "To" field, and pears in either the subject or the body of o CEC Special Alert (alerts members to replace it with the original sender's ad- your message. DO NOT send unsub- important legislative events or CEC ac- dress. If you don't remember to do this, scribe requests to the main list address. tivities. Unless you don't want to receive the results can be embarrassing. All that will do is distribute your request these messages, you will get CEC's Spe- To ask a question about how the list to the other members of the mailing list. cial Alerts automatically). operates, contact the list's "owner." If You will be able to subscribe and CEC Online (a general discussion on you don't know the list owner's personal unsubscribe from any CEC listserve at any topic concerning special and gifted e-mail address, take the name of the will. More information on how to sign education). mailing list (for example, SPEDEX, up for a CEC listserve will be available LD Talk. with the address on our Web site, www.cec.sped.org. Disc./Behavior Solutions. o Gifted and Talented. 13 Mental Retardation. CEC Demands Full Funding for Special Severe Disabilities. Education Now! .71 13 Diversity After School Programs Are for Students with CEC Officer Exchange (a place where Exceptionalities Too! 11 all CEC unit officers can trade strategies and concerns). Joanna Gallagher Breaks the Cycle of Unit Presidents. April 2001 Vol. 7 No. 8 Violence in Her Class Behind Bars S '3 Unit Membership Chairs. Member Benefits E Plus, you can tune in to our existing (EC Todayis published 10times a year, Jan/Feb, March, April/May, June, July, Aug., Sept., Oct., Nov. and Dec., Advocacy in Action 41 listserves: SPEDEX, which allows gen- by The Council for Exceptional Children, 1110 H. Glebe, eral and special education teachers to Suite 300, Arlington, VA 22201-5704. Telephone Canada trade techniques, and EDNTALK, which 888/232-7733, TTY 703/264-9446, is geared to educators with disabilities. [email protected], Web: www.cec.sped.org. Student CEC Spotlight 6 And, CEC will add new lists when inter- (EC Today is not copyrighted. Members are encouraged to Diversity 7 est grows in a particular topic. copy and disseminate information in this publication. CEC President: Hellen Bogie Division Focus B Listsenie Do's and Don'ts Executive Director:Nancy D. Safer Professional Advancement 20 Editor: Lynda Van Buren Generally, when you subscribe to a mail- Is Special Education Effective? The ing list, you will receive a "Welcome" Contributing Editors:JackiBootel, Public Policy; Jane Burnette, Information Services; Margie Crutchfield, Numbers Can Lie! 11S message that contains information about Professional Standards; Kayte Fearn, Diversity; Anmarie Special Moments in Special Ed 11 ,E3 the list, instructions on subscribing and Kallas, Conventions; Charles Rogers, Communications; unsubscribing, and guidelines or rules Kathleen McLane, Publications; Susan Simmons, MembershipSpeaking Out 11 for posting messages to the list. Save this Senator Ted Kennedy Gives His Support to message in case you have questions later. Full Funding of IDEA DO NOT send messages you receive Calendar of Events 110

121 CEC TODAY APRIL 2001 o 3 CEC is telling Congress that its ac- CE116181 tions are wrong. Instead of eliminat- cv ing the Javits Act, the government Alberta Offers Training for Teachers CEC Fights to Save Gifted and should expand its support for students of Students with Hearing Tatanted PFograms who are gifted and talented by allocat- impairments ing funds for state grants to support Children who have hearing losses need in EC is engaged in a major effort to gifted education programs and serv- specialized intervention to achieve their cL/save the Jacob Javits Act, which ices. full potential. However, Canada is now fac- funds gifted and talented programs. The Gifted and Talented Students ing a shortage of teachers who have spe- Bills offered by Republicans and De- Education Act of 2001, introduced by cialized training in working with children mocrats to reauthorize the Elementary Representative Elton Gallegly (CA) who are deaf and hard-of-hearing. The and Secondary Education Act (ESEA) and Senator Charles Grassley (Iowa), University of Alberta is trying to remedy this situation by continuing to offer a 1- repeal the gifted and talented program authorizes grant money to states to year course-based master's program in and pool the $7.5 million allocated for distribute to local school districts to deafness studies. This year the institution support programs and services for all FY 2001 with other education funds to has received calls from every province in provide for "optional" state and local gifted and talented students in the Canada, many looking for trained teachers activities, including gifted education. state, such as (a) professional develop- of the deaf to work in both classroom and Unlike other programs currently ment, including in-service training for consulting situations. found under Title X of ESEA (e.g., general education teachers, school arts in education and the national writ- counselors, and administrators; (b) in- Over the last 10 years, children who are deaf and hard-of-hearing have been innovative programs and services, in- ing project), the Javits Act does not creasingly included in general education provide funds to local school districts. cluding curriculum for high-ability classrooms but often without proper sup- Rather, the Javits Act funds a national students; (c) emerging technologies, port systems and without opportunities research program that includes the Na- including distance learning; and (d) for a specialist's assistance. This has cre- tional Research Center on the Gifted technical assistance. ated new challenges for teachers, who and Talented. It also funds competitive often do not recognize the true impact that demonstration grants that focus on the What You Can Do a hearing loss has on the child's ability to needs of students from diverse back- You can help us protect funding for use the English language to learn. grounds, are limited English profi- the Jacob Javits Act by contacting Students in the master's program will ob- cient, from low socioeconomic back- your congressional members and let- tain a Canadian Association of Educators grounds, or are disabled. ting them know that gifted learners of the Deaf and Hard-of-Hearing Certifi- Incorporating gifted education pro- must be given stimulating educational cate and will be eligible to apply for Audi- gramming into a block grant fails to experiences and the federal govern- tory Verbal Certification Course work, demonstrate a federal commitment to ment must not repeal the Jacob Javits which incudes studies in language devel- students who are gifted and talented. Act. opment and reading, American sign lan- Block grants simply continue the sta- Congress members need to know guage (and other forms of manual com- tus quo, whereby parents are forced to why their support for this legislation munication), psychology, audiology, auditory-oral rehabilitation, curriculum design, pit the needs of children who are can make a difference in their district and counseling. Although the course work gifted against students with other edu- and state. They also need to know that will focus on the needs of students who cational needs in a fight for local re- some school districts do not provide are deaf and hard-of-hearing, the skills sources. comprehensive gifted education serv- and knowledge gained will help all teach- Low income and students from di- ices for students from grades K-12 ers work with students, especially where verse backgrounds who are gifted and (some school districts may only pro- language, speech, hearing, and communi- talented would be especially disadvan- vide services in high school, in grades cation are critical to learning. taged under a federal block grant plan. 4-6, or not at all). Or, there may be The field experience component is de- These students are often entirely de- school districts that allocate some signed individually. Students have been pendent on the public schools for all gifted education funding for a few aca- placed in educational settings world-wide. their education services. Without dedi- demic programs but not for perform- cated funds for gifted education, many ing or visual arts. Additional federal For more Information, contact Mary Ann inner city and rural schools will not be funds to support gifted education Bibby, 403/492-3697, able to develop and maintain quality could be used to strengthen and sup- [email protected]. gifted education programs, because all port the needs of all the students who available funding is targeted to assist are gifted in the district. low-achieving students. 122 4 aCEC TODAY APRIL 2001 After School Programs,frompage1 has shown that good after school pro- creased reading and math scores, as many as 15 million "latchkey chil- grams help students improve their at- well as interpersonal self-management. dren" on any given day go home to an tendance in school and progress aca- empty house after school. Forty-four demically. However, for after school Improvements in Student Behavior and percent of third graders spend at least programs to have positive academic Juvenile Crime a portion of their out-of-school time results, the students must attend them After school programs also have unsupervised, and about 35 percent of at least 50 percent of the time. Follow- helped children overcome behavior 12-year-olds are regularly left at home ing are some of the gains students have problems. For example, middle school while their parents are at work, ac- made through after school programs, students who participated in Boys and cording to the U.S. Department of Ed- as reported in the U.S. Department of Girls Clubs that included an Educa- ucation. Though statistics are not Education's 21st Century Community tional Enhancement Program had only available for the number of children Learning Centers. half as many behavioral incidents as with exceptionalities who are CI In LA's BEST After School Enrich- those in other Boys and Girls Clubs "latchkey children," it can be assumed ment Program, which has been in op- and one-third as many behavioral inci- that the proportion mirrors that of eration for more than 12 years, class- dents as those in other community children with disabilities in the room teachers reported higher levels after school programs. And, the behav- school-age population, approximately of achievement, behavior, and atti- ior of students who regularly partici- 12 percent. tudes for students who participated in pate in Montgomery, Ala.'s Star Lack of adult supervision can have the program. Plus, 80 percent of the Search after school programs is im- negative consequences for children children in the program report an in- proving, even though discipline prob- from the elementary grades through creased liking of regular school since lems have increased among other stu- high school. For elementary children participating in the program. The students. Overall, there has been a 25 per- who are left alone, they have no one to dents also had higher academic cent reduction in violence. help them with homework, encourage achievement on standardized math, In addition, after school programs reading, or teach or model appropriate reading, and language arts tests. can significantly reduce juvenile crime. social behaviors. The RAND Corporation found that In a Canadian public housing project, For teenagers, lack of adult supervi- students in after school programs in juvenile crime in the project dropped 75 sion can lead to involvement in crime the Philadelphia area outperformed percent over the 32 months the after or substance abuse, as well as affect comparison students in reading, lan- school program operated. And, High- their academic achievement and mental guage arts, and math. land Park, Mich., reported a 40 percent health. Studies show that on school a Columbia University found that par- drop in juvenile crime in the neighbor- days, the peak time for violent juvenile ticipants in the Boys and Girls' Club hood surrounding the 21st Century crime, including murders, rapes, rob- of America's Project Learn increased Community Learning Centers after beries, and aggravated assault, is from their grade average and showed im- school program. Other areas have re- 3:00 - 6:00 p.m. This is also the peak proved attendance and study skills. ported a reduction in teen pregnancies time for gang-related violence, as well The University of Cincinnati found and substance abuse. as when a child or youth is most likely fourth-graders in the Ohio Hunger to be the victim of a crime. When the Task Force's urban after school initia- What aboari Students with school day ends, violent victimization tive exceeded the statewide percentage Disabilities? of children more than triples, according of students meeting proficiency stan- Though most after school programs to a report by Fight Crime: Invest in dards in math, writing, reading, citi- are developed for students in the gen- Kids. zenship, and science. eral education population, individuals Additionally, being unsupervised The Voyager summer reading pro- in the field report that students with puts "kids at greater risk of truancy, re- gram, developed in collaboration with disabilities are participating in them as ceiving poor grades, mental depression, the Smithsonian Institution, the Dis- well and they can offer these students and substance abuse," the report contin- covery Channel, NASA, and Polaroid, special benefits an opportunity to ues. showed gains of 84 percent for reading do well in a learning environment. The comprehension and 35 percent for more unstructured environment of an The Results word recognition for children in after school program, coupled with the kindergarten through ninth grade. variety of activities offered, gives stu- Academic Achievement 8 Preliminary findings from an after dents with disabilities the opportunity Quality after school programs have school program in Palm Beach to take leadership roles and show tal- proven to be an effective antidote to the County, Fla., indicate that students ents that may not surface in a more tra- problems mentioned above. Research participating in the program have in- Continues on page 10 1.23 CEC TODAY APRIL 2001 5 Sg11,1012V11,g C2c spoggighit

Net Ireol] Kgsmerces Meet the Student CEC Candidates for the A.Fcuycongers Survival Guide for the First-Year Special Board of Directors Education Teacher, Revised

This comprehensive guide is a great re- SheCEC Board of Directors will ap- During my employment with the source for any teacher special education or general education. It includes sugges- point one student to the board. Fol- public school system in St. Croix, I tions for: lowing is a short summary of the back- worked with students from the following ground and views on leadership and di- ethnic groups: African American, West Organizing classrooms. versity of the two students nominated. Indian, Hispanic, Middle Eastern, Asian, Planning and record keeping. and Caucasian. I learned to look at each Christine Ann Christie person individually, discover the cultural Getting lessons ready for substitute University of Kentucky, and ethnic influences that affect each teachers. Lexington Ky. person, and integrate these influences Working with parents, administrators, Christine Christie is a doctoral candidate into strategies to improve the educational and fellow teachers. in special education and rehabilitation and social outcomes of these students Call 888/232-7733 to order your copy counseling at the University of Ken- with exceptionalities. today for $9.30 ($13.20 for non-members). tucky. Her duties as a graduate assistant Ask for Item #P335R. include revising and developing content Gregory Pennerman, Jr. for the department's Web site and work- Bethune- Cookman College, With All Due Respect: Keys for Building Effective School Discipline ing with faculty in planning, developing, Daytona Beach, Fla. and delivering courses to undergraduate Gregory Pennerman, Jr. is a student at Often students do not receive the instruc- and graduate students. Before entering Bethune- Cookman College. He has action and modeling they need to develop re- graduate school, Christie was a special cumulated approximately 100 hours ob- spectful, responsible behaviors. This book education resource teacher and a teacher serving and interacting with students in will help you: counselor. various age-level special education Put the authority back in the teacher role. Christie has been a member of Stu- classrooms. Pennerman, Jr. is president Learn how to increase time for teaching. dent CEC at the University of Kentucky elect of Student CEC and will succeed to during her undergraduate, masters, and the office ofpresident next year. As presi- Improve standards for student work. doctoral programs. dent elect of the Bethune-Cookman Col- Decrease reliance on punishment and lege Student CEC chapter, Pennerman, Leadership and Diversity Statements suspension. Jr. spearheaded a membership drive that My leadership skills would contribute resulted in the registration of 40 new and Call 888/232-7733 today to order your lapsed members. He has presented at copy for $16.95. Ask for Item #S5406. to the on-going success of CEC, because I am interested in program pol- various local, national, and international Classroom Management for All Teachers: icy and systemic improvement. I advo- conferences on education initiatives for 11 Effective Plans cate long-range strategic planning and children with exceptionalities. This valuable resource presents detailed, self-evaluation. I believe in collabora- Leadership and Diversity Statements user-friendly information on 11 classroom tive partnerships, and in my past expe- management plans aimed at two common riences on boards I have collaborated Ibelieve in leading by example. When I problem areas: with people from diverse backgrounds make the effort to collaborate and communicate information effectively, it mo- On-task and assignment completion and multiple organizations. Recently, I problems. have collaborated with several of my tivates individuals to want to participate. professors on writing projects and pre- I don't request anyone to do anything that Disruptive behavior and rule violations. sentations focused on individuals with I wouldn't be willing to do myself. The book includes reproducible forms for disabilities and teacher training. I have I was raised in one of the most di- plans such as: also collaborated with fellow graduate verse cities in the country and interacted students and special and general edu- with many individuals of different cul- Beeper System. cation teachers on projects working di- tures and ethnicities. I believe this back- Break Cards. rectly with students and on projects ground will provide me with the ability to relate to different cultures and be sen- Beat the Clock. training teachers, administrators, and school staff to improve educational sitive and aware of their needs and dif- Behavioral Contracts. outcomes for individuals with excep- ferences. Call 888/232-7733 to order your copy tionalities. today for $36. Ask for Item S5256.

6 a CEC TODAYAPRIL 2001 124 diversi

iki®q Warfum fio 25-prop@icnata force to study disproportionate representation, recommend ways to im- @SMORN kin Nwome prove practice, and disseminate the information. CEC also charged the Of- ko=dcgimuth 2psdafigmgclo fice of Civil Rights with the tasks of monitoring the disproportionate number of diverse students in special edu- A new study by Harvard University turned to general education classes than cation and, if necessary, to change ..substantiates the contention that a white children. Furthermore, assign- local policies to conform to those of disproportionately high number of stu- ment to special education may increase the task force's recommendations. As a dents from diverse backgrounds are a student's chances of failing high result, the Office of Special Education placed in special education: stakes testing for promotion to the next and Rehabilitation Services commis- grade level and/or graduation. The pa- sioned a study by the National Acad- African American children are al- pers also note that inappropriate place- emy of Science (NAS). This study is most three times (2.88) as likely as ment in special education limits the being performed by a blue-ribbon white children to be identified as men- success of children from diverse cul- panel, and its findings will be reported tally retarded, 1.9 times as likely to be tures after graduation. Among second- in fall 2001. CEC will take a leader- identified as emotionally disturbed, ary aged youth with disabilities, about ship role in disseminating and encour- and nearly 1.3 times as likely to be 75 percent of African American stu- aging the implementation of the identified as having a learning disabil- dents, as compared to 47 percent of panel's recommendations. ity. white students, are not employed two CEC is disseminating the results of years out of school. Slightly more than an earlier NAS study that makes excel- American Indian children are 1.3 half (52 percent) of African Americans, lent recommendations to reduce the times as likely as white children to be as compared to 29 percent of white high number of students from diverse identified as mentally retarded, 1.24 young adults, are still not employed cultures being placed in programs for times as likely to be identified as emo- three to five years after school, accord- the mentally retarded. tionally disturbed, and 1.50 times as ing to 1994 data. CEC is also searching for showcase likely to be identified as having a The papers also say that inappropri- programs that qualify as "Promising learning disability. ate assignment to special education Practices." CEC has located about 20 and/or failure to provide appropriate programs that are engaging in exciting Conversely, Asian Pacific and His- support services to students from di- practices that are showing results. panic children may be underrepre- verse cultures may contribute to the CEC has engaged in a number of dis- sented in special education. large number of adults from diverse semination efforts for these programs cultures in our justice system. and will continue to present these Asian Pacific children are .54 times practices at professional development as likely to be identified as mentally Bringing National Attention to events. retarded, .29 times as likely to be iden- the Problem We look forward to other announce- tified as emotionally disturbed, and .30 CEC, which has long been concerned ments of dissemination efforts and in- times as likely to be identified as hav- about the high numbers of students vite you to inform us if you have partic- ing a learning disability. from diverse backgrounds in special ular needs you want the Department of education, is pleased to see the na- Professional Development to present. Hispanic children are nearly .77 tional attention the report has received. Please be on the lookout for diversity times as likely as white children to be Calls to CEC from members indicated items about disproportionality on the identified as mentally retarded, .74 that they have been trying to "get Web and contribute any ideas you have times as likely to be identified as emo- across" this news in their states, but to the discussion. In addition, if your tionally disturbed, and 1.17 times as those with influence had simply ig- school, district, state, or other organiza- likely to be identified as having a nored the information previously. tion is making a significant contribution learning disability. toward eliminating or reducing dispro- CEC Acts to End portionality, let us know so we can The Civil Rights Project's papers, Disproportionate Representation showcase your efforts. (which can be found at www.law.har- At the 1997 CEC Convention, the For more information on dispro- vard.edu/civilrights), also say that stu- CEC Delegate Assembly passed a res- portionate representation, contact dents from diverse backgrounds in spe- olution calling for the U.S. Depart- Kayte Fearn, 703/264-9450, e-mail: cial education are less likely to be re- ment of Education to create a task [email protected].

1 0 t"" CEC TODAY APRIL 2001 7 rCASE COB CEC-DR CEC-PD COEDS DC CD MDT Ha

During the meeting, several people vol- I]leld@H RDVD5 unteered to serve as officers and develop a strategic plan based on national DEC's CASE model. In addition, the CAN coordinator will The Council o Administrators mentor a new volunteer. Finally, a participant ot Special Education volunteered to set up a Kentucky DEC Web site and link it to the national DEC home- CASE members are ready for Kansas City! page. The list of suggested activities was President Elect Brenda Heiman and Profes- mailed to members for feedback and to so- sional Development Chair Jim Chapple have licit additional ideas. planned an exciting professional program for CASE members. The CASE showcase DOSES session will feature Richard Villa, who will Tice 01114SiOhl of international do a presentation on "What's Leadership Got to Do with It? A Framework for Thinking Special Education and Services about Systems Change."In addition, there Meet the California Challenge: CEC Chapter will be 25 other top-quality sessions for ad- 188 of California has made a substantial ministrators. top of the Himalayas. Whittaker illustrates contribution to the new FEC international During the convention, CASE will hold how persistence and belief in a goal can lead member sponsor program, which enables its annual membership meeting on April 18. to a life of remarkable achievement. CEC members and units to make tax-de- Members and the Board of Directors will Luncheon speakers include Karen ductible contributions to support the mem- participate in further strategic planning for Gaffney, president of the Karen Gaffney bership dues of individuals in countries out- CASE. CASE also will consider constitutional Foundation, and Ako Kambon of the Vision- side the United States. Using funds from amendments, recognition of outstanding ary Leaders Institute. For more information their annual candy sale, Chapter 188 en- special education administrators, announce- and to receive a Call for Papers, contact abled five special educators from countries ment of election results, acknowledgement Wendy Uliberri, Colorado State Department whose economy prohibits dues to receive of high performance CASE units, and much of Education, Denver, CO 80203, 303/866- the benefits of CEC membership. more! It promises to be an exciting meeting 6694 Sponsored by Jerry Hime and Andy that CASE members won't want to miss. Berg, the chapter's Executive Board voted to The CASE booth will once again be the DEC make this contribution to CEC and to chal- site of much activity and a good place to The Division for Early lenge other chapters, divisions, and federa- learn more about CASE, visit with old Childhood tions to join in this important program. friends, and meet new colleagues. See you For more information about how YOU or at the CASE annual meeting and at the CASE Kentucky DEC is an example of one DEC YOUR chapter/division/federation can con- booth in the convention center! subdivision that is reorganizing. Kentucky's tribute to the international member sponsor efforts may give you ideas about how you program, contact Jacqueline Lewis-Tillman, CEC- PD can infuse energy into your state subdivi- [email protected], or sions. www.cec.sped.org/fd-menu.htm. The Pioneer Division Key members and the regional coordina- The Pioneers are honoring June P. Robinson tor sent letters to all members inviting them DWI with a showcase of her devotion and life in to a meeting and dinner at a central location. Tice Division on Visual CEC, as a classroom teacher who has served People from within a 50-mile radius at- as a member of the former CEC Executive tended to brainstorm purposes and func- impairment Committee, her work in the divisions, as a tions for the rejuvenated organization. (Par- The Helen Keller International Art Show, an recipient of the CEC Outstanding Leadership ticipants agreed that activity and visibility exhibition of art works created by children Award, and as CEC archivist. CEC-PD is also were stronger when legislative issues were who are blind or visually impaired, opened honoring Robert A. Henderson as the recipi- prominent.) Ideas generated included: at Teachers College, Columbia University, on ent of the Romaine P. Mackie Award for a Schedule a national speaker for a 1-2 day March 2, 2001. This is a joint project of DVI, Leadership and Service, as a university pro- workshop on a timely topic and attach a DEC Teachers College William Featherstone CEC fessor, and for his division work at the an- meeting. chapter, and the Program for Educators of nual Pioneer dinner meeting. 8 Attach a DEC meeting to one of the exist- Learners with Blindness and Visual Impair- ing statewide early childhood meetings. ments. The art works will be on view in Rus- DCDT a Hold one meeting per year via electronic sell Hall until April 13, 2001. The Division on Career communication. Development and Transition a Network via a listserv. REDD a Plan DEC strands at the Kentucky CEC The 2001 DCDT International Conference, The Division on Mental meeting or other statewide special education Transition: Exploring New Frontiers, will be Retardation and Deveiopmental conferences. held in Denver, Co., Oct. 11-13, 2001. The Disabilities a Ask state early childhood program coordi- keynote speaker will be Tom Whittaker, who MRDD welcomes its members to Kansas nators or directors to talk with DEC mem- will share insights of a journey that took him City. In addition to the showcase session, bers about current issues. from a never-walk-again prognosis to the 8 CEC TODAY APRIL 2001 126 * DEC * DOSES * OLD PHD WHOD TAG 11 * TED business meeting, and president's reception, MRDD will host meetings of the orga- icapped Children Act) in 1975, it has over the next six years. IDEA would be nization's committees. failed to live up to its promise. Though moved out of the discretionary budget Please participate in a committee meet- CEC and other disability advocates have and into mandatory spending, which ing. This is a particularly important time as raised this issue repeatedly over the past would guarantee increased federal MRDD is considering some significant is- 25 years, Congress has refused to allo- funding. (Currently, education and dis- sues that will have a far-ranging impact on cate the necessary funds for special edu- ability groups have to lobby Congress the organization's future. For additional in- cation. The largest funding Congress has each year for increased federal funding formation, e-mail Tom Wood at granted to special education is 15 per- during the annual budget process. The twood©utep.edu. cent, which was enacted this past year. final amount appropriated may be more, TED Over the years, the law itself has less, or equal to the previous year's lev- The Teacher Educattion Division worked admirably. More than 6 million els but always less than the promised children with disabilities are receiving a 40 percent.) On Jan. 25, 2001, TED members attended a free, appropriate public education. But, To reach full funding of the Part B congressional reception sponsored by CEC, the intended federal/state/local cost- State and Local Grant Program within NASDSE, the Pacer Center, and several other disability organizations. The reception sharing partnership has not been real- six years, CEC is asking Congress and was attended by several members of Con- ized. As a result, local communities and the administration to enact legislation gress, their staffs, parents and families of states have been forced to pay a higher this year that guarantees the following children with disabilities, and others who proportion of special education costs. appropriation levels: are concerned with disability policy. The re- "If the federal government was to o FY 2002: $8.8 billion $2.46 billion ception welcomed the new members of the fully fund the authorized amount," says more than FY 2001. 107th Congress and set the tone for a good Jonathan McIntire, a CEC member from ° FY 2003: $11.3 billion. working relationship for the disability com- Vermont, "local taxpayers would be able FY 2004: $13.8 billion. munity with the new Congress. A highlight to keep more of the money they earned, ° FY 2005: $16.3 billion. of the reception was when Senator Lott, the and the education community would be FY 2006: $18.3 billion. Senate majority leader, called for full fund- able to serve all of the nation's children o FY 2007: $21.8 billion - Full funding ing of IDEA!! and youth with disabilities qualitatively for Part B is reached. and without the incredible acrimony in Full Funding,from page evidence across the country now as peo- CEC Also Was Oncreases for All strategies to gain public awareness and ple fight over the disproportional hit ODE% Programs support for full funding, lobbying of local tax payers receive [to pay for Although most other organizations that Congress and administration officials, IDEA]." support full funding of IDEA are focus- collaboration with other education and Lack of adequate funding has addi- ing on increases in state grants, CEC be- disability organizations, and the nation- tional significant ramifications. It harms lieves that all of IDEA's programs need wide support of CEC's Children's Ac- the quality of education we provide for monetary increases. tion Network (CAN) and members. children with disabilities. Across the na- In addition to securing the full fund- "Congress's breach of promise hurts tion, special education teachers are ing of IDEA's state grants, CEC is ask- our nation's most vulnerable children stretched to the limit. We don't have ing Congress and the administration to children with disabilities," says Deb enough qualified special education increase funds for IDEA's early child-

Ziegler, CEC's assistant executive direc- teachers to serve students with special . hood support programs. Specifically, tor of public policy. "Without adequate needs, and we don't have the proper ma- CEC is calling on Congress and the ad- funding for special education, many terials for these students. ministration to enact legislation this year children are taught by unlicensed profes- "Because IDEA is not fully funded, to guarantee the following appropria- sionals who lack the skills to ensure the 30 percent of the special education stu- tions levels for FY 2002: educational success of children with dis- dents attending our school receive the ° $574 million for pre-school grants. abilities. Our nation's children with spe- bare minimum special education pro- o $425 million for the Infants and Tod- cial needs cannot wait any longer for the gram possible," added McIntire. dlers Program. education they need to succeed." Joan McDonald, CEC's CAN Coor- D $660 million for program supports. dinator from Arizona, notes that school The Original Promise funding for all students in her state has Congressional &ippon Though Congress promised to authorize been traditionally inadequate. Grows/Adminiskeion is nag the federal government to pay 40 percent CEC's message is being heard. To date, of each state's "excess cost" of educating CEC's Funding Nan five bills calling for full funding for children with disabilities when it enacted CEC is calling on Congress and the ad- IDEA's state grants have been intro- P.L. 94-142 (the Education for All Hand- ministration to increase federal spending Continues on page 15

127 CEC TODAY APRIL 2001 9 professionag adamwevneng

Affter School,from page 5 nos C rse ditional classroom. Plus, after school !zed Assess programs allow students with disabilities to have fun, and often they don't he vital information you need to Accom ,odations and get that during the school day, says insure meaningful inclusion of Alternate Assessment Cynthia Warger of Warger, Eavy, and students with disabilities in standard- Associates. Students with disabilities ized assessments will be available this The last section focuses on two strate- get help with their homework, experi- spring from CEC. The program takes gies to facilitate the participation of ence hands-on learning, learn new the form of a book and a companion students with disabilities in standard- skills such as how to cook or draw, online course entitled Assessing One ized assessments: accommodations and socialize with their friends. and All: Educational Accountability and alternate assessments. Educators for Students with Disabilities. will learn how to decide when to em- Making After School Programs Work for Students with Disabilities Assessing One and All will give ed- ploy these methods, how to imple- ucators the tools they need to comply ment them, and how to maintain However, for the benefits mentioned with IDEA1997amendments, which proper documentation of their deci- above to occur, students with disabili- require schools to include students sions and practices. ties must be included in after school with disabilities in state- and district- CEC developed the Assessing One programs and they must have the wide assessments and provide appro- and All program as a complete educa- same type of accommodations, if priate accommodations. The law also tional package. Educators can use the needed, they have in day school. requires schools to provide alternate Web course as an interactive learning "This raises the need for some assessments for students whose dis- device to introduce them to the sub- thoughtfulness in preparing for a non- ability is so severe they cannot partici-ject and address specific questions structured environment," says Warger. pate in standardized assessments. they have. The book can be used as a How do teachers, administrators, reference that delves into the subject The Law and After School Programs school counselors, and psychologists in greater detail. Used in tandem, the If an after school program occurs on create and implement strategies to in- Web course and the book allows edu- school grounds, students with disabili- clude all students in assessments in a cators to fully develop their expertise ties must have access to them, accord- meaningful way? Assessing One and on the participation of students with ing to Warger. All will help you meet these chal- disabilities in standardized assess- "The law (the Individuals with Dis- lenges by focusing on three topics: ments. abilities Education Act) says we must provide access to extra-curricular ac- Educational Assessment Web Course tivities," she says and recommends Principles and Practices Assessing One and All: Educational that participation in an after school The book and course begin with an Accountability for Students with Dis- program, whether it occur on or off overview of the purposes of educa- abilities, to be released April30, will school grounds, be addressed in a stu- tional assessment, the characteristics be presented in three units. Students dent's IEP. Warger further recom- of good assessments, and the laws and taking the Web course will be able to mends that the IEP team inform the regulations governing the inclusion of register online, complete the course at principal of the student's strengths as students with disabilities in accounta- their own pace using the Web from well as determine what kind of sup- bility programs. their own computer, and obtain 4.5 ports the child will need to succeed in CEUs or graduate course credit. an after school program, ranging from Standardized Assessments simple accommodations to computer The authors then discuss the principles Book peripherals to behavior support. The of standardized assessments and pro- Due to be released May31,Assessing after school program will also need to vide an in-depth look at the content and One and All: Educational Account- address other issues, such as providing results of the three most popular large- ability for Students with Disabilities transportation for a child with a dis- scale assessment tests: will be offered in CEC's publications ability or ensuring the child can par- The Terrallova, catalog. ticipate in snack time. The Stanford Achievement, and Both the Assessing One and All "I hate to see kids with disabilities The Iowa Test of Basic Skills. Web course and book can be ordered excluded from after school programs Typical state testing guidelines will by calling888/232-7733.For more because there are no accommodations also be addressed. information, visit our Web site at or supports given," said Warger. "We www.cec.sped.org. Continued on page 11 18 /0 CEC TODAY APRIL 2001 proffessionall advapericemeng

You are Conifaillly li nvf[ted '10 En Eventing to Iteneffit The Foundation for Exceptional Children 31Vi Salute to Schools: 3M will award 100 When: This Saturday Steak Diane Flambe: Dinner for two schools up to two 3M detection systems for the entrance/exit of their library media Where: At Your Place 2 rib eye steaks, pounded flat centers, a supply of 3M Tattle-Tape secu- 5 tablespoons flour Time: 7:00 p.m. 2 shallots rity strips, and materials processing ac- Salt and pepper to taste cessories. Deadline: May 1. Contact: Rather than spend money on a fancy 1 clove garlic 800/545-2433 or www.3M.com/library. fundraiser, we invite you to spend some 2 tablespoons butter quality time with a friend or loved one and 1/2 cup brandy Camp Invention Al-weekday camp for use our recipe for a wonderful meal. If each 2 sweet potatoes, baked grades 2-6. Hosted by schools through- CEC member sent $1.00 to the Foundation, Mesclun greens, 1/2 apple, 1/4 cup wal- we would be able to give out 100 scholar- nuts, and your favorite vinaigrette dressing out the country, this exciting summer day ships to students, 100 mini-grants to teach- program invites children to let their imag- ers, pay for Yes I Can! winners to come to Season steaks by rubbing salt and pepper inations run wild. Contact: next year's convention, initiate new projects on; set aside. to improve teaching conditions, or...imagine www.invent.org. the possibilities! Please, have an evening at Sauté shallots and garlic in butter. home on us, and help us support our chil- The Christian Science Monitor Archives: Brown steaks on medium-low heat in but- dren and teachers. For more information on ter mixture until desired doneness. Pour Bell & Howell has announced an agree- the Foundation for Exceptional Children, brandy on steaks. Tilt pan and light brandy, ment with The Christian Science Monitor visit our Web site, www.cec.sped.org, and carefully, by lighting edge of pan. to make all of the Monitor's back issues scroll down to the Foundation. Your tax-deductible donation will be much appreciated. Serve with rolls, a bottle of wine, and your available online. Contact: www.bellhowell. Together, we can make a difference! favorite music by candlelight. infolearning.com.

Prepare for the SAT Online: Texas Instru- ments and FreeVocabulary.com provide a Mu School, from page 10 tween the after school and day staff. list of 5000 words and definitions for stu- will find that as programs grow in popu- The administrator can facilitate this in- dents to use when preparing for the ver- lation and numbers, we will need to give teraction. Warger says the school bal portion of the SAT. Contact: http://ed- support to the teaching staff to make sure should arrange for at least one or more kids with disabilities are successful." contacts who will serve as the point ucation.ti.com. The need for that type of support person(s) for the after school staff. The Protecting You/Protecting Pile is a new may already be here, particularly for administration also can provide train- elementary school alcohol use prevention children with severe disabilities. "We ing for the after school teachers or hire program offered by Mothers Against have no real accommodations for stu- teaching staff to serve as mentors to Drunk Driving. This program not only ed- dents with severe disabilities," says after school staff. Of course, a "best ucates about the dangers of underage al- Marjorie Montague, professor at the case scenario" is when general and spe- cohol consumption but also teaches chil- University of Miami. cial educators also work in the after dren how to protect themselves in tough, Thus, after school programs need school programs. real-life situations such as what to do staff who accept students with all types Currently, after school staff are when faced with riding with an adult of disabilities, know how to work ef- often paraeducators, artists, or volun- fectively with these students, and know teers who have little or no training in driver who is drinking. Contact Teresa how to make any accommodations the working with students with disabilities. Coe Hardt, 469/420-4545 or students may need. Fortunately, more and more profes- [email protected].

In addition, after school program sional personnel, such as social work- Climb iViount Everest. Students, Teach- ers or art or music therapists, are teach- teachers must have the support they ers, Employers, and Parents (S.T.E.P.) has need to ensure students with disabilities ing in these programs. launched "Everyone Has an Everest" to can fully participate in program activi- After school programs also offer allow students to interact with expert ties and have a positive and successful wonderful opportunities for student climbers Nancy Feagin and Ben Webster. experience. CEC members or university interns to Log on to www.steponline.com and fol- One essential ingredient for a suc- add to their experience and help stu- cessful experience for students in after dents at the same time. low Nancy and Ben live as they prepare school programs is communication be- and climb Mount Everest. Continues on page 15

CEC TODAY APRIL 2001 // 1°9 DTPleD711th2r go Member

km Dig @Ms Rom Is Sped Educafi®n Effeclue? The EN C Numbers Can Lie! ERIC EC, which is hosted at CEC, has posted the following digests online. These standardized test scores, which However, when assessment scores user-friendly digests give teachers the often show that special education include those of former special educa- facts and information they need to better students are failing to catch up to their tion students with the scores of the serve their students. See http://eric.org/ non-disabled peers academically, can children still receiving services, stu- digests/prodfly.htm for the full text of present an inaccurate picture of the ef- dents with disabilities have closed the each. fectiveness of special education. The gap in achievement, the report says. Overview of ADA, IDEA, and Section 504: problem lies in the way we track stu- Unfortunately, many states have no Update 2001: E537 dent progress, according to a report by way of tracking students if they move the National Center on Educational between special and general education The Link between Functional Behavioral Assessments (FBAs) and Behavioral In- Outcomes. classes and have no way of determin- tervention Plans (B/Ps): E592 The report says the test scores of ing how well their special education students with disabilities don't im- programs are actually doing. Planning Student-Directed Transitions to prove when compared to those of non- The study points out an important Adult Life: E593 disabled students, because the special discrepancy between what a cursory Teaching Mathematics to Gifted Students education population constantly analysis of performance results may in a Mixed Ability Classroom: E594 changes. Over time, the highest- show and the true effectiveness of spe- achieving students with disabilities are cial education a discrepancy that Teaching Young Gifted Children in the moved into general education classes, can influence public opinion about Regular Classroom: E595 and their scores are counted as part of how special education is doing. Five Strategies to Reduce Over-represen- the general education population. In "This is an important study that we tation of Culturally and Linguistically Di- turn, students who are placed in spe- need to take seriously," says Nancy D. verse Students in Special Education: E596 cial education classes are often the Safer, CEC's executive director. "We Improving Post-School Outcomes for lowest performing general education need to design and implement meas- Students with Emotional and Behavioral students. In fact, nearly 20 percent of urement systems that present a true Disorders: E597 the special education population picture of the progress students with moves between the two levels annu- disabilities make in special education Designing Individualized Education Pro- ally. and disseminate that information." gram (IEP) Transition Plans: E598 "The result is a substantial increase Strategic Processing of Text: Improving in the performance gap over time be- To read the report, Interpreting Reading Comprehension for Students tween regular education and special Trends in the Performance of Special with Learning Disabilities: E599 education students across grades," the Education Students, go to http://edu- report says. eation.umn.edu/NCEO. Creating and Using Individualized Educa- tion Programs (IEPs): E600 CEC/FmnhEin Cowou ii\doeashogi: Infusing Multicultural Content into the Curriculum for Gifted Students: E600 The 4 Rollos of Leadership

Youth Aggression and Violence: Risk, Re- Attend the 4 Roles of Leadership and learn When: Friday, June 22, 2001Sunday silience, and Prevention: E602 the tools and processes to lead success- June 24, 2001 fully! The Warning Signs of Learning Disabili- Where: Chicago, Ill. ties: E603 At this intensive, 3-day workshop, leaders Registration:

Assessment of Culturally and Linguisti- at all levels will: CEC Members $750 cally Diverse Students for Special Educa- Non-members $995 tion Eligibility: E604 Improve their strategic thinking. Registration fee includes: Workshop materials The Individual Family Service Plan (IFSP): Enhance their long-term vision. 1.7 CEUs E537

ERIC Digests may be duplicated. They Find out how to have a positive influ- Cali 888/232-7733 to register today! also may be downloaded free of charge. ence on others. For more information, contact 800/224- 6830 or [email protected].

112 CEC TODAY APRIL 2001 130 CEC kaprroseggan AssonOv Specil6ALomonft Specle[l 2© &iirr@o5 imusilHg I have worked with special needs students for sixteen years and have a novel worth Specl@EI HuitaA0 Tad 107E of kid quotes. However, my best quote At the 2001 CEC Convention & 1999, the CEC Delegate Assembly came from my own dinner table with my own first grade son. My three children xpo in Kansas City, Mo., the CEC voted against the need to validate multi- were discussing my students and the con- Representative Assembly will address categorical licensing. It also voted cept of I.Q. surfaced.I tried to carefully against accepting categorical preparation critical issues concerning the licensing explain that it is not how high your I.Q. is of special education teachers: as the primary licensure for special edu- that matters, but how well you use what How should CEC respond to the dif- cation or advocating its use. However, you have. My son very seriously asked, ferent approaches states/provinces use to CEC recognizes that multi-categorical "What happens if you use up all of your license special educators (categorical, licensure is widely accepted and that the I.Q.'s?" multi-categorical, and dual licensing)? organization could provide guidance for How should CEC respond to prepara- quality multi-categorical preparation and Laura Dickson, via e-mail tion programs that prepare students si- licensure. Sznzl in 'tau taT multaneously for licensure in two or more areas? Dual Licensure Teachers often have good ideas, but not all of them turn out as planned, or your o How should CEC respond to prepara- Dual licensure programs simultaneously students touch you in a special way. tion programs that provide alternative prepare teachers for licensure in special Read fellow CEC members' stories on education and another area, usually ele- paths to special education licenses? the Web, www.cec.sped.org, and send mentary education or early childhood. your anecdotes to MoOti-categorical Licensure They are seen as a way to prepare educa- The trend is to grant special education tors to meet the needs of students with CEC Today Editor teachers multi-categorical licenses. disabilities in general education classes. 1110 North Glebe Road Thus, rather than have teaching licenses A 1998 survey by the National Clearing- Suite 300 Arlington, Va. 22201 or for each specific area of disability (learn- house for Professions in Special Educa- [email protected] ing disability, mental retardation, physi- tion shows that 62 percent of reporting cal disabilities), the state/province com- colleges and universities had dual, inte- Aiternalive Pella 2o Teacher bines several disability categories into grated, or blended licensing of special Licensure one certificate, such as mild/moderate education teachers. disabilities. Currently, more than 45 Multiple variables can be found in In addition, more and more new special states use some form of multi-categori- these teacher preparation programs. For educators are entering the profession via cal framework to credential special edu- example, many dual programs make lit- alternative paths to licensure. For in- cation teachers. tle effort to integrate course work or ex- stance, in some states schools and uni- There are many arguments for multi- periences for general and special educa- versities provide programs in which stu- categorical licensure, such as the major- tion licenses. In some programs, special dents work in the classroom while at- ity of special education teachers now and general education faculty collabo- tending classes. In other cases, special work in settings that include students rate and co-teach courses. In others, en- education teachers are given two weeks with a variety of disabilities and it al- tirely new courses of study, identified as of training, granted an emergency certifi- lows teachers to focus on what each neither special education nor general ed- cate, and placed in a classroom. child needs rather than the disability. ucation, have been developed. Given the wide disparity in the qual- The arguments against multi-cate- Dual preparation programs create ity of these programs, it is imperative gorical licensure include the fear that numerous questions: Are certain char- that CEC defines the characteristics of students may not receive appropriate in- acteristics necessary to simultaneously effective alternative licensure programs, struction because teachers with multi- prepare both general and special edu- as well as determines how to address categorical licenses do not receive in- cation teachers? Do students identify quality and accountability in alternate li- depth knowledge about specific disabili- themselves as dual, general, or special censure programs. ties and that it can create voids in spe- education teachers? How many gradu- cial education knowledge and instruc- ates of dual programs enter special ed- Some Other ThoughRs tion. ucation? Is the number of graduates Finally, CEC needs to analyze the CEC has declined to express a prefer- who seek special education teaching context of and assumptions for prepar- ence for multi-categorical licensure. In positions reduced? ing entry-level special educators. Continued on page 14

CEC TODAY APRIL 2001 13 speakiYag mag.

Senator Ted Iii nnedy Licensing,from page 13 Questions that must be answered in- Gives His Sup ort to Full clude: How shall preparation programs and Funding of ID A school districts collaborate to ensure that multi-categorically prepared special educators receive rich and varied field ex- We Must Fully Fund ID to Ensure services and supports that give children periences? Equal Opportunity for Ever] Child with special needs the educational Is there a need to formally include an opportunities to pursue their dreams. induction period prior to professional li- BY SENATOR EDWARD M. KENNEDY We are introducing legislation to ad- censure? rr his week, I joined my colleagues, dress that need and assist our schools to What is the role of continuing profes- Senators Chuck Hagel and Jim Jef- meet their responsibility to provide an sional growth and development and fords, in introducing the "Helping Chil- equal and appropriate educational op- continuing credentialing? dren Succeed by Fully Funding the In- portunity for children with disabilities. dividuals with Disabilities Education In my state of Massachusetts alone, this Options for Action Act (IDEA)" the hallmark of which increase will provide $409 million over To address these issues and encourage is to put real dollars behind the goal of the next six years to help meet that best practice: fully funding IDEA. goal. CEC should continue to provide lead- Congress owes the children and fam- Just as we are committed to increas- ership and guidance to states and ilies across the country the most effec- ing funding for IDEA, we must be provinces, preparation programs, and tive possible implementation of this equally committed to making sure that others to assure special educators have legislation and the federal funding sup- this law is implemented and vigorously mastered professionally recognized port necessary to make it happen. For enforced. standards. 25 years, IDEA has sent a clear mes- Far too many students with disabili- CEC should continue to analyze the sage to young people with disabilities ties are still not getting the educational characteristics of multi-categorical that they can learn, that their learn- services they are entitled to receive preparation programs and multi-categor- ing will enable them to become inde- under IDEA. We must never go back to ical licensing frameworks and provide pendent and productive citizens, and the days when large numbers of dis- leadership to states, preparation pro- that they can live fulfilling lives. abled children were left out and left be- grams, and others that assure special ed- Prior to 1975, 4 million disabled hind. ucators have mastered professionally children did not receive the help they I look forward to working with the recognized standards for practice. This needed to be successful in school. Few administration, all members of Con- would include field experiences and li- disabled preschoolers received services, gress, and especially organizations like censing models and practices that pro- and 1 million disabled children were the Council for Exceptional Children, vide for agreements among IHEs and excluded from public schools. Now to enact this legislation. Fully funding school districts for induction periods IDEA serves almost 6 million disabled IDEA moves us closer to ensuring the leading to full professional licensure. children from birth through age 21, and success of every child by supporting the CEC should analyze the characteris- every state in the nation offers public great goal of public education to tics of programs that provide alternative education and early intervention serv- give all children the opportunity to pur- or nontraditional paths to special educa- ices to disabled children the record sue their dreams. tion licensure. CEC should also provide of success is astonishing. guidance and leadership to states, prepa- The drop out rate for these students ration programs, and others who use al- has decreased, while the graduation rate Gallagher,from page 2 ternative paths to assure special educa- has increased. The number of young these assignments, her classroom dis- tors have mastered professionally recog- adults with disabilities enrolling in col- cussions, and special speakers who were nized standards for practice. lege has more than tripled, and now victims of murdered family members, I CEC should analyze the characteris- more than ever, students with disabili- finally came to my senses." tics of dual licensure programs, and pro- ties are communicating and exploring Joanna Gallagher's work on victim vide guidance and leadership to states, the world through new technologies. impact won her a year 2000 Disney out- preparation programs, and others who These accomplishments do not come standing teacher award. For more infor- use dual licensure preparation programs without financial costs, and it is time mation about her VICTORY program, to assure special special educators have for Congress to meet its financial com- you may e-mail her at mastered professionally recognized mitment to help schools provide the [email protected]. standards.

124 CEC TODAY APRIL 2001 132 Fun Funding, from page 9 After Schooi, from page 13 own lobbying efforts in addition to soliciting support from its members. inciuding &mints win Gifts duced in Congress, and more are ex- and Taienis pected to be introduced in the coming To increase public awareness of the weeks. issue, CEC has implemented a media Students with gifts and talents also campaign. In addition to working with profit from after school programs. Mandatory IDEA Funding individual reporters so that they under- They offer a variety of opportunities On February 27, Rep. Charles Bass (R- stand the importance of full funding, for students with gifts and talents to NH), along with 17 co-sponsors, intro- CEC issued a nation-wide press release explore interests, try new academic duced legislation to fully fund federal in early February. (See the CEC Web courses, refine skills, and make assistance for special education, propos- site, www.cec.sped.org, for a copy of the friends. Not only do students with ing to change the funding stream under release.) gifts and talents participate in enrich- IDEA from discretionary to mandatory. CEC also asked our members to join ment activities, they also often take on Under Bass's bill, the minimum state us in alerting Congress to the need for a mentoring or peer tutoring role. grant for special education would in- full funding. On March 26, CEC sent an And, like students with disabilities, crease by 5 percent each year beginning e-mail to all members for whom we students with gifts and talents enjoy in Fiscal Year 2002, until Fiscal Year have e-mail addresses asking them to let the freedom and relaxed nature of 2006, when federal funding would reach their Congress members how important after school programs. 40 percent. full funding of IDEA is. (To receive fu- Senators Kennedy, Jeffords, and ture CEC-Special-Alert notices, make WM Makes a Good After Hagel also have introduced legislation to sure CEC has your current e-mail. Call School? Program fully fund IDEA within six years. 888/232-7733 or [email protected] Academic achievement and enrichment Four different bills introduced by to give us your e-mail address.) is a top component for a quality after Reps. Tom Tancredo (R-CO), Lynn In addition, CEC will initiate a large school program, particularly for stu- Rivers (D-MI), Darlene Hooley (D-OR), lobbying effort at the 2001 Convention dents with exceptionalities, says Mon- and Rob Simmons (R-CT) do not call & Expo in Kansas City, Mo., April 18- tague. In fact, for students and parents, for mandatory IDEA funding. However, 21. Computers will be set up where at- homework assistance and support they reflect the growing support in Con- tendees can send e-mails and letters to ranked high on their list of priorities. In gress for the need for additional monies their congressional representatives on addition, some type of control for atten- to effectively carry out the law's require- the spot. We anticipate nearly 3,000 let- , dance is vital if the program is to help ments. ters being sent on this issue during con- students progress academically. Other President Bush advocated for full vention alone! priority needs include: funding of IDEA in his campaign And CEC's CAN network is working IDHave caring adults man the pro- speeches and in his replies to questions overtime for full funding. CAN mem- grams. The staff must love kids and from CEC Today. However, he has not bers are visiting their congressional rep- have a personal management style. addressed the need for full funding of resentatives at home and impressing D Make the program fun and motivat- special education since he took office. upon them the need to support full funding. ing. Our CAN representatives also will a Make the program active and hands- CEC's Campaign lor Fuii Funding attend special sessions on this issue at on. The students need to feel totally CEC is tackling the full funding issue on their meeting in Washington, D.C., and engaged. many different fronts. CEC's Public Pol- make visits to the Hill this summer. Ensure the students interact with icy Unit, armed with kits describing the each other. After school programs need for full funding and how the money Adions You Can Take should include a strong social com- helps our children, is meeting regularly CEC members can participate in ponent, and no one should be left with key congressional staff. Every con- CEC's full funding campaign by urg- out. gressperson is receiving one of the kits ing their members of Congress to co- a Have students and families help de- and follow-up correspondence. sponsor the Bass bill (H.R. 737) and cide what types of activities to pro- To expand our reach and show the the Hagel bill (S. 466) supporting vide. large base of support for full funding, IDEA. You can send your representa- D Include field trips and community CEC is working closely with a number tives a personalized e-mail through service as program activities. of major education associations and dis- CEC's Legislative Action Center. Sim- DProvide a wide variety of activities: ability organizations. These groups all ply go to http://capwiz.cotn/ art, sports, music, cooking, photogra- support full funding and in particular cek/home/, and search for your Con- phy, computer skills. Bass's and Hagel's mandatory full fund- gress member by entering your zip D Provide snacks. ing bill. Each group is performing its code. DProvide administrative support. 133 CEC TODAY APRIL 2001 15 CALEMAN CEC

Joan Seidel, 3802 Franklin, Hartsburg, MO October 25-27, 2001 May' 65039, 573/657-4601, sarahabates@hot- CEDS 2001 Topical Conference. Hotel Mon- May 3-4, 2001 mail.com. telleone, New Orleans, LA. Contact: Sandra Life Centered Career Education (LCCE). Latchford, 60 Surrey Crescent, Fredericton, Holiday Inn on the Bay, San Diego, CA. Con- oclo&ey. NB E3B 4L3, Canada, 506/453-3515, FAX tact 888/232-7733 or conteduc 506/453-4765, [email protected]. @cec.sped.org October 4-5, 2001 OLD Annual Conference, "Bridging the Gap Between Research and Practice." San An- maa.)enthey° tonio, TX. Contact: Charles Hughes, Penn November 7-10, 2001 June 8-10, 2001 State University, 227 Cedar Building, Univer- California Federation Conference, "The fu- National Symposium: Policy and Practice sity Park, PA 16802, 814/863-1699, FAX ture is here. Make TODAY count!" Bahia to Ensure High Quality Teachers for Chil- 814/863-1002, [email protected]. Resort Hotel, San Diego, CA. Contact: De- dren and Youth with Disabilities. tails Details, 916-443-3855, e-mail: mar- October 4-6, 2001 Mayflower Hotel, Washington, D.C. Contact [email protected] Lynn Boyer, CEC, 1110 North Glebe Road, CCBD international Conference on Pro- Suite 300, Arlington, VA 22201-5704, gramming for a Diverse Population of Chil- November 16-17, 2001 [email protected] dren and Youth with Emotional/Behavioral Celebrating Every Child: 45th Annual On- Disorders. Atlanta Airport Hilton and Tow- tario Provincial Conference: Victoria Inn, June 22-24, 2001 ers, Atlanta, GA. Contact: Lyndal Bullock, Stratford, ON. Contact claranne.mcfar- CEC-Franklin Covey Workshop: 4 Roles of University of North Texas, PO Box 310860, [email protected] Leadership. Chicago, IL. Contact: CEC, Denton, TX 76203, 940/565-3583 (0), FAX 1110 North Glebe Road, Suite 300, Arling- 940/565-4055, [email protected]. ton, VA 22201-5704, 888/232-7733, cont- [email protected] October 11-13, 2001 December 11-5, -5, 2001 DCDT 11th International Conference, 2001 Annual International DEC Conference. "Transition: Exploring New Frontiers." Den- Boston Marriott Copley Place, Boston, MA. ver Marriott City Center Hotel, Denver, CO. Contact: DEC Conference Office, 3 Church July 19, 2001 Contact: Ann Pearce, Colorado Dept of Edu- Circle, Suite 194, Annapolis, MD 21401, Pi10-DLD/CEDS Annual Summer Confer- cation, 201 E Colfax Ave., Rm. 300, Denver, 410/269-6801, FAX 410/267?0332, of- ence. Ramada Inn, Columbia MO. Contact: CO 80203, FAX 303/866-6811, [email protected]. [email protected].

NONPROFIT 4, Council for ORGANIZATION Exceptional U.S. POSTAGE Children PAID 1110 N. Glebe Rd. RICHMOND, VA Arlington, VA 22201 PERMIT NO. 930

13,1 Council for Exceptional Children

111Vo 2100r aDMISHIM 67E4 In® CIF Kruk a

he learning was inspirational, the presenters ex- CEC has new performance- traordinary, the exhibits re- based standards for the markable and the fun an un- preparation and licensure of expected bonus. Thus said the special educators. CEC invites you to review these nearly 6,000 attendees at CEC's standards! 2001 Convention & Expo held in Kansas City, Mo., this past Please submit your com- April. Beverly Sills kicked off ments by July 15, 2001. the convention with her To review the standards, see keynote address, which por- CEC's Web site: trayed the caring of special ed- www.cec.sped.org/ps- ucators as well as the progress menu.html. we have made in special education. Special education teachers experience a multi-sensory classroom at the Teacher-to-Teacher Swap & Share at CECs 2001 Convention & Expo. Do You Nog Then, for the next three days, participants piled into session after ses- wonderful convention, filled with the excite- Eqn8H? sion to learn the latest instructional strategies ment of learning, making and renewing friendships, and celebrating the specialness of Please make sure CEC has to help students with exceptionalities. Teach- your current e-mail address. ing reading and math, helping students with special education. Attention Deficit Disorder stay on task, learn- Send your name, CEC ID Bevouiy Ms Thank You from a number, and your e-mail ad- ing effective methods to help students control dress to service@ behavior, providing quality programs for stu- Gratetime PareM cec.sped.org. dents with gifts and talents, catching up on the Beverly Sills, well-known opera star and the latest developments in the federal government mother of two children with disabilities, spoke all this and more captured the interest of from the heart in her keynote address. She re- our attendees. And the learning didn't stop counted her experiences as a mother of chil- with the "classroom." Attendees filled the dren with special needs. Her daughter, Muffy, Expo Hall to find the latest materials and re- is deaf, and her son, Peter, has autism and sources for their students. And, everywhere mental retardation. She said having a child you looked, special educators of all specialties with a disability is devastating and something were comparing notes and trading ideas about from which one never recovers. CEC Honors Children with how to help their students. When Sills was raising her children, ex- Disabilities Who Achieve. .2 But as the days ended, the fun began. Our perts in special education were not available. 2001 CEC Convention GI attendees flocked to the numerous socials, "I could not imagine a whole room like this Elva Photo Album 8 feasted at Kansas City's fine restaurants, and full of teachers who wanted to help children with disabilities," she said. Meet the 2001 Award sizzled with the sounds of KC's hottest jazz. Recipients 12 And at CEC's Saturday night gala, they hit the dance floor with gusto. All in all, it was a Continues on page 4 1 3 5 speciall ethazegi ou11,4"Ork9

And to 20011 Y Card CEC and EEC Proud nweard Sass t)... 11 es Avyt Academics ec andthe Foundation for Excep- Sarah Katherine "Katy" Cole, Phoenix, Ariz. tional Children (FEC) awarded 35 Rachel Elaine Heintzelman, Orlando, Fla. Alyson Hunt, Urbana, Ohio Yes I Can! Awards this year to out- Chris Janssen, Winnipeg, Manitoba standing students with disabilities in Robert Smith, Midland, Mich. the U.S. and Canada. The Yes I Can! Awards were presented during the CEC Ails Awards Ceremony in Kansas City, Sujeet S. Desai, Fayetteville, N.Y. Mo., on Friday, April 20, 2001. CEC Karen Johnson, Muskegon, Mich. and FEC would like to thank Pearson Tia Prather, Washington, D.C. Learning for sponsoring the Awards Robert "Aaron" Reed, Sandusky, Ohio Reception. Hui-Pu Yu, Tulsa, Okla. To learn more about each Yes I Can! NFL champion Neil Smith congratulates Jared award recipient, go to the CEC Web White, Lebanon, Ni, on his award. Athletics site, www.cec.sped.org. Ashley Hovey, Conifer, Colo. Melissa McDonald, Canton, Ohio Nominate a Student 'goy John Rokosh, Winnipeg, Manitoba Next Yew' Jared Stofflett, Farmington Hills, Mich. Nominate a student for the John Swope, Eno la, Penn. 2002 Yes I Can! Awards. For more information, see the Community Service CEC Web site, Amanda Burke, Goodrich, Mich. www.cec.sped.org, or con- Tynika Davis, Canton, Ohio tact FEC at [email protected]. Cassie Hipps, West Salem, Ohio org or 703/264-3507. Kevin Joseph Mallary, Orlando, Fla. Randy Winans, Vallecito, Calif, gets a little help removing his R. Alan Street, Jr., Fredericksburg, Va. sock from Jeb of Canine Companions.

Employment Felipe Bolanos, Baton Rouge, La. Arthur Lightell, Broussard, La. Rachel Lea Smalley, Charleston, Tenn. Randy Winans, Vallecito, Calif. Elizabeth "Betsy" Wilcox, Boise, Idaho

Extracurricular Activities Ian Nelson, Batavia, Ill. Christopher Janssen, Winnipeg, Manitoba, celebrates John T. Schultz, III, Milton, Penn. his Yes I Can! Award with his mom. ,,\ Brittani Spriggs-Hawkins, Laurel, Md. P Amanda Wallick, North Canton, Ohio Amanda Wallick, North Canton, Ohio, makes Jared Everett White, Lebanon, N.J. a new friend at the Awards Reception.

Independent Living Mills J Chad Alan Biery, Mount Gilead, Ohio Vanessa Boyer, Winnipeg, Manitoba Kate Cuthbertson, New Hope, Minn. Nicholas Hipsher, Piedmont, Mo. Nerve Wohlgemuth, Tallahassee, Fla.

FEC and CEC salute these outstanding individuals! Herve Wohlgemuth, Tallahassee, Fla., has his Ashley Hovey, Conifer, Colo., receives her photo taken with TV star Chris Burke. award from Neil Smith.

2 CEC TODAY MAY/JUNE 2001 :=1. 3 6 yozeurither bene

'aCu 2opromadm dren with IEPs are shuttled to other schools so their home school's test LIDEME WEE HipnERN [10,CDF_ scores won't be brought down. Another concern is how accommodations affect A t CEC's first Representative As- two states have the same standards re- the validity and outcomes of a test. It sembly, our representatives ad- garding caseloads. was further suggested that a new or al- dressed issues of concern to the field, When determining standards for ap- ternative test be developed for students including paperwork, caseloads, and propriate caseloads, CEC representa- with disabilities. high stakes testing. Following is a tives said the following factors should Bonnie Weeks of South Carolina summary of the discussions on each of be considered: whether or not a parapro- noted that CEC needs to treat high these issues. fessional is required for the classroom, stakes testing carefully, because spe- the variety of disabilities of the children cial educators have advocated for the Paperrwout the teacher serves, and the total number inclusion of students with disabilities The excessive amounts of paperwork of students with exceptionalities to in standardized assessments. special education teachers must com- whom services are delivered. It was fur- A work group was formed to study plete fostered intense discussion. Rep- ther suggested that information from this issue further. resentatives noted that with the 1997 itinerate and homebound teachers, as reauthorization of the Individuals with well as from general education teachers, Unman Disabilities Education Act (IDEA), the be gathered. Another recommendation The Representative Assembly will dis- amount of paperwork connected with was that CEC collect data concerning cuss licensure of special education special education increased substan- caseloads from each state and province. teachers online. tially. As a result, teachers are unable to provide high quality instruction and High Stakes Testing Othev Actions it is more difficult to retain qualified The Representative Assembly also The Representative Assembly elected special education teachers. raised the issue of high stakes testing. three members to the nominations "I have teachers leaving primarily High stakes testing has raised concern committee, passed resolutions honor- because of paperwork," said Michael across the nation for both teachers and ing Leo Cain and Romaine Mackie, Grimes, representative from Califor- students. In some states, such as Penn- discussed the Unit Task Force's rec- nia. "It's hurting my kids, because the sylvania, schools are being re-evaluated ommendations, and approved a policy teachers are leaving." based on test scores. As a result, chil- to remove board members for cause. Grimes also noted that his school lost 2,000 minutes of instructional time in a quarter due to demands that CEC's 2001 Convention & Expo A Grand his teachers be involved in the rewriting of IEPs. Time for Learning and Fun Patrick Putnam, from New Mexico, CEC and FEC Proudly Recognize Our 2001 spoke from the parents' perspective Yes I Can! Award Winners , and warned that CEC needs to be care- Member Benefits B ful that the rights of students with dis- May/June 2001 Vol. 7 No. 9 abilities are not compromised. Advocacy in Action 4 Representatives proposed that CEC (E( Today is published 10 times a year, Jan/Feb, March, April /May, June, July, Aug., Sept., Oct., Nov. andStudent CEC Spotlight 6 address paperwork as part of our rec- Dec., by The Council for Exceptional Children, 1110 N. Division Focus ommendations for the reauthorization Glebe, Suite 300, Arlington, VA 22201-5704. Telephone of IDEA. 888/232-7733, TN 703/264-9446, 2001 CEC Convention & Expo Photo Album 813 [email protected], Web: www.cec.sped.org. Caseloads Todayis not copyrighted. Members are encouraged to Professional Advancement 20 copy and disseminate information in this publication. The high caseloads special educators Diversity11 are forced to accept was another issue CEC Preside:14: Helen Bogie Executive Director: NancyD. Safer Member to Member .71 g the Representative Assembly dis- Meet the 2001 Award Recipients cussed. On average, one special educa- Editor:Lynda Van Kuren tion teacher currently serves 38 stu- Contributing Editors:Jacki Boatel, Public Policy; Jane Special Moments in Special Ed 11 B Burnette, Information Services; Margie Crutchfield, dents and consults with 17 different Professional Standards; Kayte Fearn, Diversity; Anmarie Speaking Out 2.6 general education teachers, according Kailas, Conventions; Charles Rogers, Communications; Calendar of Events 20 to CEC's 1999 survey. In addition, no Kathleen McLane, Publications; Susan Simmons, Membership

137 CEC TODAY MAY/JUNE 20010 3 Convention, frompage 1 grant to states to be used for a host of optional state educational activities. Nevertheless, Sills was able to find CEC has endorsed legislation cur- the special teachers her children needed. CEC Seeks to Wand Learning rently under consideration in the Senate As a result, her daughter learned to Opportunities for Studentsith and House of Representatives (S. 421 speak. While this is an expected accom- Gilts and Taints and H.R. 490, respectively) sponsored plishment for most children, it was a by Senator Chuck Grassley (R-IA) and miracle for Sills, who remembers the 1EC is working with Congress to Representative Elton Gallegly (R-CA) day her daughter first said "Mama" at promote learning opportunities for for gifted education. The legislation will the age of two. This special teacher all children with gifts and talents. Be- provide grant money that state education touched Muffy's life as an instructor and cause of the advocacy efforts of CEC agencies would distribute to local school as a friend. Muffy, who is now in her members, CEC's Association for the districts to support programs and serv- 40s and has enjoyed a successful career Gifted (TAG), and others concerned ices for all gifted and talented students in with Verizon Communications, still cor- with gifted education, Congress knows the state, including funds for (a) profes- responds with this extraordinary teacher. that gifted education is an important part sional development, including in-service While Sills' son, Peter, had more se- of education. training for general education teachers, vere disabilities, he, too, has gained It seems that Congress will main- school counselors, and administrators; from caring educators. Today he works (b) innovative programs and services, in a workshop setting. including curriculum for high-ability "As parents, we thank teachers," said students; (c) emerging technologies, in- Sills. "When you see what they (chil- cluding distance learning; and (d) tech- dren with disabilities) can accomplish nical assistance. Both bills authorize with people like you, it's miraculous." $160 million beginning in fiscal year 2002 through 2006. Session Highlights The new legislation has strong bipar- Following are highlights from some of Deborah Ziegler of the CEC Public Policy Unit tisan support in both houses of Con- the most popular sessions at the 2001 discusses the latest developments on the Javits gress, and a version of it will likely pass CEC Convention & Expo. Act with Mary Ruth Coleman, CEC member in the Senate. Unfortunately, the House and past president of TAG. bill recently suffered a set back in the Reduce Stress tain the Jacob Javits Gifted And Tal- House Rules Committee, which voted Enjoy Teaching More ented Student Education Act and re- against allowing the bill to be brought up Linda Jacobs and Delia Joseph gave at- store its funding under the Elementary for a vote on the House floor. However, tendees down-to-earth strategies to re- and Secondary Education Act (ESEA). assuming the Senate passes the measure, duce stress, which they said is often What is more, Congress is considering a so-called Senate/House ESEA confer- caused by feeling out of control and legislation to expand the activities ence committee will ultimately decide the main thing that is out of control is under the Javits Act to better meet the the fate of the new gifted and talented time. To regain control, they suggested needs of all students with gifts and tal- legislation. that at the end of each day you make a ents. Thus, the federal role in gifted "We still have our work cut out for "to-do" list of tasks to be completed the education will continue and possibly us, but I believe we are on the road to next day. Then prioritize the list. "A" expand under ESEA. success," says Coleman. items are tasks that must be done "The importance of the expanded (preparing for an IEP conference or a federal role should not be underesti- ctions You Can Take meeting with your principal or col- mated," says Mary Ruth Coleman, CEC members can participate in CEC's league, arranging a field trip for your CEC member and past president of efforts to expand learning opportunities students). The "B" list is composed of TAG. "Currently, services are not pro- for students with gifts and talents by urg- tasks that should be done today vided for children with gifts and tal- ing their Congress members to support you'll feel better if they are completed. ents in over a third of the states, and so the Senate version of ESEA. You can Items on the "C" list can be put off. many children's needs go unmet. It is send your representative a personalized Making such a list puts things in per- truly exciting that we may be able to ad- e-mail or find their mailing address or spective and keeps you from stressing dress this." phone number through CEC's Legisla- overnight over upcoming tasks. List Efforts to repeal the current Javits tive Action Center. Simply go to cap- making also gives you a sense of ac- Act as a part of the reauthorization of wiz.com/cek/home/, and search for your complishment as you check off each ESEA arose as part of a larger effort to Congress member by entering your zip completed item. "consolidate" smaller programs such code. as gifted education into a larger block Continues on page 5

4 CEC TODAY MAY/JUNE 2001 Conn Mien, from page 4 While these two strategies will put wide disciplinary support system as well Jacobs also recommends that you many children on the road to good read- as individual supports and interventions. build a 10 percent cushion into each day, ing, it is not enough for all. Some chil- Dispelling the Myths time when you can catch up on items dren will still have trouble reading flu- that take longer than expected. In addi- ently, which is critical if they are to If we are going to truly impact the be- tion, you should block your calendar to comprehend and enjoy reading. To help havior of our most hard-core students, accomplish big tasks such as writing an these students, we must provide oppor- we must change our expectations of the IEP. Also, schedule your hardest tasks tunities for them to practice the skills way they will respond to traditional dis- during your best time. they know. That means the language in ciplinary actions. They don't perceive If you find your "A" list continually reading materials must remain simple the world the way we did nor the remains uncompleted, you aren't manag- rather than including new, unfamiliar way most of our students do, says being time well or you are putting too vocabulary words. Additionally, we havioral consultant Randy Sprick. For many tasks on your "A" list. should give students more opportunities example, many educators believe that Jacobs also says you should schedule to read aloud, so they can receive feed- most behavior change happens through some free time.When every minute is back. According to Lyon, at the early punishment. With tough, troubled kids, spoken for, you will feel exhausted. She reading stages there is no evidence that this plan is doomed to failure, for their further recommends that you take a reading silently helps students read flu- response to 'punishment is "So what?" break during the school day by walking ently or improves their reading in other Keeping a student who receives little or around the building or sending a prob- ways. no adult attention in for recess or after lem student to the office with a note. You To further help children become good school where he or she has the teacher's can also do deep breathing while your readers, they should receive direct in- attention is not a punishment. In-school students complete an activity or have struction in vocabulary development and suspension often provides time for the them do deep breathing with you. in strategic thinking to develop compre- student to be with his or her best friends Then, when you get home, take time hension skills. in an intimate setting, and suspension is for yourself by turning off the phone and a sanctioned vacation. Call the student's What the Brain Tells Us about Reading cell phone and turning on your answer- parents for swearing, and the educator ing machine. Also, only give your cell Brain mapping is giving us more de- will likely learn some brand new words phone number to people who truly need tailed information about how children to add to his or her vocabulary. In short, to contact you. (For more on reducing learn to read. For example, for children most of our punishments are meaning- stress, see the CEC Web site, who are good readers, imaging shows less to or reward the student with severe www.cec.sped.org.) , active patterns in their left hemisphere. behavior problems. When children have not been exposed to Another myth is that students should Teaching Reading the language sound system (phonemic do something because the teacher asks While phonological awareness has re- awareness), such as many children who them to. Unfortunately, our at-risk stu- ceived a lot of attention in the past few are raised in poverty, their brain shows a dents do not see teachers, or even prin- years, it is only one aspect of good read- diminished activation pattern. However, cipals, as automatically deserving re- ing instruction, according to Reid Lyon, when these children receive interven- spect. These students put everyone on a researcher at the National Institutes of tions, their brain activation pattern in- "horizontal" level, and a trip to the of- Health. For students to learn to read flu- creases, thus giving them the foundation fice means a nice change of scenery, ently, a reading program must include for fluent reading and comprehension. says Sprick, not a punishment that de- phonological awareness, phonics, vo- Conversely, brain imaging for chil- ters misbehavior. cabulary development, and comprehen- dren with a learning disability for read- Implementing Positive Behavior Strategies sion strategies. ing reveals a diminished activation pat- , As a precursor to reading, children tern that does not improve significantly Then how do we change student behav- must understand that the language is with exposure to the language sound ior? CEC's presenters agree that we must made up of smaller sound segments: system or other reading interventions. implement positive behavior interven- the word "cat" is made up of three dif- tions and support programs. However, Discipiine ferent sounds, says Lyon. This skill Sprick emphasizes that that does not can be taught, and assessed, by asking The old ways don't work at least not mean tolerating misbehavior or lowering children to rhyme and using other for those students who cause teachers our standards for appropriate behavior. "word games" such as tongue twisters. and administrators the most discipline Rather, it means that educators must real- Next, Lyon recommends that children problems. To change the behavior of ize that some students come to school be taught phonics, which links sounds these students, rather than rely on pun- with poor behavior skills and that they to letters. ishment, we must implement a school- will need more instruction in this area. Continues on page 15 39 CEC TODAY MAY/JUNE 2001 5 stadeng 'fee' spottgl :gag

the 20E1 Sided s Student CEC Graduation Award Elaine T. Gard Susan Phillips Gorin Award Eastern New Mexico University, Portales special education, including coordi- Tamarah Ashton nating numerous fundraisers for Stu- Elaine T. Gard has organized and as- and Wendy Weichel dent CEC Chapter #142, organizing sisted in numerous functions that assist California State University, Northridge and participating in community and children with exceptionalities. As vice campus activities, and actively partici- president of Student CEC Chapter Tamarah Ashton and Wendy Weichel, pating in the New Mexico Federation. #142 and vice president of the New assistant professors, California State Johannsen has served Chapter #142 Mexico Student CEC Association, University, Northridge, revitalized twice as its president and has served Gard has recruited students from all the Student CEC Chapter #918 in the fall as the New Mexico Student Associa- professional education courses and of 1998. They encouraged students to tion president and governor. provided professional development ac- join Student CEC and held numerous tivities for the local chapter. In joint research with another university student, she designed, created, and published a Web site to document research on literacy software usage in the classroom. Meanwhile, she created and researched a Web site to promote community involvement in literacy for two county areas. Gard has achieved the Award of Ex- cellence at the university. She also has received numerous awards for her community service contributions as a military wife and for the local community.

2001 Student CEC/CEClack Caucus Scholarship CEC President Hellen Bogie congratulates Monica Roache' of George Washington University on winning the 2001 Student CEC/CEC Black Caucus Scholarship. Monica L. Roache' George Washington University, Washing- events that the members found useful. Lisa Blaskowski (Undergraduate) ton, D.C. Although many students were busy University of Wisconsin, Oshkosh with family, jobs, and school commit- Monica L. Roache', a doctoral student ments, these inspirational professors Lisa Blaskowski exemplifies the di- majoring in bilingual special educa- made CEC involvement work for the verse interests and abilities of Student tion, is dedicated to serving the com- students. CEC members. She has helped with munity of culturally and linguistically In addition, they have been indis- Special Olympics and United Cerebral diverse students with special needs. pensable in helping students achieve Palsy Respite House, was one of six Roache' re-established the Student their educational goals. education students selected to go to CEC chapter at George Washington Belize, Central America, to work in the University, developed a partnership schools, and worked on the Undergrad- with Disability Support Services at Outstanding Student CEC uate Collaborative Research Project, GWU, conducted an in-service with Member of the Year Award which dealt with preventing violence teachers concerning linguistic and cul- Laurie J. Johannsen (Graduate) in schools by investigating bullying. tural factors, participated in educa- Eastern New Mexico University, Portales Blaskowski serves as president of Stu- tional investigation in Southern Spain, dent CEC Chapter #558 and president and presented peer reviewed research Laurie J. Johannsen has made exten- of the Wisconsin Student CEC Associ- findings. D sive contributions to Student CEC and ation.

6 ^CEC TODAY MAY/JUNE 2001 CASE* CCBD * CEC-OR * CEC-PD * CEDS * DCCD * DCDT * DDEL DEC * DISES * OLD * DPHD * Dlf9 6VIRDD * TAG * TAM * TED

Boston, Ma. The conference theme is "Early Childhood in the New Millennium: Recom- mended Practices for the Future," and the CASE conference provides research and practitioner information for those working with children council of Administrators of ages 0-8. For more information or to view the Special Education minutes from DCDT's meetings, visit our Web CASE members had a full schedule of activi- site at www.dec-sped.org. ties at the CEC Convention & Expo! At the At the CEC and FEC awards presentation, CASE business meeting, constitutional early childhood advocate and DEC supporter amendments were adopted that bring the Mark Wolery received the CEC Special Educa- CASE constitution in line with the new CEC tion Research Award. structure. Also, Christy Chambers was re- elected as secretary, and Cheryl Hofweber is the new Canadian representative. DOSES Christy Chambers and Jonathan McIntire leans, La. For reservations, call 504/523-3341 Division of International Special or 800/535-9595. For more information, con- received the CASE Award for Outstanding Ad- Education and Serrvices ministrator, and Joan Jordan received the tact Sandra Latchford, 506/453-3515, fax: DISES President John Visser of the University Harrie M. Selznick Distinguished Service 506/453-3569, [email protected]. Or, visit the of Birmingham, U.K., was selected as the in- Award. CASE subdivisions recognized for out- CEDS Web site at www.cec.sped.org. ternational representative to the CEC Nomina- standing achievement were Georgia, Mis- tions Committee. Visser will provide an inter- souri, and New York. Idaho had the most national perspective when identifying leader- membership growth, and the Exemplary Unit DCDT ship personnel for CEC. Award went to the Illinois CASE. Division on Career Development The CASE reception featured an auction, and funds raised will support the CASE recep- and Transition tion in New York in honor of CASE's 50th An- The DCDT awards were presented during the MRDD niversary. Thank you to HOSTS and AGS for business meeting held in Kansas City, Mo.: Division on Mental Retardation sponsoring the reception. Plans are underway Teacher of the Year, Linda Daves; Employer of and Developmental Disabilities for the summer LTI and CASE Executive Com- the Year, Children's Hospital Medical Center of MRDD had record attendance at its showcase mittee meeting in Washington, D.C. The fall Cincinnati, Ohio; Donn Brolin Award for State session on autism, great committee participa- Board of Directors meeting will be held in Leadership and Service, Janet Adams and tion, and a well-attended business meeting conjunction with the CASE Annual Conference Michele Pol land; Marc Gold Award, Blue Val- and presidential reception. MRDD recom- in Irving, Calif., in November. ley School District's Transition Program, mended changing its name to the "Division of Overland Park, Kansas; Oliver P. Kolstoe Developmental Disabilities," which will allow Award, Paula Kohler. MRDD to become more inclusive and reflec- Register for DCDT'S International Confer- CCM tive of the individuals it serves. The recom- ence, to be held Oct. 11-13, 2001, in Denver, Councia for Children with mendation resulted from several years of Co., at www.ED.UIUC.EDU/ SPED/DCDT/ or committee work, a literature review, and Behavioral Disorders contact Jerry Junkins, 843/821-1345, JD- focus groups. MRDD members have until Get a free gift from CCBD by registering in the [email protected], or fax: 843/821-8606. Sept. 1, 2001, to respond to a mail ballot re- Members Only section of the CCBD Web site garding the name change. at www.ccbd.net! CCBD members are invited to join our listserve at [email protected]. DEC Also, plan to attend the International Division for Early Childhood CCBD conference, to be held Oct. 4 -6, 2001, TED in Atlanta, Ga. Innovative and best practices During the DEC Executive Board meeting, Teacher Education Division new board members and committee chairs for working with E/BD students will be high- The TED Executive Board has completed a were introduced: Laurie Dinnebeil, vice presi- lighted. Registration details will be mailed to monograph on unified teacher preparation dent; Mark Innocenti, governor; Sarah Mulli- CCBD members and will be available on the programs, worked on a distance education gan, member-at-large; Melissa Olive, mem- CCBD Web site! monograph, prepared for TED's summer in- ber-at-large; Eva Horn, Young Exceptional stitute on Teaching through Cases, and Children editor; Martha Mock, student activi- worked with our consultant toward full fund- ties chair; Sarintha Stricklin, membership CEOS ing of the Individuals with Disabilities Educa- committee; Mary Hendricks, personnel prepa- Council for Educational tion Act (IDEA). ration committee; Richard Roberts, research TED's alignment of the TED constitution Diagnostic Services committee. and by-laws with the new CEC constitution CEDS invites you to its Annual Topical Confer- Attend DEC's 17th Annual Conference on and by-laws is nearing closure. TED will post ence, "Cultural Diversity and Assessment Part Young Children with Special Needs and Their the new constitution and by-laws on its Web II," to be held Oct. 25-27, 2001, in New Or- Families, to be held on Dec. 2-5, 2001, in page in late May to get member input.

141 CEC TODAY MAY/JUNE 2001 ^ 7 11 2001 CPC LJ hoto iA bu /4 ' ../

`,..\,,,-. V : Attendees Pack CEC 1' Informative, Dynamic Sessions

Attendees crowded into into educational sessions to learn the latest techniques from the top experts in the field. (Above) Educators participate in a computer class on Web design. (Right) A convention participant takes a moment to log on to the CEC Web site.

Attendees Try a Wide Variety of Edul

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Many sessions included "hands-on" experience.

Thousands of special educators anticipated the opening of the 2001 CEC Expo.

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Session attendees had numerous opportunities for one-on-one attention from presenters.

Attendees talked with company representatives and saw new products first-hand.

8 CEC TODAY MAY/JUNE 2001 4 Participants Write to their Congressional Members from Convention GEC's Representative Assembly Addresses Issues that Affect the Field

-s At the CEC Legislative Action Center, hundreds of attendees e-mailed letters to their congressional members asking them to support full- funding of special education and legislation for children with gifts and talents. CEC President Hellen Bogie welcomes participants to GEC's first Representative Assembly. ion Materials and Resources at the CEC Expo

1 '

Representatives came to listen and share their ideas and concerns in the Representative Assembly. Hundreds of attendees took advantage of the opportunity to talk with recruiters from around the country. Some convention goers took product testing to a new level.

The Fun Never Stops

When it comes to having a good The New York Federation gave gala goers Participants had the opportunity to try new products time, these special educators are no a taste of a New York chorus line. and services. exception. 4 3 CEC TODAY MAY/JUNE 2001 9 proffessionag admancenzent

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(-1EC recognized several outstanding Each Teacher of the Year attending Computer Donation Program for teachers at its annual Teacher of the luncheon received a commemora- Schools: Each time a Charter One cus- the Year Lun tive statue and a letter tomer signs up to bank online at cheon at the of congratulations www.charterone.com, the bank makes a 2001 CEC from U.S. Education contribution to its "One-Click Fund," Convention Secretary Rod Paige. which purchases computers and print- & Expo. ers for participating schools. Contact: 2001 CEC Teachers Cindy Schulze, 216/298-7155 or Family mem- of the Year www.charterone.com. bers, colleagues, and Attending the Visual Impairment Rehab Teacher Dis- CEC and Luncheon cussion List: American Federation for community D Karen Voytecki the Blind has introduced RT-L, a listsery leaders Clarissa Hug for rehabilitation teachers and profes- Clarissa Hug Teacher of the Year Karen Voytecki re- sionals. To subscribe, address an e-mail joined in cele-ceives her award from CEC President Hellen Bogie. Teacher of the Year, to [email protected]. brating their Florida Federation In the body of your e-mail, type: SUB- accomplishments. Esther Bailey SCRIBE RT-L (Your first and last name). Kentucky Federation Contact: [email protected]. ® Deanna Berge UMB.EDU. Minnesota Federation Kathy Bills E-mail Change of Address Service: Visit www.veripost.net and register your Oklahoma Federation old and new e-mail addresses. When Diana Carter someone e-mails you at your old ad- Kansas Federation dress, veripost either gives them the 9 Linda Daves new address automatically (if you Division on Career Development and choose) or e-mails you that the person Transition is attempting to contact you. Contact: Keynote speaker Alexa Pochowski, CEC Presi- Diane Ellis www.veripost.net. dent Elect Jacquelyn Alexander, and CEC Pres- ident Hellen Bogie sing along at the Teacher of Nebraska Federation First Books: First Books provides low- the Year Luncheon. Linda Key income children with their first new Mississippi Federation books. Contact: 866/READ NOW or Alexa Pochowski, Kansas State Di- ® Mary Loyd www.firstbook.org. rector of Special Education, challenged_ Illinois Federation those in attendance not to give up on Robbie Ludy VA to Pay for Certifying Exams: Under a any child. She compared children with Iowa Federation new law, veterans and their survivors may qualify for reimbursement of the severe learning problems with the bam-o Joan Schuller cost of teacher certification or licensure boo seed, which shows no sign of Utah Federation exams. Contact: 888/442-4551 or growth for five years before undergo- Wayne Triska www.gibill.va.gov. ing a growth explosion the fifth year. North Dakota Federation

SmarterKids.com Offers Travel Tips: SmarterKids.com has some helpful tips on preparing for your trip. Contact www.smarterkids.com or learningstar- corp.com.

A Job Board for Everyone: CollegeJob- Board.com helps students and alumni find full-time jobs, part-time jobs, and internships. Contact: 781/239-8106 or www.CollegeJobBoard.com.

Wayne Triska, North Dakota Teacher of the Linda Key, Mississippi Federation Teacher of Year, listens to the keynote address. the Year; shares a smile with CEC President Hellen Bogie.

10 CEC TODAY IY1AY /JUNE 2001 144 profess ffallzag willavayacemeng

72C(Tdiar2 Pad 2©13H kir CEZ° kEllUE CEng& Iriagr-'51@nlkOT Au® Ontario Ses Standards for Gualhiv Education Programs eachers from across the U.S. and s For the first time, Ontario will set Canada filled the room to overflow- province-wide standards that establish ing to hear 2001 Clarissa Hug Teacher of criteria for quality education programs the Year Karen Voytecki; Nancy Barnett, and services for students with special 2000 Clarissa Hug Teacher of the Year; needs. There will be specific program 66, and Diana Carter, Kansas Federation -;\\`J I standards for every category of "excep- Teacher of the Year share their award tional pupil." E winning teaching methods. 1), Program standards will describe what quality special education should look like for students with special needs. The cri- Diana Carter, Kansas Federation Teacher of teria will support a range of approaches the Year; tells participants how she transforms to special education, recognizing that no her classroom into a McDonald's for two single approach or method will best meet weeks each year. the needs of all students. The standards also will address how teachers can best review a student's progress and report It was standing room only as teachers gathered to this to parents. hear CEC's Teachers of the Year share their dynamic lesson plans. Depending on the needs of students in a particular category, program standards might include criteria about training and qualifications of teachers and support staff; appropriate learning materials;

.lk teaching, testing, and assessment methods; and availability of technology and assistive devices.

The Ministry of Education is working with Karen Voytecki, 2001 Clarissa Hug Teacher Nancy Barnett, 2000 Clarissa Hug Teacher of the its education partners, including CEC-ON Year, demonstrates how to make one of the greet- of the Year, explains her multi-sensory classroom. and a number of parent organizations ing cards her students make and sell. representing exceptional students, to develop the standards. Consultation will be diversu, an integral part of the process of developing the standards.

DiruNek qffi® 20Cr_ amWORMH As a first step, expert teams are looking evidenced by the many diversity tors to delay its demise. at a variety of successful special educa- ctivities at convention, attention to For the first time, exhibitors were asked tion programs in communities through- diversity is increasing throughout CEC. to place ethnic materials on the diversity out the province. These programs have a Divisions are establishing diversity table. proven track record in helping students committees and developing diversity pro- The Equity in Publications Task Force with special needs. grams. met with the editors of EC and TEC as Identifying what makes these local pro- The Multicultural Summit featured stu- well as the division journals to apprise grams effective provides a strong start- dents relating their experiences with di- them of the task force's concerns. ing point for developing quality stan- versity. The pre-convention workshop, "Iden- dards that can apply to special education o There were a record number of ses- tity Development Among 'All' Learners: across the province. sions (103) devoted to diversity. Culturally Respectful, Relevant, and Re- The first standards will be completed in All of the caucuses held well-attended sponsive Pedagogy in Dynamic Class- summer 2001, with all standards com- and lively meetings. rooms," received excellent reviews. pleted by the end of 2002. The caucuses and DDEL discussed the Please watch upcoming issues of CEC proposed plan to eliminate the Ethnic and Today for a more detailed account of For more information, visit www. edu.gov.on.ca/eng/general/elemsec/spec Multicultural Concerns Standing Com- CEC's 2001 Convention's many diver- ed/speced.html. mittee and requested the Board of Direc- sity activities.

CEC TODAY MAY/JUNE 2001 11 X45 yneyother ttf® oraembey°

Meetthe 1 EC ar is ts Voytecki's one-of-a-kind classroom employs multiple sensory stimuli to help students stay on task. The atmos- CEC honored its 2001 award recipi- field together to address the most seri- phere is not only inviting therapy ents at a special awards ceremony held ous local, state, and national issues af- balls replace conventional chairs, clas- during the CEC Annual Convention & fecting special education. It has sical music blends with gurgling foun- Expo in Kansas City, Mo. Please join proven so successful that the model tain water, and the aroma of lavender us in congratulating these outstanding has been adopted by a number of other and lemon waft through the room it contributors to individuals with excep- federal agencies. also soothes students and contributes tionalities. In addition, Kaufman is a seminal to their academic success. scholar. Project PRIME, by Kaufman With the stage set for learning, 1 Martin J. Kaufman and colleagues, stands as a landmark Voytecki utilizes the Classroom Learn- 2001 J.E. Wallace study in the field and remains the ing System. This instructional method Wallin Special Edu- largest scale study on mainstreaming involves the students in developing cation Lifetime to date. From this work comes the classroom rules and procedures, as Achievement Award most widely cited definition of main- well as in setting their own academic streaming. Furthermore, Kaufman & goals, creating action plans, and chart- Perhaps no other Lewis recently authored a chapter on ing their progress. Voytecki's innova- person has impacted the reauthorization of the Individuals tive approaches work well. In both be- the knowledge base of special educa- with Disabilities Education Act, which havioral and academic measures, her tion more than CEC's 2001 recipient of has been widely acclaimed for its class is near the top of the scale! the J.E. Wallace Wallin Lifetime analysis of the reauthorization's im- A master teacher to children and Achievement Award, Martin Kauf- pact on children with disabilities. adults alike, Voytecki shares her suc- man. Through his 35-year career, Through his unparalleled work in cess with other educators through Kaufman has garnered support for spe- research, in designing federal pro- workshops, and she invites teachers cial education at the federal level, cre- grams, and in encouraging the devel- into her classroom to learn and ob- ated cutting-edge research that fur- opment of a research community for serve first-hand. thered our understanding of main- special education, Kaufman has trans- In addition, Voytecki has generated streaming students with disabilities, formed the field. We are much better numerous positive media stories about and played a key role in developing educators and much better able to her class and school, convinced the the nation's special education research help the children we serve because local community to support her class, community. of this man. Dr. Kaufman, we thank and served as the chair of her school During his 20 years of government you. advisory council. service in the Office of Special Educa- Voytecki has received the honored tion Programs, Kaufman was the pri- Karen Voytecki Paul B. Stephens Award, the Florida mary leader in developing a strong vi- 2001 Clarissa Hug Federation's 2000 Marjorie Crick sion for research programs in special Teacher of the Year Teacher of the Year Award, and a spe- education. The research programs he Award cial appreciation from the Boley Insti- stimulated, nurtured, and supported tute for her work with children with have had a lasting impact on special From her instruc- exceptionalities. education policies and practices, as tional approach to well as on the nation's capacity to con- her teaching envi- Mark Wolery front serious issues on behalf of chil- ronment, Karen 2001 CEC Special dren with disabilities. The research Voytecki, CEC's 2001 Clarissa Hug Education Research that prospered under Kaufman's Teacher of the Year, exemplifies inno- Award guardianship vastly enhanced our vation, excitement, and excellence in knowledge of instructional programs, teaching. Her unique multi-sensory Over the past two pre-referral intervention, assessment, classroom and singular teaching style decades, Mark Wol- school-to-work transition, policy eval- result in the academic, emotional, and ery, CEC's 2001 uation, and technology. social success of her students. Voytecki Research Award recipient, has been in Kaufman also initiated the Office of teaches reading to students with severe the world's top echelon of researchers Special Education Programs' annual emotional disturbance, grades 3-8, at and scholars who focus on applied is- research conference. This conference the Richard Sanders Exceptional Edu- sues related to special education. Wol- brings the leading researchers in the cation Center in Pinellas Park, Fla. Continues on page 13

12 ^ CEC TODAY MAY/JUNE 2001 146 Award Recipients, from page 12 Gerald J. Hime Congratulations to Gerald Hime, ery has been instrumental in improv- 2001 CEC Outstand-who has the vision, the compassion, ing instructional strategies for young ing Leadership and the will to ensure that CEC is re- children, led the field in the use of Award garded as the premiere organization for prompts as a specific instructional pro- advancing the educational success of cedure, and made new inroads in re- The Council for Ex- children with exceptionalities. search methodology and methods of / ; ceptional Children program. is proud to recog- Jalin a CIEC Ueserui Wolery's outstanding contributions nize Gerald Hime as the recipient of its Share ideas with other special edu- to early childhood education have en- 2001 Outstanding Leadership Award. cators on learning disabilities, be- abled millions of young children to ad- Hime's service and leadership to CEC havior disorders, mental retarda- vance academically. His system for in- has spanned three decades and has en- tion, severe disabilities, gifted and cluding young children with disabilitiessured that CEC set and met the highest talented education, and more! in learning opportunities with same-agegoals. See the CEC Web site: peers continues to exemplify best prac- During Hime's tenure as CEC presi- www.cec.sped.org. tices today. Wolery's work includes not dent, 1996-97, he played an instru- only procedures to instruct young chil- mental role in the passage of the Indi- dren but also strategies for working viduals with Disabilities Education SpecIEIIquirnonts with families. In addition, Wolery de- Act (IDEA) 1997. Because his testi- SpadaEd veloped groundbreaking research on mony before the U.S. Senate's Educa- the role of friendship in the social de- tion Committee on the reauthorization I was teaching a class of students with velopment of young children. of IDEA was so highly respected, in emotional and behavioral disabilities at Wolery also has documented the June 1997 he was invited to the White an elementary school. It was my first valuable role of time-delay as an in- House for the signing ceremony. full year of teaching, and I was trying a structional procedure for children who Hime's service to CEC on the national new activity. I had the students use have difficulty learning. Not only is level further includes 12 years as a magazines to tear out pictures that represented something about them, impor- time-delay an effective procedure for member of the Delegate Assembly, a tant to them, or that in some way de- teaching children key environmental term as governor-at-large, and pro- scribed their personality. Most of the relationships, it is also a procedure thatgram chair for the 1995 CEC Conven- students were making collages of pic- emphasizes learner success while lim- tion in Orlando, Fla. tures, but one boy, a kindergartner, was iting the need for teacher corrections. Hime also has held several positions making an elaborate picture. I asked A prolific author, Wolery has pub- in the California Federation, including him to tell me about it, and he de- lished 18 books, including Teaching federation president, governor, and scribed his scene of fishing in the river Infants and Preschoolers with Handi- CAN director. His membership devel- with his dad and told me that he loved caps, which was widely adopted as a opment model, which is still used by re- nature, fishing, and spending time with standard text and continues to influ- gional directors and membership chairs, his father. In the middle of the picture ence practice in a revised form. He continues to reap outstanding results. was a stamp sized object I couldn't quite make out, and I asked him what it also has authored 18 chapters and Hime's service to his local chapter represented. He replied, "Oh, that's an more than 120 journal articles, which continues unabated. During his chap- American Express card! Don't leave have ranged from practitioner-oriented ter's annual fund raising, he handles in home without it!" journals to the top research journals in excess of six figures money that is the field. In addition, Wolery has pre- used to enable members to attend the Elizabeth Dohrn, via e-mail pared 24 instructional manuals show- state conference and national conven- Send Your Story to CEC Today ing how his research can be translated tion, to allow the chapter to have repre- into practice an indication of his sentatives at the state's Advisory Com- Teachers often have good ideas, but not commitment to helping practitioners mission on Special Education, and to all of them turn out as planned, or your access research. provide grants to teachers. students touch you in a special way. Read fellow CEC members' stories on Through all aspects of his work, one In addition to his work with CEC, the Web, www.cec.sped.org, and send theme remains constant: Mark Wolery Hime is highly respected in the special your anecdotes to is intensely committed to helping chil- education community at large. He has dren with disabilities maximize their conducted numerous workshops on CECToday Editor learning and helping teachers maxi- special education legislation and prac- 1110 North Glebe Road mize their teaching. tice, and he is a volunteer for Special Suite 300 Olympics. Arlington, VA 22201 or [email protected].

4 viO CEC TODAY MAY/JUNE 2001 ^ 13 speaki 41

F ners, which include professional associations, governmental agencies, district BY HELLEN BOGIE, they need to reach successful adult out- school boards, teacher preparation pro- CEC PRESIDENT comes, and that many educators, includ- grams, administrators, teachers, parents, A midst the turmoil, confusion, and ing administrators, are asked to fulfill and leaders in business and industry. cynicism that characterize much of roles that are fragmented, ambiguously Collectively, Partners in Action can the educational world, we need heroes defined, and obscured by conflicting re- make things happen. leaders who can unify, restore, and sponsibilities. The vision for CEC is I challenge each of you to become in- rejuvenate in the midst of forces that clear: volved in this important venture. As we threaten to rip apart the fabric of educa- Every student with exceptionalities journey together, we need to ensure that tion, and special education in particular. must receive individualized support we work together and pull for each other. We are currently on the fault line of a from caring and competent professional It is imperative that we understand and massive shake-up in education. For educators.... a world where caseloads respect each others' differences. What CEC, this coincides with a moment are equally distributed. makes us the same is our common cause. when we are faced with a widespread (" Every special and general educator Our students, and our people who work shortage of experienced personnel, per- must have the teaching and learning con- with them, are far too important to be sonnel who are retiring, and of even ditions to practice effectively.... man- thrown over the cliff into the existing greater concern, personnel who are en- agement supporting teachers in every chaos in the field. Our unified purpose tering as young, enthusiastic, energetic way. will ensure that CEC continues to be the teachers and are exiting after only a few Every instructional leader must estab- leading organization for individuals with years of service. Across the United lish strong expectations for the use of ef- exceptionalities throughout the world. States, Canada, Britain, and other demo- fective and validated instructional prac- The essence of the teamwork required to cratic countries, there is chaos as teach- tices.... kids getting what they need. achieve this challenge is that we share a ers and administrators leave through re- common ideal and embrace a common tirement, frustration, and/or stress; and CEC's Vision goal. Regardless of our differences, we there are few applicants to replace them. The view from the top of our mountain strive shoulder to shoulder. And in the In addition, we are experiencing a has been detailed in CEC's Strategic end, teamwork can be summed up in time in which commitment to and partic-Plan in terms of vision and goals. CEC's five short words...."we believe in each ipation in volunteer organizations are at very reason for existence is to champion other." a lower level than ever in living memory.professional excellence and the advance- CEC believes that students with dis- ment of special education for individuals abilities cannot achieve unless they are The Opportunity for CEC with exceptionalities. To take us into the taught by the very best teachers using To be effective, every organization needsfuture, we have developed three primary the very best interventions under the leaders who seek what is best for the or- goals: CEC will be its members' primary very best conditions. ganization as a whole. Such individuals resource for professional development, CEC believes that whether in general recognize that leadership is not always as well as for an exchange of knowledge or special education, the single most im- smooth sailing, but they possess a vision that will optimize special and gifted edu- portant influence in a student's education and are committed to it. Such leaders cation teaching and learning; CEC will is well-prepared, caring, and qualified also need followers followers who be an influential advocate and voice for teachers. hold the same basic commitments to the quality special and gifted education; and CEC believes that leaders must be organization's purpose and are willing to CEC will be the recognized source of dedicated to providing the necessary pull their share of the load. Today, CEC knowledge and expertise on quality spe- supports to special education teachers is endowed with these characteristics cial and gifted education for all excep- and exceptional students. within its membership, and we can take tional students including culturally and CEC believes in all of you, our mod- advantage of our potential to achieve ourlinguistically diverse children and youth ern heroes in education, who walk the vision and mission for our teachers, our with exceptionalities. We have charted fault line each day and prove to the students, and our leaders. an action plan to respond to the crisis at world that the work you do as genuine, We already have all the hard core datahand. It is imperative that as an organi- caring human beings produces order out we require in our Bright Futures docu- zation we not only talk the talk but also of chaos and ensures that we continue to ment. We know our teachers are working walk the walk. build MOUNTAINS OF HOPE for our under conditions that prevent them from However, given the magnitude of the students and our teachers. delivering high quality instruction; that challenge, no one organization is equal To see the complete text of President many individuals with exceptionalities to the task. Accordingly, CEC has issued Bogie's speech, see the CEC Web site do not receive the high quality education a call to action to a critical set of part- www.cec.sped.org.

114 CEC TODAY MAY/JUNE 2001 148 ConuenUon,from page 5 presenters Charlotte Walker and Wayne To wgzhasoBRAG tapes 6:0 George Sugai, professor at the University Begun also gave attendees some down- 2631 CEC Comougon Exoo of Oregon, concurs, saying that for stu- to-earth tips to help their students stay so,-ons, go fin CEC mob dents with severe problem behaviors, the organized and in-charge when they leave sNo: ong.calspod.org. interventions need to be individualized, high school. Taken together, students specialized, and of high intensity. should be able to ask for accommoda- scripts in a clear sheet protector (as well Educators will need to "overtly and tions they need, as well as find crucial as information on how to order a tran- directly teach responsibility and appro- information to make life smoother. script and stamped envelopes), their priate behaviors." This instruction will For students to develop competency SAT and ACT results, their learning cover a wide range of behaviors, from in self-advocacy, parents and teachers style evaluation, letters of recommenda- how to handle anger to how to close a should encourage its use and students tion, resume, education development locker to how to behave in a school as- should practice it every day. Walker and and employability plan (which states sembly. Begun suggest that students be taught in- their academic strengths and interests, Educators should also take a func- terpersonal skills, such as using good long range goals, and accommodations tional approach to student misbehavior posture, having a pleasant tone of voice, they use), and generic information such and determine why the student acts out, paying attention, asking questions, stay- as where their parents went to college as well as what triggers the behavior. Too ing relaxed, and keeping eye contact. In and community and employment experi- often, educators fail to do this or do so in addition, they recommend that students ences. It may also include a list or photo an unsystematic way, and they uninten- put an advocacy plan in place, of which of their awards and recognitions. Not tionally help precipitate misbehavior. conducting their IEP meetings is a cen- only does the portfolio make it easy for Monitoring is another powerful tool tral part. To prepare, students inventory students to access information, they can to help students learn appropriate behav- their strengths, areas to improve, and also review it before an interview or use ior. First, it tells students that adults are goals and choices for learning all of a photo to spur a discussion about their watching them and that they care. Sec- which they present at the IEP meeting. accomplishments. ond, it can be used as positive reinforce- The students also work with their teach- Another idea is to have students ment. And third, it gives us data. The ers to determine what to put on their IEP, make a professional data card on card presenters agree that educators should set up a meeting time, and send out invi- stock, which, when tri-folded, becomes use data, both for individuals and for the tations. the size of a credit card. The student can school, to guide their behavior plans and After the IEP meeting, the students carry the card with them, and when they to make adjustments where needed. monitor their progress, either by check- apply for a job, their information is at Positive reinforcement is also crucial ing their grades or giving their teachers a their fingertips. for students with problem behaviors. progress sheet to complete. And if a Accessing personal data is also im- Sugai recommends giving these students problem occurs, the student sets up a stu- portant. Students can put all manner of some t&geted positive reinforcement on dent/teacher conference to discuss the information in an easily accessible file. an hourly basis. Positive reinforcement problem and determine a course of ac- Contents should include a copy of their not only helps children learn what is ap- tion. In addition, the student, with help birth certificate, passport, social security propriate and develop self-esteem, it also from the special education teacher, up- card, driver's license, bank card informa- communicates high expectations of suc- dates his or her IEP every quarter. tion, and medical information. It should cess. Begun further helps his students pre- also include a list of important phone However even when teachers imple- pare for the future with his "2-minute numbers: parents, who to call at the uni- ment these strategies, they shouldn't ex- drill." Upon entering his classroom, each versity if a particular service is needed, pect to see quick results. student gives him a firm handshake, tells emergency numbers, and internet urls. "We must understand that the rate of how yesterday went, how today is going, And they shouldn't forget items that change for these students will be slow and what he or she will accomplish in his make life easier: how to get gooky stuff and incremental," says Sugai. "Many of class today. This gives students practice off an iron, what products to buy for cer- these students will require behavioral stating their needs professionally and tain situations, recipes.... supports throughout their academic ca- concisely a skill they will use when Finally, the students are given strate- reers." trying to get the attention of busy profes- gies to ensure the material does not get sors or employers. lost. For example, resumes should be on Neparing St.gdeMs with Learning Walker and Begun also have their a disc and in print and placed in a folder. Bisalaties CoODege and students prepare a portfolio, which con- And, students are warned not to give Beyond tains information about their academic away their last copy of anything! While self-advocacy is key to preparing and extracurricular accomplishments. Its For more summaries of convention sessions, students for college and the work world, contents include copies of their tan- see the CEC Web site, www.cec.sped.org.

149 CEC TODAY MAY/JUNE 2001 125 MLEMD[AM OoCEC

jume October 4 -8, 2001 October 25-27, 2001 June 22-24, 2001 CCBD International Conference "Pro- CEDS 2001 Topical Conference. Hotel CEC-Franklin Covey Workshop: 4 Roles of gramming for a Diverse Population of Montelleone, New Orleans, LA. Contact: Leadership. Chicago, IL. Contact: CEC, Children and Youth with Emotional/Be- Sandra Latchford, 60 Surrey Crescent, Fred- 1110 North Glebe Road, Suite 300, Arling- havioral Disorders." Atlanta Airport Hilton ericton, NB E3B 4L3, Canada, 506/453- ton, VA 22201-5704, 888/232-7733, conte- and Towers, Atlanta, GA. Contact: Lynda! 3515, FAX 506/453-4765, [email protected]. [email protected] Bullock, University of North Texas, PO Box 310860, Denton, TX 76203, 940/565-3583 (0), FAX 940/565-4055, November 77-9, -9, 2001 July 19, 2001 [email protected]. Arkansas Federation Conference, "2001: Missouri-DLD/CECS Annual Summer Con- October 11-13, 2001 A Special Education Odyssey." Austin ference. Ramada Inn, Columbia, MO. Con- DCDT 11th International Conference, Hotel and Hot Springs Convention Center, tact Joan Seidel, Registrar, 3802 Franklin, 'Transition: Exploring New Frontiers." Hot Springs, AR. Contact: Deborah Swink, Hartsburg, MO 65039, 573/657-4601, or Denver Marriott City Center Hotel, Denver, Arch Ford Education Service Cooperative, [email protected] CO. Contact: Ann Pearce, Colorado Depart- 105 N. 6th St., Heber Springs, AR 72543. ment of Education, 201 E Colfax Ave., Rm. 501/362/3404, FAX 501/362-7203, ocgolloer 300, Denver, CO 80203, FAX 303/866-6811, [email protected] [email protected]. October 4-5, 2001 November 7-10, 2001 DID Annual Conference, "Bridging the October 18-20, 2001 California Federation Conference, Bahia Gap Between Research and Practice." San Florida Federation Annual State Confer- Resort Hotel, San Diego, CA. Contact: Antonio, TX. Contact: Charles Hughes, Penn ence, "Return to Miami Magic." Airport 916/443-3855, e-mail: State University, 227 Cedar Building, Uni- Hilton, Miami, FL. Contact: Diana Morales, [email protected] versity Park, PA 16802, 814/863-1699, FAX 1445 SW 13th Street, Miami, FL 33145, 814/863-1002, [email protected]. 305/631-0140, [email protected].

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