CEC Today, 1999-2000. INSTITUTION Council for Exceptional Children, Arlington, VA

DOCUMENT RESUME

ED 461 949 EC 308 287

AUTHOR Voyles, Lynda, Ed. TITLE CEC Today, 1999-2000. INSTITUTION Council for Exceptional Children, Arlington, VA. PUB DATE 2000-00-00 NOTE 140p.; Published irregularly. AVAILABLE FROM Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589. Tel: 888-232-7733 (Toll Free). PUB TYPE Collected Works Serials (022) JOURNAL CIT CEC Today; v6 n1-8 Aug 1999-Jun-Jul 2000 EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Academic Standards; Asperger Syndrome; Beginning Teachers; Behavior Modification; Charter Schools; *Classroom Techniques; *Disabilities; Elementary Secondary Education; Home Schooling; *Problem Based Learning; Reading Comprehension; *Student Motivation; *Teacher Certification; Teaching Methods; Testing; Thinking Skills IDENTIFIERS *Council for Exceptional Children; Williams Syndrome

ABSTRACT The eight issues for volume 6 of the "CEC Today," a newsletter exclusively for members of the Council for Exceptional Children, include the following featured articles: (1) "How To Set up a Classroom on a Tight Budget"; (2) "Survival Tips for First-Year Teachers";(3) Get the Training You Need To Stay Ahead of the Curve!"; (4) "Get the IDEA!...And Stay in the Legislative Loop";(5) Teaching--A Look at Teachers' Responsibilities Today"; (6) "Advocacy--A Must for Parents of Children with Exceptionalities"; (7) "Pre-Convention Workshops--Your Ticket to In-Depth Learning"; (8) "Getting to Canada--It's Easier Than You Think"; (9) "CEC and FamilyEducation Network Forge an Exciting New Partnership"; (10)"ADHD Treatments"; (11) "The Law and You";(12) "Ritalin Testimony"; and (13) "Multicultural Symposium." (AA)

Reproductions supplied by EDRS are the best that can be made from the original document. CEC Today, 1999-2000

Exclusively for Members of the Council for Exceptional Children

Volume 6 Numbers 1-8 August 1999-June/July 2000

Lynda Voyles, Editor

U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. 503(2.4- O Minor changes have been made to imOrove reproduction quality.

TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 2 official OERI position or policy.

BEST COPY AVAILABLE ZENNOME K12MEMBERSCir, 11112COUNCIL EXCEPTIONALCHILDREN VoL. 6 No. 1 AUGUST 1999

Donl Forrg. eU Special Education Teachers Now Eligible for Recognize an outstanding colleague or area business National Board Certification today for one the following With the advent of national board stan- reform efforts and serve as a resource for CEC awards! dards for special education, exemplary other educators. special education teachers are now eligible for By setting rigorous standards and recog- certification by the National Board for Profes- nizing and rewarding those teachers who J. E. Wallace Wallin meet those standards, NBPTS has done Special Education Lifetime sional Teaching Standards (NBPTS). Teach- Achievement Award ers who achieve NBPTS certification much to advance the teaching profession. represent the very best of the teaching pro- NBPTS certification is hailed by states, Clarissa Hug local districts, and professional educators Teacher of the Year Award fession: they are knowledgeable, make sound judgments about student learning, across the nation. CEC Special Education and act effectively on those judgments. "For the National Board to recognize and Research Award These exceptional teachers exemplify elevate the teaching profession is very im- CEC Outstanding teaching professionals who go above and portant, as is the effort to recognize exem- Leadership Award beyond general teaching responsibilities. plary teachers and set standards for the Teachers who attain NBPTS certification profession, said Bob Garcia, member of CEC Business Award are often rewarded for their accomplishments, the NBPTS Exceptional Needs Standards including national and local recognition and, Committee and teacher of the severely disabled. "Every state has minimum standards Nominations are due in many states and/or districts, increases in November 1, 1999 pay. In addition, they are also often called on to assist with educational policy and school Continues on page 5 Nomination forms and instructions are available on CEC's Web site: www.cec. Researchers Look at Special Education sped.org (in the "About CEC" section). To receive forms by mail, contact CEC: 888/232- Today and for the Future 7733 x49I or sharonr@ cec.sped.org. Researchers at challenges, requirements for successful in- the Office of clusive settings, preparing students as they Special Education transition into a changing work force, and Programs (OSEP) the latest brain research that may alter the Leadership Project way individuals with developmental lan- Directors' Confer- guage disorders are identified. ence in Washing- The Urban Challenge How to Set Up a Classroom on a (KIDEAton, D.C., shared !! that light Budget 6 _Wctheir insights into Special education in the new millennium calls Oftl,OISP.i. the factors affecting for more effective teaching, powerful learn- Focus on Disability Lducatinn P Williams Syndrome 11 special education ing, and higher achievement for all students,

It Seemed like a Good Idea today and how they will influence the fu- said Tom Payzant, superintendent of Boston at the lime 12 ture. Nearly 350 participants examined the Public Schools, during his keynote address. issues facing special education as the next millenniun-t approaches, including urban Continues on page 9

3 State Farm Good Neighbor Award Nancy Barnett Impact on General Education The program's impact does not stop Turning "I Can't" into "I Can!" with the I CAN workers. While Bar- nett's students gain self esteem and independence, their community involve- and note cards crafted from student- ment and innovation inspires volun- made paper. teerism from general education teach- Barnett's students, who are 14-21 ers and students. years of age with a range of disabili- "General educators have come to us," ties, work in as many facets of the I Barnett said. "If special educators are CAN work program as possible forcing kids on someone, and (the stu- woodworking, packaging, mailing, la- dent) has to be there, then there's resent- beling, cleaning, and sales (including ment both ways, but it's wonderful when _ invoicing, using the cash register, and you can turn it around and see (the gen- marketing). The students meet weekly eral educators) coming to these kids." AfEler 20 years of teaching, Special to discuss products, work schedules, In addition, general education stu- ducation Teacher Nancy Barnett job performance, and peer relation- dents volunteer their after-school time in found herself "two inches away from ships; and they vote on everything. the store and, in turn, friendships build. burn-out." Frustrated with a number of Eventually, Barnett's students learn to "Our general education kids are not failed attempts to reach her special edu- work with less prompting, assistance, afraid to push a wheelchair," Barnett cation students, Barnett almost walked and reliance on adults. said. "(The program) has changed their out of her Southside High School class- After high school, some of Barnett's attitude." room in Muncie, Ind., forever. But a students are placed in jobs in the com- The I CAN Project has changed a lot $2,000 federal grant, a supportive prin- munity or within the school. Others of attitudes. Barnett looks back on the cipal, a gut feeling, and $5,000 of her work in sheltered workshops or partici- days before the I CAN project started own money turned an "I can't" attitude pate in the Beyond I CAN program, for and remembers her near burn-out. into an "I can" way of life for Barnett students over 21 years old who are inter- "We were doing the same things and her students. The resulting hands-on ested in running a business. over and over again, and they weren't project called "I CAN" has inspired her working," she said. special education students, the general I CAN Workers Serve the Now, with this hands-on project, the education community, and one singed Community school and community have become in-

special education teacher to do more 1 Barnett's students participate in a num- volved, student discipline problems are than they ever thought possible. ber of community projects, including down and attendance is up. (And by the delivering quilts they have made to chil- way, Barnett's original $5,000 invest- The I CAN Project dren with AIDS. With this activity, the I ment has been recovered from the The I CAN Project is a service learn- CAN workers not only learn how to store's profits.) Deep down, Barnett has ing model that integrates math, sci- make a quilt, they also experience what always known her students can succeed. ence, and English into teaching it is like to have a sick child or be sick in Now she knows she can too. business and employment skills to stu- the hospital. The students also use some dents with disabilities. Through the of the store's profits to buy toys they do- The Award project special education students nate to the Toys for Tots program. Pro- The State Farm Good Neighbor Award tackle real life issues, show the com- jects such as these have placed Barnett's for specigeducation was developed in munity what they can do, and get in- 1 students on the giving side of commu- cooperation with The Council for Ex- volved with community giving. nity involvement. Now, these students ceptional Children. Each of the 12 re- recognize need in the community and cipients announced throughout the "Special Items by Special ask how they can help. year receives a $5,000 check payable People" Barnett's students are eager to to the educational institution of the re- The I CAN store sells a number of share the program's success with in- cipient's choice, recognition in na- "special items by special people." Bar- terested educators. They present the tional publications, and a commem- nett's students, who also call them- program to college classes in special orative plaque at a special ceremony at selves I CAN workers, make a number education and host visiting teachers his or her school. of products out of raw materials and throughout the year who want to start CEC congratulates Nancy Barnett then sell them in the store. These prod- a similar program in their own school. on her innovative contributions to the ucts come in a variety of colors and Barnett's students also presented their education of exceptional children and patterns and include charming program at the Illinois CEC Federa- youth. stamped tea towels, stationary sets, tion conference. 4 2 CEC TODAY AUGUST 1999 member benefits

bemade available through ERIC. Doc- ERICAn Exceptional Resource for uments are evaluated according to the following criteria: substantive infor- Special Educators! mation, clear writing style, timeliness, sound methodology, applicability of Does one of these scenarios de- How Can I Get Documents or content to other settings, and adequate scribe you? Articles from ERIC? references. You're working on a paper for a Full-text copies of most ERIC docu- Documents must be legible and eas- class, and you're having difficulty ments are available in ERIC microfiche ily readable. You must submit two finding resources on your subject. collections at more than 1,000 locations copies of each document along with a There's a new kid in your class, and worldwide (especially in larger libraries formal signed Reproduction Release you're not sure of the most effective and universities), by ordering them for a Form. (See http://ericec.org/ericec/ way to work with him. fee from the ERIC Document Reproduc- sbmitdoc.htm.) You presented at the CEC Annual tion Service (EDRS), and on the Internet There are no fees for contributors. Convention in Charlotte and have had at http://edrs.com. Individuals can place ERIC does not pay royalties for mater- calls from people who want a copy of an order online and receive documents ial it accepts, and it does not receive your presentation. electronically or by fax. (For more infor- royalties from document delivery oper- You are looking for ways to collabo- mation, contact EDRS, 800/443-ERIC, ations or from vendors selling value- rate with the general education teach- e-mail: [email protected], or Web: added versions of the ERIC database. ers in your school. http://edrs.com.) Journal articles are Where can you go for information available through the originating journal, For More Information... on special education topics? Where interlibrary loan services, or, for a fee, To learn about ERIC's complete array of can your paper get wide distribution in through article reproduction clearing- services, see the ERIC Web site: http:// the special education community? The houses. ericec.org or contact ERIC at 800/328- answer: the ERIC database! 0272 or 703/ 264-9472, e-mail: ericec@ How Can I Contribute to the cec.sped.org, or mail: ER1C/1920 Asso- What's ERIC? ERIC Database? ciation Drive/ Reston, VA 20191-1589. The Educational Resources Informa- If you have recently written a paper re- tion Center (ERIC) is a federally lated to the education of people with With ERIC, It's Never "Out of funded information network that in- disabilities and/or gifts, your work can Print!" 0 cludes the world's largest database on education. ERIC collects education-related documents and makes them searchable and available to the public. Special Education Teachers Now Eligible for The ERIC database is a rich source of National Board Certification 11 information, containing summaries of Researchers Look at Special Education Today more than 1 million documents and and for the Ftiture Ji journal articles. Turning "I Can't" into "I Can!" August 1999 Vol. 6 No. 1 Where Can I Find the ERIC Member Benefits S Database? , (EC Today is published 10 times a year, Jan/Feb, March, April/May, June, July, Aug., Sept., Oct., Nov. Advocacy in Action In printResources in Education I and Dec., by The Council for Exceptional Children, (RIE) and the Current Index to Journals 1920 Association Drive, Reston, VA 20191-1589. Student CR Spotlight 6 in Education (CIJE) provide abstracts in Telephone 888/232-7733, TTY 703/264-9446, Canada 7 print form. The Thesaurus of ERIC De- [email protected], Web: www.cec.sped.org. scriptors lists the subject headings used (EC Todayisnot copyrighted. Members are Division Focus encouraged to copy and disseminate information in in cataloging documents and articles. Professional Advancement 71 QD On the InternetSearch the data- this publication. CEC President: William K. Bogdan Diversity RD base at http://ericec.org. Executive Director: Nancy D. Safer On CD-ROMThousands of loca- Member to Member J12 Editor: LyndaVoyles tions offer ERIC searches via CD- Contributing Echtors:Jacki Bootel, Public Policy; Susan Speaking Out .16 ROM. You can buy ERIC CD-ROMs Berger!, Publications; Jane Burnette, Information Services; CEC President Bill Bogdan Sets Goals for CEC through several vendors. Call 800/799- Margie Crutchfield, Professional Standards; Kayte Fearn, 1999-2000 ERIC for more information. Diversity; Anmarie Kailas, Conventions; Hannah Kerby and Calendar of Events 116 At one of the 16 ERIC Clearing- Sharon Riechmann, Communications; David French and houses. Susan Simmons, Membership

CEC TODAY AUGUST 1999 3 years, citing the ever-increasing spe- CAN Workshop toany interested mem- Advocacy in Action cial education population and the bers, as well as members from other or- strong emphasis on high education ganizations eager to learn where CEC standards for all students that was con- stands on a wide variety of issues. tained in the 1997 reauthorization of By opening up the meeting to both IDEA. Although Congress initially CAN and non-CAN special educators, seemed to support increased funding CEC's Public Policy Unit obtained for various education programs, in- input on the state and local issues that cluding IDEA, the FY 2000 Education CEC members are concerned about. Budget reduces overall funding by Some of the issues discussed included $200 million below an FY 1999 freeze. the availability (or lack thereof) of ap- CAN members also stressed the im- propriate teacher training programs, de- Iowa CAN Coordinator Carl Smith meets portance of IDEA's support programs, velopment of alternative assessments with Sen. Charles Grass ley, R-Iowa. which enhance all aspects of practice. In for students with disabilities, and the re- CEC Members Take to the Hill with addition, CEC's CAN representatives tention of quality special educators. a CAN-DO Attitude! urged congressional members not to In addition to discussion about school enact any IDEA amendments, including working conditions, attendees expressed CEC representatives met with congres- those attached to pending juvenile justice concern that students with disabilities are sional members and their staffs to re- legislation. They reiterated their "no ces- being victimized and excluded from the late CEC's position on key special sation of services" policy for any student general classroom due to the country's education issues during the 1999 CEC who is expelled from school, and they reaction to recent violent behaviors in Children and Youth Action Network's stressed the importance of passing gifted the nation's schools. Teachers are also (CAN) Workshop/Legislative Summit. and talented legislation that the House becoming "social workers," helping stu- CAN representatives explained why and Senate is currently considering. dents connect with outside service agen- it is necessary to continue the funding cies. Several attendees also objected to increases for Individuals with Disabili- CEC Members Raise Issues linking teacher salaries with student ties Education Act (IDEA) programs for CEC to Address scores on standardized tests. CEC will passed by Congress over the past three For the second year, CEC opened its look into ways other states are successfully dealing with these and other issues. Also during the CAN meeting, CEC Supremo Court DocrIstu Joopardzos EmptymouL conducted an activity to assist CEC in Sortykos Sakont wAt MsaMitits being more responsive to its constituents. The Supreme Courtrecently said that indi- The court's ruling also puts individuals Attendees provided input on such viduals with disabilities who take medica- with disabilities, including students transi- questions as: tion, use technology, or employ other tioning into the work force, in a double What needs will constituents have assistive devices may no longer be con- bind should they face employment dis- sidered disabled. The court reasons that crimination. In such cases, individuals over the next five years? with the use of "mitigating measures," with disabilities must prove they have a What is CEC's role in filling those such as those mentioned above, an indi- disability that impairs major life activities needs, and how should it be done? vidual with a disability may be able to fully while at the same time proving their dis- How can CEC reduce time between participate in major life functions. For ex- ability does not disqualify them for a job. identifying a need and taking real action? ample, an individual with epilepsy could Thus, a student with a learning disability How can CEC provide opportunities take medication to control seizures. With would first have to prove that even though for input and review without gathering the medication, that individual can partici- he or she had learned accommodating pate in major life functions and would no strategies that enables him or her to per- for face-to-face meetings? longer be considered disabled. form a job, the student still has a disability How can CEC use ad hoc groups of that impairs major life functions. Once that experts and key stakeholders to ad- While this ruling from Sutton et al vs. is proven, the student would then have to dress important legislative issues? United Air Lines, Inc. and related cases prove that despite his or her limiting dis- How can CEC use its wealth of pub- was aimed at individuals who are claiming ability, he or she is still capable of per- lic policy knowledge and expertise in discrimination for having a disability in forming the job. hiring and employment practices, it may making decisions? impact students with disabilities. For in- Fortunately, the court's ruling will have no Based on the responses to these stance, students with attention deficit/hy- impact on students receiving special edu- questions, CEC will determine the best peractivity disorder who are taking ritalin cation services under the Individuals with ways to meet members' needs. To pro- and receive services under the Americans Disabilities Education Act or SSI, as those vide input, contact Jaclyn Bootel at with Disabilities Act or Section 504 may laws have their own criteria for eligibility. 703/264-9437, fax: 703/620-4334, or no longer be eligible for those services. e-mail: [email protected].

4 CEC TODAY AUGUST 1999 u Certification,from page Thus far, several states and districts give didates invited a teacher in technical ed- teachers must meet. Here we're look- NBPTS-certified teachers an additional ucation and art to speak to them so they ing at what sets aside the teacher doing step on their pay scale, while Florida could learn more about interdisciplinary above and beyond normal teaching regives its certified teachers a $10,000 instruction. sponsibilities." stipend. Additionally, some states are Teachers also found that their NBPTS was established to develop considering reciprocity for board certi- growth continued long after the certifi- high and rigorous standards for what ac- fied teachers, making it possible for cation process ended. Not only do they complished teachers should know and teachers to obtain licensure in different change their classroom practices, they be able to do, to develop and operate a states without meeting any additional re- do so with a firm foundation of under- national voluntary system to assess and quirements. standing and effectiveness. They also certify teachers who meet those stan- NBPTS-certified teachers have also find themselves sharing and collabo- dards, and to advance related education been given broader responsibilities in rating with other teachers about what reforms to improve student learning. their schools and districts. Some of the they know, so that they build a com- Since its inception in 1987, NBPTS has positions they have been asked to fill munity of scholars that promotes better created standards in more than 30 fields include serving as an adjunct profes- educational practice. around student developmental levels sor, developing training modules to "Nothing else has offered me a vi- and subjects taught. help teachers attain certification, serv- sion of what education could be like NBPTS involves practicing teachers ing on a task force for the National and opportunities to participate in in every aspect of board certification, in- Teachers Hall of Fame, and acting as making the vision a reality.... Analysis cluding policy, standards, test portfolio curriculum specialist. and self-reflection about my practices exercises, and assessment. CEC is proud Kathy McKinley, special education have become automatic," said Ann to report that three of CEC's past teacher from Ann Arbor Michigan Wilson, a nationally board certified Clarissa Hug Teachers of the Year partic- Public Schools, earned national board teacher. ipated in the NBPTS standards develop- certification for Early Adolescence/ "It (board certification) is certainly a ment: Rosalie Dibert, Matty Generalist. After receiving certifica- cure for burn-out," added McKinley. Rodriguez-Walling, and Ann Welch. tion, McKinley was asked by the math "You have thought about what you are department to participate in their cur- doing, and you know it is right, and you Certification for Special Education riculum planning. are growing and changing and doing Teachers "It was very powerful," McKinley good things for kids." Special education teachers can earn said. "It was one of the few times spe- National Board Certification in any of cial education has been involved in The Obstacles... five areas: conversation about a mainstream con- and Ways Around Them Early Childhood (birth to 8 years). tent issue. I was very honored." Attaining national board certification Mild and Moderately Impaired (5 to But more than the extrinsic rewards is not without obstacles, with time, 21+ years). that come with certification, teachers money, and rigorous standards topping Severe and Multiply Impaired (5 to have valued the professional and per- the list. 21+ years). sonal growth they gained. Going Those who have gone through na- Visually Impaired (birth to 21+ through the certification process, tional board certification warn that new years). which has been likened to earning a candidates should make sure they have Deaf/Hard of Hearing (birth to 21+ master's degree in a year, gives teach- the time and energy to devote to the years). ers the opportunity to reflect on their process. In addition to allowing at least In addition, numerous diverse set- practice, analyze student work, and de- 10 hours a week to work on their candi- tings for instruction are recognized, in- scribe their instructional decisions dacy, former applicants also recommend cluding home-based programs, resource based on their understanding of stu- that new candidates chose a stress-free rooms, transition programs, inclusive dent learning, according to McKinley. time to apply. classrooms, self-contained classrooms, "It is the most intense growth pe- The second obstacle is cost. Apply- cross-categorical classrooms, collabora- riod you will have undergone," said ing for national board certification costs tive classrooms, and pre-vocational pro- Garcia. "Unlike college, you will be $2,000, which covers administration grams. And, the standards recognize doing this with your class and your and scoring. Fortunately, organizations teachers in diverse roles, ranging from kids. You will improve your teaching such as NEA and AFT offer loan subsi- teachers to teacher consultants to be- as you expand your borders." dies, and many states provide part of the havior specialists to infant/toddler In addition, national board candi- fee. To learn about subsidies for NBPTS home trainers. dates expand their knowledge base by certification, see www.nbpts.org or call consulting with outside speakers to 800/22TEACH. The Rewards learn about educational practices they The rigorous standards make up the Earning NBPTS certification results in need to know for the assessment. For both extrinsic and intrinsic rewards. example, McKinley and her fellow can- Continues on page 15

1.1 CEC TODAY AUGUST 1999 5 student eec spotlight

Local businesses and companies How to Set Up a Classroom on a sometimes help by donating money, supplies, or items that could be used in a Tight Budget fundraiser. The company may also be willing to send a guest speaker to talk BY KRISTEN WALLITSCH demonstrate the difference between about his or her business and how it Wat do the Internet, toilet paper, recently published books and those works. and creativity all have in com- written in the past. Pictures can be Take inexpensive field trips around mon? Until you begin to prepare your used from the books for various pur- the school or to a place where the class classroom, the answer may have been poses: writing prompts, collages, or can walk. Instead of taking a field trip to nothing. But these items can be used to student projects. the zoo, go to a nearby park or forest set up a classroom on a tight budget. Old games can be reinvented. If and discover new creatures, plants, and Faced with limited funding, many pieces or rules are missing, make them animals. Visit a local business to learn teachers struggle to find ways to build up, have the students create their own, about the skills needed to work there. the best possible environment for their or substitute pieces with other re- This will help students see the connec- students. The following suggestions sources (e.g., buttons for markers). tions between school and real life. may help you create a classroom as Furniture can also be transformed with close to your expectations as possible art materials before it is added to the Seize Student Rates without draining your wallet. classroom. Organizations such as CEC offer student rates on membership and conven- Keep Those College Projects Save, Save, Save! tion fees. Membership entitles each Throughout college you are given many Many amazing things can be done person to magazines and journals that different assignments that require hard with recycled items. Turn your trash provide information on how to create work and research. Hang onto your into cash and save on your budget. the perfect classroom. Attending con- work when it is completed and file it Items such as toilet paper rolls, paper ventions helps future teachers network where you can find it when you need it. towel rolls, tissue boxes, cereal boxes, with other education professionals. Creating binders of information magazines, and shoeboxes can be And, convention vendors sometimes that can be easily accessed will be saved for craft projects that link to offer discounts if you make a purchase helpful. Putting the many long hours lessons. Items such as jars, from pick- at their exhibit and often give out free of work to good use as a pre-profes- les or peanut butter, or plastic contain- product samples and materials. sional can help to save time and ers, from yogurt or sour cream, can be money as a teacher. used as storage for crayons, pencils, or Surf the Web math manipulatives. They can also be Numerous resources on the Internet Scour Yard/Garage Sales used for class activities. can be used in the classroom. Various Books, games, and furniture can be Web sites offer lessons that will fill found at yard and garage sales as well Capitalize on Fundraisers and one period or thematic units that will as second-hand or thrift shops for Grants extend over a longer period of time. much less than the store-bought price. Grant opportunities can be found on the (See the box to the left to get started.) Books with old publishing dates have Internet, from other teachers or admin- multiple uses. They can be used for istrators, or from local community re- Share with Colleagues literature-based purposes and to sources. Depending on the grant you Teachers often share resources, advice, apply for, you can receive items such as and ideas. Find a buddy and agree to computer software, books, or supplies make an extra copy of every resource IlnaugleRescomes for your classroom. Take advantage of you find. Teachers can also share ma- the Foundation for Exceptional Chil- terials such as lesson plans or books. Parents, teachers, and students can use dren's minigrants for teachers. See the Sharing will help add necessary ele- the addresses below to obtain useful resources. CEC Web site, www.cec.sped.org, for ments to the classroom. more information. www.askeric.orgNirtual/Lessons Some schools sell magazines, Ask! www.lessonplanspage.com candy, or gift certificates to raise Most of all, don't forget to ask for money for student and teacher needs. help. If you say your project is for the www.eduplace.com i. Turn the fundraiser into a lesson. Stu- students in your class, you will be sur- www.morriscatholic.org dents can be given roles and responsi- prised how much you will get for such bilities and be required to keep track of a small investment. 0 www.familyeducation.org the amount of money raised by using charts or diagrams.

6 CEC TODAY AUGUST 1999 canacla

Canadian CEC Members, Meet Your New Your Canadilan CIEC EllOcagiue Commrales Vice President! Members Barb Lucier, municating via e-mail and Web sites, Vice President, members living in remote areas can PresidentFaye McConnell Executive Com- network with their colleagues and in- #403-9700, 92nd Avenue <4,-) mittee, fluence Canadian CEC activities. Grande Prairie, AB T8V 0H4 Canadian 780/532-0743 (0) Council for Ex- Making CEC the No. 1 Special 780/538-2561 (H) 780/539-6659(FAX) ceptional Chil- Education Source for Canadian fdgy@telusplanetnet dren Governments Lucier would like CEC to become a President ElectElizabeth Bond arb Lucier brings a wealth of CEC known leader in advocacy and gov- 100 Main Street, West leadership experience along with ernmental relations within Canada. B Hamilton, ON L8N 3L1 almost 15 years of classroom teaching Faced with a provincial government 905/521-2502 (0) experience to her new position as vice and no federal-level structure, Lucier 905/827-8646 (H) president of the Canadian CEC Execu- hopes to set up grassroots advocacy 905/521-2538 (FAX) tive Committee. Luciera resource within each Canadian CEC federa- [email protected] teacher at Sansome Elementary School tion. She will encourage Canadian in Winnipeg, Manitobawill focus on CEC leaders to build and sustain rela- Vice PresidentBarb Lucier three major goals during her tenure: tionships with their respective educa- 881 Lorette Avenue Increasing Canadian CEC member- tion minister. Winnipeg,MB R3M 1V2 ship. 204/889-6000 (0) Enhancing visibility of CEC within Special Education Teaching 204/452-3030 (H) Canada. Conditions 204/889-6007 (FAX) Continuing the work of CEC's Com- As a member of CEC's Commission [email protected] mission on the Conditions of Special on Special Education Teaching Condi- Education Teaching. tions, Lucier is currently contributing Past PresidentTom Tupper to a summary report the Commission 3469 St. George's Avenue Connecting Canadian Special hopes to finalize by January 2000. North Vancouver, BC V7N 1V7 Educators to CEC Upon completion, Lucier will help 604/987-6667 (0) Through the membership task force, a disseminate the Commission's report 604/985-7518 (H) 604/987-8967 (FAX) component of the Canadian CEC Ex- to the special education field in [email protected] ecutive Committee, Lucier will devise Canada. strategies to get new members con- Lucier, an Experienced Leader Canadian Governor-at-Large nected to CEC within the first 2-3 Candace Borger months of their joining. Unfortunately, In addition to the Canadian CEC Ex- 1809 277 Wellington Crescent getting Canadian members actively in- ecutive Committee, Lucier is complet- Winnipeg, MB R3M 3V7 volved is difficult since many mem- ing her 3-year term as governor of the 204/885-1334 (0) bers, especially in northern Canada, CEC Manitoba Federation. She has 204/477-5467 (H) live in very remote areas, Lucier says. served as chair of the communica- 204/885-7594 (FAX) In some of these areas, travel is limited tions, membership, and professional [email protected] to certain times of the year. development committees of Canadian Canadian members who live near CEC. Also, Lucier has been an active Director, Canadian CEC Office major centers tend to fill the commit- member of the Manitoba CEC Federa-Bill Gowling tee roster because they face fewer tion, including service as president 1010 Polytek Court, Unit #36 physical obstacles in meeting with and chair of the federation's confer- Gloucester, ON K1J 9J2 other committee members. Despite ence, awards, membership, public pol-613/747-9226 (0) this, Lucier will encourage her col- icy, and public relations committees. 613/820-3056 (H) leagues on the executive committee to And, as a student in the mid-1980s, 613/745-9282 (FAX) think of creative ways, including the Lucier presided over the student chap- [email protected] use of communication technology, to ter at the University of Manitoba, www.igs.netl-ccec encourage participation on various Winnipeg. 0 www.cec.sped.org/ab/canadianThtm Canadian CEC committees. By com-

CEC TODAY AUGUST 1999 7 * CASE * CCM * CEC-DR * CEC-PD * CEDS * DCCD * DCDT * DDEL *

Division Focus The System of Special Education in Russia. Toward Inclusive Schools in the Czech Re- public: Integrating Children with Disabilities. CASE The journal also contains a review of The Council of Administrators of current studies and initiatives in a number Special Education of different countries as well as an anno- tated list of selected Web sites for interna- During the CASE July meeting in Washing- tional special education topics. ton, D.C., the CASE Executive Committee All DISES members receive the journal approved a statement on discipline and a as a benefit of their division dues. For guidelines paper on benchmarks. Both pa- guidelines on submitting manuscripts, con- pers are available on the CASE Web site, tact Robert Michael, School of Education/ http://members.aol.com/casecec. State University of New YorkNew Paltz/ The CASE Executive Committee regret- New Paltz, NY 12561/USA or e-mail: fully accepted the resignation of Margaret [email protected]. McLaughlin, who served as the committee's We would welcome you as a new DISES research liaison. McLaughlin resigned be- positive partnerships among school person- member ($15 as a professional member; cause she has accepted a new position as ex- nel, parents/caregivers, and community ad- $7.50 as a student member). Mail your divi- ecutive director of the Kennedy Foundation. vocates. sion dues along with your CEC membership Congratulations and best wishes, Maggie! For information about the 2000 forum, ID# to CEC/P.O. Box 79026/Baltimore, Md. Registration forms for the CASE confer- contact Lyndal Bullock. 21279-0026. ence have been mailed to CASE members with the July/August newsletter. The 10th DEC annual conference will be held Nov. 18-20, TIED 1999, in Chandler, Ariz. Non-CASE mem- The Division for Early Childhood The Teacher Education Division bers may obtain a registration form from The DEC Executive Board recently mailed The new TED President, Shirley Ritter, will the CASE Web site or by contacting the 6,500 yellow cards asking what DEC can do continue to lead TED's engagement in orga- CASE office at 800/585-1753. for its membership. Few cards were com- nizational restructuring. pleted and returned. Although well inten- Outgoing President Elizabeth Kozleski CCEBD tioned, our method was not very successful initiated a dialogue with other teacher edu- The Council for Children with in getting widespread member input. We cation organizations within general educa- Behavior Disorders encourage our members to respond to the tion, such as the American Association of division's priority outcomes or to suggest Colleges of Teacher Education and the As- The 1999 International CCBD Conference new or additional ones for our organization. sociation of Teacher Education, to develop a will be held in Irving, Texas, Sep. 30-Oct. 2. Feel free to contact DEC President David shared agenda for preparing teacher candi- The conference includes workshops, two Sexton by mail: Human Development Cen- dates. Specific steps for greater partner- pre-conference forums, 17 topical training ter/Building #180/1100 Florida Ave./New ships taken thus far include sponsoring strands, panel discussions, product dem- Orleans, La. 70119, 504/942-8217, fax: honorary membership for each organiza- onstrations, roundtables, and much more. 504/942-8295, or e-mail: dsexton@ tion, establishing links on each organiza- For information contact Lyndal Bullock at hdc.Isumc.edu. Or, contact Amy Whitehead tion's Web site, and hosting a joint 940/565-3583 or e-mail: bullock@ by e-mail: whitehead@ waisman.wisc.edu. symposium on teacher education issues. tac.coe.unt.edu. Similarly, TED is exploring ways to ex- The next CCBD International Forum will be IBISES pand its membership and perspectives to held in Norfolk, Va., Feb. 18-19, 2000. The The Division of International include colleagues in public education in- forum's topic is "Positive Academic and Be- volved in continuing professional develop- havioral Supports: Creating Safe, Effective, Special Education and Services ment. The division has recognized that and Nurturing Schools for ALL Students." The DISES publishes a multidisciplinary journal teacher education does not end when forum will focus on positive academic and be- for reporting original contributions in the de- teacher candidates exit their professional havioral supports for all students so they can livery of special education programs and preparation programs. Consequently, it is learn and develop academically and socially. services to individuals with disabilities important to establish and maintain a part- Some of the presentations will address throughout the world. Categories for articles nership with public education agencies to Creating safe, effective, and nurturing include: research reports, program descrip- address critical induction and continued schools in the 21st century. tions, case studies, position papers, and re- professional development issues. Curriculum and instructional strategies. views. The following are some of the articles The 1999 TED Conference, "Balancing Establishing and promoting disciplinary in the most recent issue of The Journal of In- Unity and Diversity: Professionals Preparing practices at the building, classroom, and stu- ternational Needs Education: for a Changing Educational Environment," dent levels. Preparing Hong Kong Schools to Establish will be held in Palm Springs, Calif., Nov. 10- Establishing school environments that en- School-Based Problem-Solving Teams: A 13, 1999. For more conference information, sure positive, professional relationships Pre-Pilot Investigation. check the TED Web site, www.cec.sped.org within and among school personnel. Integration of Students with Mental Retar- under "Divisions." Establishing school climates that ensure dation in Germany.

8 CEC TODAY AUGUST 1999 10 * DEC * DOSES * OLD * DR-OD * DVO * NORD * TAG * TAIM * TED

OSEP Conference,from page 1 Before it is decided a student is unable Urban schools face unique challenges in to master a skill, educators need to try accomplishing this goal, but with effec- different interventions and supports. tive leadership, the goal can be met. Positive School ClimateAn inclu- "Today, young people must know and sive school should promote each stu- be able to do more than any other gener- dent's worth. To do that, teachers must ation to prepare for a career, citizenship, read the literature and network with and quality of life," Payzant said. teachers from different specialty areas, Increasingly, educators need more such as disabilities, so that they can im- knowledge about determining if behav- plement best practices. Teachers should An OSEP conference attendee listens at- tentively during a session. ior problems result from poor classroom also examine the standards in each sub- management or a disability as well as : ject and determine how they can help Henderson also said that creating preventing the overrepresentation of stu- students with disabilities better meet effective inclusive schools means an dents in special education based on gen- each standard. Schools should also expanded day for teachers. Finally, der and/or ethnic and cultural back- maximize teaching time. Rather than Henderson said that inclusion requires grounds, according to Payzant. taking a student from class for occupa- a high level of collaboration, not just Urban schools face increased racial tional therapy, Braille, or tutoring, between faculty members but among and ethnic diversity, a higher concen- teachers should work with the student the entire staff. tration of poor families in urban set- before or after school. tings compared to the suburbs, low Finally, "learned paralysis" should Transition: Where We Are and achievement rates, low attendance be discouraged. The staff should ex- Where We're Going rates, and high dropout rates. pect students with disabilities to per- As transition professionals prepare stu- Principals will play a key role in form the activities asked. Thus, "I can't dents for the 21st-century work force, improving teaching and learning and do that because I have XYZ disabil- they must keep in mind the social de- guiding policy rather than leaving ity," would not be tolerated, though velopment of teenagers and the specific such decisions to the courts. However, teachers may devise an accommoda- skills their students will need to suc- to be effective in reform efforts, prin- tion or other support for the student to ceed, according to Michael Bullis, asso- cipals must communicate their vision accomplish the task. ciate professor of education at the through their actions, not just their Family InvolvementInclusive University of Oregon. words. They also should possess schools must actively reach out to par- strong team-building and consensus ents. Educators can have parents sign a Working with 'Teens" decision-making skills along with the contract in which they commit to work- Educators providing transition services courage to make difficult decisions ing with their child and provide network- must always consider their students' and "do what is right," Payzant said. , ing opportunities for parents, perhaps ages and maturity levels. For example,

i through a family center. It is also vital to existing transition services tend to end Successful Inclusive Settings involve parents on a broad basis beyond when a student reaches age 21, but Successful inclusive settings require six special education. For example, parents "teen development" often extends to major elements, according to Bill Hen- can work on policy or contribute to the the late 20s, Bullis said. derson, principal of Patrick O'Hearn school newsletter. Typically, teenagers are not ready to School in Boston, Mass. They are Frequent MonitoringTo learn choose a career while in high school, MissionSchools must develop a whether or not a school and its students yet by age 14 they are expected to be mission statement that expresses its are meeting their goals, schools must involved in career planning.

goal of successful inclusion for all stu- monitor progress frequently. In addition 1 "How many of us knew what we dents and share it with students, fac- to standardized test scores, educators wanted to do at age 14?" Bullis asked. 1 ulty, staff, families, and the commu- should keep samples of student work, as Part of career planning readiness nity. All activities must include the stu- well as video and audio tapes. Teachers stems from work experiences gained dents with the most talent as well as should use these items to reflect on stu- during high school, which further chal- those with disabilities. For example, dent progress with their colleagues and lenges students with disabilities. Non- the drama club should include students with the students themselves. disabled students average about five to who are good actors and those who A Strong LeaderEffective inclu- six different paid work experiences and have difficulty with speech. sive schools require a strong leader to about 20 months of work during their High ExpectationsAlthough stu- guide the faculty and the community. high school career. However, students dents with disabilities may have limita- The leader will need to commit to inclu- with disabilities average only one work tions, staff, parents, and students sion for all students, be able to get fund- I experience during high school and may themselves should ensure that each stu- ! ing and resources, and support his or her only work for one day. dent reaches his or her highest potential. staff in educational change. Continues on page 15

CEC TODAY AUGUST 1999 9 1.1 professionall advancement

CIEC NOCIes Progrress Get in Top Form for the New Year *Romani Ohyoveiy with These "Must-Haves" from CEC CEC continually strives to infuse all CEC Headquarters and unit activities with diversity issues. CEC has instituted the fol- As you gear up for the new school Teaching Strategies: Education of lowing activities to mark progress in year, be sure you're up to speed Children with Attention Deficit Disor- meeting this goal: with a full complement of professional der.Abook for special and general ed- Suggested diversity goals for unit resources. These I 0 booksall CEC ucation teachers and parents to help planning purposes were distributed at best sellerswill help you cross the them understand and teach children the recent Leadership Institute. finish line in first place. Don't take off with ADD. Includes easy-to-imple-

The diversity goals units selected for without them! : ment strategies that work! the current year will be sent to the Office of Diversity Affairs to become part of a Survival Guide for the First-Year Spe- Tough to Reach, Tough to Teach: Stu- CEC diversity database. cial Education Teacher, Revised. Not dents with Behavior Problems. This Progress toward meeting goals will be just for new teachers, this all-time fa- popular book by a teacher of students incorporated into the database, thus with emotional/behavior disorders of- documenting CEC's diversity activities. vorite offers new ideas for experienced Special recognition will be given dur- teachers and is a must for paraprofes- fers great tips on all aspects of teaching ing the CEC annual convention to units sionals. A great gift! kids with behavior problems, from that engage in diversity. classroom setup to managing personal IEP Team Guide. Helps ALL mem- stress. For copies of the diversity goals, contact ! bers of the team perform their best in the Office of Diversity Affairs* at CEC this important educational process. Assess for Success: Handbook on Headquarters: 888/232-7733, kaytef@ cec.sped.org, or Office of Diversity Af- Transition Assessment. An essential fairs/CEC/1920 Association Drive/Re- IDEA 1997: Let's Make It Work, resource when it comes to transition ston, VA 20191-1589. Preliminary Analysis: The Law and planning, this book helps the IEP team Regulations. Tells you what you need decide what to assess and how to use Engage in a discussion of diversity goals to know about IDEA 1997 and the the data in career and life planning. with your unit leadership, and help en- regulations issued in March 1999 and sure that your federation, division, or points to resources to help comply Life Centered Career Education chapter seeks to incorporate diversity in every facet of its activities. Then be sure with the law. CEC's renowned transition curriculum that your unit's efforts are included in comes in two versions: one for young the database. What Every Special Educator Must people with no or mild disabilities Know: The International Standards (Life Centered Career Education, A *The CEC Office of Diversity Concerns has for the Preparation and Licensure of Competency Based Approach) and a new nameOffice for Diversity Affairs. Special Educators, Third Edition. one for students with moderate disabil- The latest word on standards for be- ities (Life Centered Career Educa- Min a FTS6 TO 'Rill ginning special education teachers as (ion, Modified Curriculum for well as professionals in the various Individuals with Moderate Disabili- Vancouworr koom CECLI specialty areas. ties). These basic curriculum guides offer an economical approach to life Through CEC's Member-Get-a-Member Campaign, you could win a free trip to Resourcing: Handbook for Special and career skills instruction, and a Vancouver, including free registration at Education Resource Teachers. With range of support material is available CEC's 2000 Annual Convention & Expo many useful forms and checklists. this as well. in Vancouver, B.C., and free hotel ac- CEC classic will help you do your commodations! And, you will help your best as a member of a school-based To find out more about these re- colleagues and CEC at the same time. team. sources, be sure to check the CEC Fall For a membership kit, see the Web: 1999 Catalog or call CEC's constituent www.cec.sped.org/mb/mgm.html or call Crossover Children: A Sourcebook services at 888/232-7733. 888/232-7733 today! I for Helping Children Who Are Gifted CEC makes special education work

I and Learning Disabled, Second Edi- by offering educators the latest and tion. Meeting the challenges presented best resources available in special edu- Leaderrsip Onsfilta (LO) by this unique group of learners will cation! 0 be a snap with this resource that offers The 1999 LI was a huge success! Look specific strategies and practices. for details in the next issue of CEC Today. !

10 CEC TODAY AUGUST 1999 12 professkpnal advancement

Focus on Disability New BOCA Enhancing Diversi Williams Syndrome &magus with BY WILLIAM HEALEY learning, attention, and performance Disabilities Williams syndrome is a genetic problems, especially associated with disorder that appears to be un- mathematics, fine motor skills, and spa- Are you a teacher with a disability? Do you work with, train, or hire teachers deridentified and underdiagnosed. tial relations. Their inclinations to be with disabilities to teach in general or However, you may have already en- highly friendly can become overbearing. special education classrooms? countered a child with Williams Syn- Williams syndrome appears to hold drome in your class. information about various functions of This unique book shares insights and While persons with this genetic con- the brain, which controls the odd combi- real-life stories about educators with dition differ, they have similar medical nation of extremely enhanced as well as disabilities from their student and pro- and developmental problems, character- exceptionally poor abilities. People with fessional teaching experiences. Plus, the book provides an extensive list of re- istic facial features, and genetic traits Williams syndrome have been described sources on this topic, including the Edu- that include sets of unique abilities and as smart and mentally retarded, gifted, cators with Disabilities Network (EDN), disabilities. For example, they have un- and inept at the same time. coordinated by The National Clearing- usual auditory hypersensitivity, good Although Williams syndrome is es- house for Professions in Special Educa- verbal but moderately low intellectual timated to occur in 1/20,000 births, the tion (NCPSE) at CEC. ability, extreme politeness, lack of fear, total number of such persons is un- visual/motor difficulties, and often ex- known. Several families have reported Watch for the Fall 1999 CEC Resource Catalog for more details. cessively social personalities. Their mu- a family member not being diagnosed sical talent can be extraordinarily good, with the condition until sometime be- often without formal training. While tween the ages of 40 to 60. TAKE IT FOR memory for singing an aria in a foreign Though Williams Syndrome remains language may be remarkable, recall for a mystery, researchers are working to coded dressing correctly may not exist. solve various aspects of that mystery. Other typical conditions include con- For instance, Colleen Morris, a geneti- Family Literacy GrantsThe Barbara genital heart and blood vessel defects, cist, recently developed a definitive test Bush Foundation for Family Literacy elevated blood calcium levels, dental for confirming the diagnosis of Williams funds projects that promote families and kidney abnormalities, hernias, and syndrome. El reading together. Deadline: Sept. 10. Eli- low muscle tone with joint laxity. gibility: Nonprofit organizations. Con- Adolescents and young adults enter- William Healey is a Professor of Spe- tact: Barbara Bush Foundation for Family ing the work force may experience prob- cial Education at the University of Literacy, 1112 16th St., N.W., Suite 340, Washington, D.C. 20036; 202/955-6183; lems learning their job because of severe Nevada, Las Vegas. fax: 202/955-8084; e-mail: sooc@ erols.com; www.barbarabushfounda- cad ClualMed Specal Educahms? tion.com.

WCPSE Can Raytheon Math and Science EducationThe Raytheon company is The National Clearinghouse for Professions in Special Education (NCPSE) will assist seeking applications from teacher devel- you with information and publications about recruiting and retaining special education opment programs that build links be- and related services professionals and paraprofessionals. NCPSE resources include tween K-12 and higher education particularly to increase the participation 34 Activities to Promote Careers in Special Education and Related Services of people with disabilities, girls, minori- Retention of Special Education Professionals: A Practical Guide ties, and low-income people in math, Who's Teaching Our Children with Disabilities? science, and technology careers. Dead- Profiles Describing 18 Careers Serving Children with Disabilities line: None. Eligibility: Nonprofit organi- Educators with Disabilities Network zations, public school systems, and colleges and universities working with Call 800/541-7824, 703/264-9476, or public schools in communities where see www.special-ed-careers.org for more information! Raytheon has a presence. Contact: Raytheon, Corporate Community Rela- National Clearinghouse on Careers and Professions Related to tions, 141 Spring St., Lexington, Mass. Early Intervention and Education for Children with Disabilities 02421; 781/860-2753; e-mail: commu- Funded by the U.S. Department of Education [email protected].

13 CEC TODAY AUGUST 1999 11 member to member

Everybody got it? Good. Let's do it." It Seemed LikeaGood Idea The group went through the process and on the first word ... disaster! No- at the Time. . . body got it. What went wrong? "How do you picture the word?" All educators remember at least one the building's wiring was too old to han- asked Robbie, the kid with dyslexia

time in which they thought they ' dle electric skillets in the classrooms! whose horrid spelling is complicated had a great lesson plan or leadership Anonymous by backwards and upside-down letters. moment just to see it go belly up for The chorus of agreement proved one reason or another. Following are Making a Memorable that not one student in the group under- some of our members' stories that will First Impression stood how to visualize. And, neither make you laugh and remind you that There was a new administrator on cam- did the teacher! The five students and you are not alone! pus whom I had not had the opportunity the teacher were all auditory learners. to meet. I was teaching in a modified The teacher then set out to find al- Decimals and Tangerines self-contained setting. The class, which ternate spelling methods. The lesson A friend of mine was being observed had participated in several social learn- that seemed like such a good idea at during our student teaching. For a les- ing projects during the year, was begin- the start taught the teacher more than son on decimal places, she chose tan- ning a projectmaking stress balls for the students. gerines as her anticipatory set. She nursing home residents. By Linda S. Nestor gave each student two tangerines, one I instructed the students on the meth- peeled but whole and the other peeled od. Everything was going well UNTIL Say What You Mean but divided into 10 even pieces. While one of the students dropped a balloon I teach children in a self-contained class, working in the content mastery lab, that contained the filler. The filler was trying very hard to teach appropriate so- she turned her attention to incoming flour, which went everywhere! cial behaviors. One day, I caught one of students. She spent about two minutes One student thought the other stu- the children in a lie. I told him "my heart getting the incoming students ready to dent had "dropped" the flour on him on was broken." Of course, he could tell I work and then turned back to her purpose and picked up some flour and was upset so he said he was sorry. group of students. The students had threw it at the other student. Of course "I do not want there to be any sto- eaten EVERY tangerine she had he missed and got someone else. In all, ries told in this room," I continued. placed before them! 10 pounds of flour were dropped on the About to cry, the child looked into my The evaluator was laughing so hard classroom floor, and the students were eyes and replied, "But I really liked that that she had started crying! Despite her covered with flour. The only portion of story about the pony that you read to us." embarrassment, the teacher continued their faces that weren't covered were I have learned not to mince words with her lesson and learned to never their eyes. I looked the same, and little with my students. Say what you mean, turn her back on students with peeled clouds of white smoke were escaping and say it so they understand! tangerines right before lunch! from under the door. By Sonya Prince By Dina Scardamalia Just then the door opened, and the new administrator came into the class- Know Your Students A Five-Alarm Breakfast room for a formal introduction. I was teaching second grade at the Texas A fellow teacher and I had two great AnonyMOUS State School for the Deaf. One of my classes during the same period. As a re- students, Georgia, was significantly deaf ward at the end of the year, we decided Learning with Your Students with partial hearing, but no one had ever to fix them breakfast. The frustration of five terrible spellers in bothered to tell her she was impaired. Since the home economics room a 5th-grade classroom struck a chord for One day while signing to my class was already closed for the year, my a teacher who needed to keep a dictio- their assignment, I noticed that Georgia colleague and I dragged in eggs, bacon, nary on the chalkboard tray to keep her was engrossed in coloring something orange juice, and electric skillets. own misspellings off the board. Know- on her desk and not paying attention. Everything was going great. The kids ing all too well what her students were I walked up to her desk, tapped her were enjoying themselves, the smell of struggling with, the determined teacher on the arm, and signed "Georgia, look bacon set everyone's salivary glands pulled them aside for an intensive lesson. at me when I'm talking to the class." going, and the eggs were making their "Okay, open the spelling books to the She signed back, "I hear with my ears, way to sunny-side up when our front, and look at the study method laid not my eyes." leisurely morning meal was shattered. out there," the teacher said. "Look at the Stifling my laughter, I signed back, The fire alarm blared, and the entire word. Spell the word. Close your eyes, "Well, look at me so you can hear me high school emptied out. After the fire and picture the word. Open your eyes, better." fighters came rushing in, we learned that and write the word. Check the spelling. By Jeanne Chase 0

12 CEC TODAY AUGUST 1999 1 4 And to Recover from Those EXTRA "Good Ideas" d Computers and Software for Technol- Volunteer with an organization of e ometimes we forget to take time to ogy-Savvy TeachersThe Learning recover from our good ideas that your choice. Company will award Compaq comput- went astray, to reward ourselves for ers, educational software, and a 1-year good ideas that turned out to be good Learn how to dance the Salsa, subscription to Technology and Learn- ideas, or just to have fun. To help you Tango, or Flamenco. Go out and strut ing magazine to selected teachers who ease into the new school year, CEC your stuff! innovatively use technology to moti- Today put together a list of ideas for vate their students. Deadline: Septem- fun-filled weekends! Give a gift or mail a "just thinking of ber 10 (postmark). For contest entry you" card to a friend for no reason. forms and guidelines, go to the Web: Make a list of the things you want to www.learningcompanyschool.com/ toy.htm. do someday: visit the Taj Majal, ride in Go to your local train station and see a hot air balloon, take a cruise. Post it where you can go in a day. Go! Publish Your Creative Lessons on your refrigerator or bulletin board. Teachers are invited to submit their in- Go with a friend on a business trip. novative lesson ideas for publication in Take a class for fun. Learn a new While he or she is working, sleep in, an educational book series. The sub- hobby. order breakfast in bed, go sightseeing mission deadline is December 15. For and/or shopping. more information, go to the Web: www.beinabook.com or contact Kathy Visit that special piece of clothing, Kobliski at tel/fax: 315/487-6706 or e- Have a spa Saturday with a friend. jewelry, or art work you know you mail: Medial [email protected]. can't live without. Commit to a sav- Get a massage, a facial, your hair done. ings plan. Earn Graduate Credits Scoring Na- Meet with some special friends for tional Board AssessmentsTeachers Get together with a bunch of friends dinner at least once a month. Talk, with three or more years of special ed- and go bowling or rollerskating. laugh, giggle, and enjoy being with ucation teaching experience are wanted to score assessments for two to four each other. weeks at a time during the summer of Buy fresh flowers for your home. 2000. Scorers will receive a daily hono- Go for a bike ride. Enjoy the wind in rarium and be eligible for up to six Pack a lunch and go with a friend to your hair. graduate credits from one of five par- a nearby park for a picnic. ticipating universities. Contact: Na- Visit some puppies. tional Board for Teaching Standards, See a matinee performance of a mu- Suite 400, 26555 Evergreen Rd., sical or play at your local playhouse. Book a $99 flight and go somewhere Southfield, MI 48076; 800/532-1813; With the money you saved, go out to you've never been for the weekend. or e-mail: kmckinle@ nbpts.org. dinner. Get Fire Safety Lesson Materials Go into hiding for a day. Read favorite Teachers can get lesson materials, in- When you are visiting a new city, books, watch old movies (or sports for cluding a video (for ages 6-9), and have oneor twodrinks in the fan- the guys), eat sinful food. (Borrow your home fire escape lesson plans to teach ciest hotel in town. kid's mini-fridge for Haagen-Dazs and fire safety during Fire Prevention Week, other essential perishables.) October 3-9, 1999. For materials, con- Learn a new sport. Join a team or tact your local fire department (in the group to play it with. Host a theme party: Halloween mas- United States and Canada) or the Na- querade, Oscar night, tropical paradise. tional Fire Prevention Association (NFPA) at 617/984-7270. "Fire Preven- Rent a limousine with six friends for Make it pot-luck. tion Week" materials can also be down- an evening of FINE dining, dancing, loaded from the NFPA Web site: and cruising. Don't forget to bring Write down a goal you haven't com- www.nfpa.org in the "Education" sec- along your favorite mixed tape, cham- pleted. Write a step-by-step plan, com- tion. And, children aged 6-9 years old pagne, and a camera. plete with deadlines. Work the plan. may also enjoy meeting Sparky the Dog, NFPA's fire safety mascot, on his Keep a running list or file of all the Tell the people you love you care Web site, www.sparky.org. things that make you laugh out loud. about them. 0 Look at it often.

CEC TODAY AUGUST 1999 13 speaking out

As we move to the new millennium, it (EC President Bill Bogdan Sets Goals is critical that we have interactive dialog among members of the organiza- for (EC 1999-2000 tion so that CEC continues to be a leading professional organization pro- William What is our sensitivity to our mem- moting good practice for students. Bog- bers' needs? dan began What insights do we have related to In addition to mentoring members, his term of our capacity and strategic positioning? how else will you reach out to office as What consideration have we given to younger members? CEC presi- ethical issues? Many students are being pulled into dent this What foresight do we possess about other teaching associations but lose July during the future environment of our profes- touch with their real professional or- the CEC sion? ganization. A mentoring link with the Leadership What effect will our decisions have help of university advisors between Institute on the health of CEC 10 years from professional and student CEC chap- held in Washington, D.C. CEC Today now? ters will create a webunit-to-unit interviewed him about his goals to en- Based on this philosophy, I will and individual-to-individual. Hope- hance the Council for its members work with CEC's units and leaders to fully, the new teacher will say 'I re- and for the children and youth it aims establish CEC's core purpose and val- ally need CEC behind me.' I think to serve. ues for the next set of years. that's the way you continue to grow leadership. What are your goals for CEC and the How will you assess the needs of field during your presidential year? CEC's members? Personally, what drives you as CEC I want to see that by the end of my We're developing a membership sur- president and as a special educator? presidency CEC will be in a strong vey that we will disseminate via the I have identified a personal goal state- leadership position. During the past CEC Web site, www.cec.sped.org, and ment related to how we as profession- year, CEC engaged itself in a number in hard copy to get very specific ques- als in the field advocate for and ask of activities that I want to continue to tions answered about what members questions about how students with ex- strengthen. They include want and need from their profesional ceptionalities are accepted in their Knowledge-Based PhilosophyWe organization. It is one of this year's communities, at home and at school. will use this philosophy to guide CEC goals to get that accomplished. My goal is to speak to the heart of into the next millennium. what we each believe regarding chil- Governance RestructuringA new How can CEC members play a role in dren, youth, and young adults with task force will look at CEC's commit- any of these goals? exceptionalities by considering the tee and unit structures as it relates to Within the profession, a lot is being following: our chapters and divisions so that we done in peer coaching and mentoring What does it truly mean to be a are most responsive in the quickest and as a way to link new people coming member of one's community? most relevant and timely manner. into the profession and help them be- What does it mean to truly embrace DiversityCEC will encourage come comfortable with their work and diversity? leadership from CEC's diverse popula- teaching standards. We piloted a simi- How do we celebrate the rich fabric tions by using information learned at lar program for CEChaving profes- of our own organization by celebrat- CEC's multicultural summit and sym- sional CEC members mentor student ing the gifts we each bring to CEC? posium meetings. CEC members as they transition into What are our core values related to Commission on Special Education professional membership. I would re- the education of students and espe- Teaching ConditionsI will continue to ally like to see mentoring become a cially to those who struggle to be in- encourage the commission's work to set broader experience taken on by the cluded, to be welcomed? standards of excellence for the field. organization. A one-to-one connec- Everything comes down to how we tion between members is critical in value children or, for that matter, any How will a knowledge-based understanding each member's needs. individual. For me, that is at the core philosophy enhance CEC? Mentoring new members would also of everything I do. 0 CEC will incorporate this philosophy help encourage their active volun- into its operations and activities by teerism and potential leadership William Bogdan is the assistant super- continually asking the following within their units. intendent of the Hamilton County Edu- questions: Another commitment will be gen- cational Service Center in Cincinnati, eral communication among members. Ohio.

14 CEC TODAY AUGUST 1999 16 OSEP Conference, from page 9 For example, special education teach- sues. Assessment centers are located in "We place them at McDonald's, and ers may need to research an area they every state via technology centers, and when they leave after one day, we think are not currently working in or refresh exercises for each certificate will be that's a failure," Bullis said. "But, we for- their knowledge of algebra or some available within a 4- to 6-week period get that we all quit jobs. We can't expect other subject they have not looked at in during the summer. students with disabilities to decide on years to handle the general knowledge The assessments are scored by teach- their career on such limited work experi- section. ers who have received intensive training ence, and we need to teach students how While some of the information asked and have qualified for scoring by to appropriately quit a job." is general, other parts of the assessment demonstrating understanding of the Na- are more specific for different special tional Board standards, the directions to Preparing Students for the 21st-Century education areas. candidates, and the scoring guides. Work Force Teachers who are applying for To meet the work force needs of the next NBPTS certification can also help each How to Apply millennium, students must know how to other through support groups and talk You are eligible if, at the time you apply, acquire and use information effec- with candidates online. Some districts you hold a baccalaureate degree, have tively; work with and adapt to the lat- even have certified teachers advise ap- taught for a minimum of three years, est technological advances; understand plicants on the areas in which they need and have held a valid state teaching-li- interrelationships of people and things; to concentrate. cense for those three years. You must be and identify, plan, allocate, and orga- Finally, NBPTS offers a "banking" teaching carrently to apply. Where a li- nize resources as well as have interper- system, giving candidates who do not cense is not required, you must have sonal skills and self-esteem. attain national board certification three taught ih schools recognized and ap- And, students must continue learn- years in which to succeed. Candidates proved to operate by the state. You can ing specific critical thinking and basic may retake any entries and/or exer- request an application from NBPTS via skills (reading, writing, mathematics, cises on which they did not meet the its Web site, www.nbpts.org, or call speaking) for the type of work in entry/exercise standard Within the 3- 800/22TEACH. The deadline for appli- which they will be employed. year time period. cations is December I, 1999.

Emerging Brain Research The Assessment The CEC Standards Looks Promising The assessment consists of two key CEC supports the NBPTS standards* Neuroimaging is the wave of the future pails: the portfolio and assessment and certification and sees it as a con- in understanding how the brain works center exercises. tinuatibn of the vital work the associa- when individuals perform academic The portfolio is completed in the tion has done to promote standards in tasks, such as reading, according to teticher's classroom and includes stu- special education. CEC's standards, Guinevere Eden, researcher at George- dent work, videotapes, and other teach- outlined in What Every Special Educa- town University Medical Center in ing artifacts. The videos and student tor Should Kilow:.The International Washington, D.C. work are supported by the teacher's Standards for the Preparation and While the research is rather new, commentaries on the goals and Pur- Certification of Special Education Eden and her colleagues hope it will poses of instruction, reflections on what Teachers defines the standards for lead to the development of new diag- occurred, the effectiveness of the prac- entiy-level teachers. CEC urges spe- nostic tools that may allow earlier and tice, and the rationale for his or her pro- cial educatOrs to first ensure they meet more accurate identification of indi- fessional judgement. The portfolio also CEC's standards. As the next step, viduals with developmental dyslexia. documents teachers' work outside the CEC's experienced and outstanding For the latest research information, call classroom with families, colleagues, special education teachers should con- 202/687-6893 or access the Web: and the community. The portfolios take sider national board certification. www.giccs. georgetown.edu. El at least four months to complete. "We hope we have lots of special The assessment center exercises education teachers that apply for na- Certification, from page 5 complement the portfolio and are orga- tional board certification," said Welch. third obstacle. Fortunately, NBPTS of- nized around challenging teaching is- "We hope all teachers go through fers a number of supports. The assess- sues. They give the candidate an CEC's standards and judge for them- ment process informs teachers of what opportunity to demonstrate his or her selves if they meet them. If so, apply they need to do and know, accoitliiik,to7 f60ational board certification, so we Ann Welch, educational constiffaii&-. ations across the'de'range and toi ' cah.demonstrate just how good special Not only will the standards gulae-iihr- of the certificate field. For example,Iltr,l' eacation teachers are." ticipants, they will also get information exercises may be simylated situations 1-4 s':=1.6EC will alsoencourage NBPTS to that will steer them toward the knowl- to which teachers-Mst,Yeg'pVd.WiheT';1:7M-pistandards for educators of gifted stu- edge they will need to demonstrate. may be explorations of PAaioikal.TS--rirlcie 0

'It A t IA 1 CEC TODAY AUGUST 1999 15 CALENDAR OF C e/ti& sepgember amada Inn, Hutchinson, KS. Contact: Mar- Claranne McFarling, 710-275 Albert St, Sep. 30-Oct. 2, 1999 lene Riedel, 410 NW 5th, Abilene, KS Sault Ste. Marie, ON P6A 6N7 Canada, CCBD International Conference, "Linking 67410, 785/263-1471 (0), 785/263-7591 705/945-5525 (0), 705/942-2389 (H), FAX Yesterday and Today with Tomorrow: (H), FAX 785/263-7591. 705/253-3962, e-mail: claranne.mcfar- [email protected]. Making it Work for Children/Youth with October 21-22, 1999 Challenging Behaviors." Harvey DFW Air- Utah CEC Federation Conference, "Your port Hotel, Dallas (Irving), TX. Contact: Future, Our Commitment-Failure is NOT november Lyndal Bullock, University of North Texas, an Option," Ogden Marriott, Ogden, UT. November 3-5, 1999 PO Box 310860, Denton, TX 76203, Contact: Peggy Milligan, 11212 S 10th E, Arkansas CEC Federation Conference, 940/565-3583 (0), FAX 940/565-4055, e- Sandy, UT 84094, 801/264-7400 (0), "Pathways to Community in Seasons of mail: bullock@ tac.coe.unt.edu. 801/571-7892 (H), FAX 801/264-7427, e- Change." Hot Springs Convention Center, mail: [email protected]. Hot Springs, AR. Contact: Lynn Springfield, orgober October 21-23, 1999 AR Special Education Resource Center, October 7-8, 1999 Saskatchewan CEC Federation Confer- 1405 N Pierce, Suite 101, Little Rock, AR Idaho CEC Federation Conference. Sun ence, "Love Can Build a Bridge, Working 72207, 501/280-9680, FAX 501/663-7363, Valley, Idaho. Contact: Julie Fodor, with Risk Students." Moose Jaw, SK. e-mail: lspringfield@ arkedu.k12.arus. 208/885-3574 Contact: Jan Rowlinson, 306/693-4631. November 4, 1999 October 7-10, 1999 October 21-23, 1999 New York CEDS Subdivision Workshop, Colorado State Gifted Conference. Den- DCDT International Conference, "Transi- "Information Processing Models and ver, CO. Co-sponsored by TAG. Contact: tions to a New Century." Sheraton, Problem-Solving Strategies." Long Is- Mary Ruth Coleman, University of North Charleston, SC. Contact: Cindi Nixon, land Marriot, Uniondale, NY. Contact: Craig Carolina-Chapel Hill, 300 NationsBank 803/738-3255, cnixon@ Michaels, National Center for Disability Plaza, 137 East Franklin Street, Chapel Hill, richland2.k12.sc.us; Kathy Fender, Services, 201 I.U. Willets Road, Albertson, NC 27514, 919/962-7375 or 919/962-9888 803/734-8483, [email protected]; or NY 11507, 516/465-1601 (0), 516/883- (0), FAX 919/962-7328, e-mail: Joy Godshall, 803/935-5229, Joyg@ bell- 9666 (H), FAX 516/747-5378, e-mail (0): [email protected]. south.net, www.ed.uiuc.edu/ SPED/dcdt. cmichaels@ ncds.org, e-mail (H): dream- [email protected] or Myra Brahms, 21 2/628- October 14-16, 1999 October 23-27, 1999 6797. Florida CEC Federation Conference, California CEC Federation Conference, "Facing the Future... Prepared for Suc- "Meeting the Challenge of 2000." Dou- November 4-5, 1999 cess." Adams Mark Hotel, Florida Mall, bletree Hotel, Costa Mesa, CA. Contact: Pennsylvania CEC Federation Confer- Orlando, FL. Contact: Paul Summa, 4010 Leo Sandoval, 309 Browning Ct, Roseville, ence, "New Horizons in Pennsylvania." Dale Avenue, Tampa, FL 33609, 727/588- CA 95747, 916/783-9577 (H), FAX Hershey-Harrisburg Holiday Inn, Grantville, 6486 (0), 813/289-3963 (H), 727/588- 916/783-9577. PA. Contact: Brenda Robertson, BCIU #14, 6441 (FAX), e-mail: paul_summa@ PO Box 16050, 1111 Commons Blvd, placesmail.pinellas.k12.fl.us. October 28-30, 1999 Reading, PA 19612-6050, 610/987-8541 Ontario CEC Federation 43rd Annual (0), 570/385-4568 (H), FAX 61 0/987- October 21-22, 1999 Provincial Conference, "Empowering Our 8400, e-mail: [email protected]. Kansas CEC Federation Conference, Spirit-Embracing Our Future." Ramada "Today's Trends, Tomorrow's Treasures." Inn, Sault Ste. Marie, ON. Contact:

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18 Vol.. 6 No. 2 SEPTEMBER 1999

ingliMe in Special Education Works! grispoporliiongio ohn, 23, has a severe reading disability. cator can look at the students he or she has RoposonWion: JDespite his disability, he graduated from taught and mark their progress and the Assessment and Placement high school and received training as an elec- often remarkable success students with of Students trician. After working for anational company disabilities achieve with the support of spe- for two years, he now runs his own company. cial education. Sunday, November 7, 1999 Becky, 25, also has a learning disability. But, too often, the general public remains 9:00 a.m. - 4:00 p.m. She attended the University of Massachu- unaware of how successful special educa- The Historic Menger Hotel setts on an athletic scholarship and is now a tion is. They don't know that stories like the San Antonio, Texas high school teacher. ones cited above are now the rule rather than Alfie, 25, has Down Syndrome. Though the exception. They don't know that millions Don't miss this 1-day insti- the "medical experts" said there was "no of students with disabilities are joining their tute to learn the latest issues hope" and that he would never even speak, non-disabled peers in mastering grade-level and techniques as well as effective testing instruments to Alfie is bilingual, reads at a 6th grade level, material. And they don't know that the num- appropriately assess and and is in a job training program. ber of students with disabilities graduating place students who are cul- Lindsay, 11, has severe Cerebral Palsy. from high school and going on to post-sec- turally and/or linguistically Though she is unable to use her hands, she ondary education or employment increases diverse in special and gifted maintains an A/B average and also keeps up every year all due to special education. education. with her classmates in written work she To counteract the false perceptions about types with her feet. special education, CEC is going on the of- Register Today! The stories of John, Becky, Alfie, and fensive. CEC is launching the "Special Edu- Register before October 15 Lindsay are not atypical. Every special edu- Continues on page 5 and pay only $119 ($59 for Student CEC members). For more information or to regis- (EC Proposes to Give Members A Greater Voice ter, call 888/232-7733, e- mail: [email protected] n one of the most significant changes in cussion, enable members to vote, and re- or see the CEC Web site: www.cec.sped.org. ICEC's history, the association is propos- main involved in CEC from home. ing a new governance structure that would CEC's new proposed governance struc- give members more say in CEC policies, di- ture would have the added benefit of allow- rection, and leadership. Through a directly ing CEC to respond quickly to issues, thus elected board of directors; a representative enabling the association to better serve its assembly through which members can ex- members and the field. Under the proposed press their concerns, ideas, and opinions; streamlined governance, rather than taking a Survival lips for and involvement of members on issue-spe- year, or sometimes two years, to develop a First-Year Teachers 6 cific task forces, each CEC member can policy or respond to an emerging need in the Focus on Disability hae Input into CEC's policies and help di- field, CEC's leadership would be able to do Asperger's Syndrome 11 rect CEC's initiatives. To make it possible so in a matter of weeks. Supervising Paraeducators What for every member who wants to participate "This is an opportunity for CEC to move , Every Teacher Should Know 12 iri CEC's governance, CEC would use not into the 21st century," said Pam Gillet, for- What the IEP Changes Mean to Me only the convention and other meetings to mer CEC president and chair of the Gover- aso Parent 14 conduct business, it would also employ the nance Committee. "The proposed CEC Internet to solicit opinions, engage in dis- Continues on page 9 19 "I never leave my kids," Greiner State Farm Good Neighbor Award Ann Greiner said. "My former student Kenny is now 30 years old. ... (At the end of the Greiner Reaches Students Her Way year) he comes to help me pack my room up." brings in her monthly bills, her class Perhaps she is connected to her stu- uses her checkbook to write the checks, dents because she has been teaching at and all Greiner has to do is sign them. Henry Grady High School for 22 years Her students also go to the bank to or because she is a fellow alumna, hav- make deposits and withdrawals. ing graduated from Grady in 1959. Or, Greiner often invites her students to perhaps it's that special place in her go with her to the doctor's office, heart she holds for them. where they fill out her medical forms. "It's all the times I see them that While they may gain access to her make teaching special," Greiner said. medical information, more impor- Whatever the reason, the relation- tantly, they learn how to take charge of ships she builds are forever and go be- their own medical care. yond the school walls. One of her former students calls her every Octo- "Is There Anything You Don't Try ber 31 to remind her that it's time to With bags packed and a driving to Teach With, Ann?" put up her Christmas decorations and route mapped out by her stu- Greiner can turn anything into a les- that he'll be by her house the next dents, Special Education Teacher Ann son. She seizes every opportunity to weekend to help her. Another is her Greiner knew she would make it to teach her students something practical daughter's godfather; he drove her Kansas from her home in Georgia. She and valuable. In addition to her check- children to and from college and had was confident because she trusted her book lessons, her students have his wedding reception at her house. students to choose the best highways, Helped her prepare for a staff devel- "You're supposed to remain at a dis- and she had taught them well. opment class. They set up the room, tance," people tell Greiner about her Indeed Greiner has taught her stu- took minutes, and after the class, sent relationships with her students. dents well. When her students leave the minutes to participants. "But it hasn't worked yet," retorts Henry Grady High School in Atlanta, Made themed centerpieces for Greiner. "Maybe one day I'll learn." Ga., they get jobs, rent their own apart- school conferences. Themes included ments, and balance their checkbooks, country/western, Mardi Gras, the The Award because her innovative lessons and 1950s, and outer space. Now, they're The State Farm Good Neighbor Award free spirit have shown them the way to prepared to set up banquets at hotels, for special education was developed in success. says Greiner. cooperation with The Council for Ex- In particular, it is Greiner's willing- Ordered supplies. They look through ceptional Children. Each of the 12 re- ness to share her secrets with her stu- supply books, select needed products, cipients announced throughout the dents, her ability to turn anything into and write out the order. year receives a $5,000 check payable a learning experience, and the twinkle Purchased a birthday cake. to the educational institution of the rein her eye that ignites her students to "I handed Amanda my checkbook cipient's choice, recognition in na- overcome any obstacle. and Joaquin my cell phone. They just tional publications, and a commem- did it," Greiner said. orative plaque at a special ceremony at Nothing Is a Secret And, during a stop at McDonald's his or her school. While working with a class of stu- during a bus ride home from a field With the $5,000 award from State dents with behavioral disorders, trip, Greiner grabbed a stack of Mc- Farm, Greiner took her inner-city stu- Greiner began using her checkbook as Donald's job applications and had her dents to Disney World, a trip Greiner a hands-on tool to teach her students students complete them on the way turned into a lesson, of course. Each of practical skills that prepare them for home. Not only did it keep them quiet, her students received $35 at the begin- day-to-day adult living. Many people it may have helped them land a job ning of each day to spend. If their safeguard their financial information after high school. check register cleared at the end of from friends, colleagues, and even each day, then they earned their $35 close family members. Greiner be- Building Lifelong Friendships for the next day. lieves otherwise. When the school year ends and her CEC congratulates Ann Greiner on "I trust them, and they trust me. I'm students move on, Greiner keeps in her innovative contributions to the ed- no better, no worse," Greiner said. touch. ucation of exceptional children and A 34-year teaching veteran, Greiner youth. 0 20 2 CEC TODAY SEPTEMBER 1999 member benefits

Foundation for Exceptional Keep in Touch with (EC Headquarters Children Memorial Gifts 505 EC Headquarters staff members are Professional Standards Scholarships, Mini-Grants 507 Cready to answer your questions. Fol- Accreditation by CEC/NCATE, Sponsorship Program 505 lowing are some of the most frequently including Training 484 Awards called numbers. Voice-mail messages Professional Standards 466 can be left for staff 24 hours a day. Dur- PRSE Program Information 466 Professional Awards 491 ing regular business hours, 9:00 a.m. to Public Service Award 406 6:00 p.m. Eastern time, CEC members Information Resources Student CEC Awards 483 can also call CEC's toll-free number ERIC Clearinghouse on Disabilities Unit Awards 432 888/232-7733 to connect to CEC's and Gifted Education. 800/328-0272 Yes, I Can! Awards

Constituent Services Center and the ap- IDEA Partnerships. . . .877/232-4332 for Exceptional Students 507 propriate staff member. National Clearinghouse for Professions To dial the extensions listed below, in Special Education. .800/641-7824 Other Helpful Numbers call 888/232-7733 (toll-free); 703/620- Canadian CEC Headquarters 3660; or direct dial 703/264- Unit Information Office 613/747-9226 (For 400 extensions) 9+extension. Chapters 432 Delegate Assembly 432 (For 500 extensions) 3+extension. Divisions 435 Diversity Affairs 450 (For 200 extensions) 7+extension. Federations 432 Educators with Disabilities Network 499

Student CEC 483 ! Governance & Elections 487 General Membership Questions Subdivisions 435 Higher Education Institute Directory 477 888/CEC-SPED (888/232-7733) Unit Refunds/Checks 432 International Outreach 447 [email protected] Web Site 206 Address Changes for Members Public Policy Chapter Changes for Members Children's Action Network 437 This is only a partial list of the General Information about CEC Disabilities Education Policy. .406/409 many services provided by CEC Head- Membership Renewals General Information 498 quarters. See the CEC Web site, Orders for Products, Publications, Gifted Education Policy 406/418 www.cec.sped.org, for the entire CEC and Subscriptions Grassroots Advocacy 437 Headquarters directory or call CEC at Professionally Recognized Special Ed- 888/CEC-SPED. 0 ucator (PRSE) Application Requests Recruitment Materials for New Members Special Education Works! / Registration for Convention, Sym- (EC Proposes to Give Members posia, and Workshops. A Greater Voice .71

Training and Events Greiner Reaches Students Her Way 2 Continuing Education Units 473 September 1999 Vol. 6 No. 2 Member Benefits 3 Convention Information 473/442 Life Centered Career Education CEC Today is published 10 times a year, Jan/Feb, Advocacy in Action 4 March, April/May, June, July, Aug., Sept., Oct., Nov. (LCCE) Products & Training.. .451 and Dec., by The Council for Exceptional Children, Student CEC Spotlight 6 Registration 888/232-7733 1920 Association Drive, Reston, VA 20191-1589. Diversity 7 Workshops and Training Program Telephone 888/232-7733, 111' 703/264-9446, Information 516 [email protected], Web: www.cec.sped.org. Division Focus:I; (EC Todayisnot copyrighted. Members are Canada .Il(11) Publications encouraged to copy and disseminate information in this publication. Author Guidelines 209 Professional Advancement / 0 CEC President: William K. Bogdan Member to Member .712 Copyright/Reprint Permission Information Executive Director: Nancy D. Safer Supervising Paraeducators: What Every Editor: Lynda Voyles CEC Today 478 Teacher Should Know Contributing Eciltors: Jacki Bootel, Public Policy; Division Journals 435 Kathleen McLane, Publkations; Jane Burnett, Information Speaking Out 114 Other CEC Publications, including Services; Margie Crutchfield, Professional Standards; Kayte What the IEP Changes Mean to Me as a TEACHING Exceptional Children Fearn, Diversity; Anmarie Kallas, Conventions; Hannah Parent and Exceptional Children 448 Kerby and Sharon Riechmann, Communications; David French and Susan Simmons, Membership Calendar of Events ES

21 CEC TODAY SEPTEMBER 1999 3 Learn How Others Think Willing to work the issue. Advocacy in Action Search for this special person among Learn how policy makers think by lis- the personal contacts of CEC members tening to the questions they ask about or begin a relationship yourself. Find the issue. Remember that once you, Tips for Effective Advocacy someone who has a family member with too, knew very little about the issues CEC has a long, proud history in the a disability or prior experience working regarding children and youth with ex- federal advocacy arena, but it is the with individuals with exceptionalities. ceptionalities. Incorporate what you empowered CEC member who can have learned through personal experi- make a difference at the state/provin- Organize, Coordinate, Orchestrate ence into conversations with people cial and local levels. Plan as much as you can, leaving little who have never had those experiences. Most of what a good advocate does to chance. Once the legislative session is intuitive and grows out of a few starts things move quickly, so coordi- Be Prepared to Compromise basic principles. But when advocates nate carefully with your advocacy Avoid show-downs. You may have to get discouraged, entangled in details, team, legislative champion, and other negotiate. Social policy is an evolu- or confused, the following principles key policy makers and staff. Be sure tionary process. If you do not get all can clear their heads as well as renew all your allies speak with one voice. you seek the first time you ask (and and redirect their energies. you probably will not), ensure that the Keep It Simple work you do constructs a base on Find a Legislative Champion Policy makers are always pressed for which you can build future efforts. CEC members and staff can plan, co- time, so don't waste it. State your best ordinate, and implement advocacy ac- case in 30 seconds. Keep your message Never Burn Your Bridges tivities from the outside, but only a simple, appealing, and to the point. Alliances shift in the public policy member of the legislative "club" can Avoid abbreviations and special educa- arena, and opponents on one issue be- handle the inside game. tion jargon. (For example, say disabili- come allies on another. Deal with your Find a legislative champion who is ties or gifts instead of exceptionalities.) adversaries as you would like them to willing to take up your cause with his Any written documents you leave deal with you. In advocacy, friends and or her colleagues. He or she should be behind also should be concise, fitting enemies are never permanent. In a leadership position or holding a on one page (chart and table formats seat on a key committee, preferably a work well). If a legislator or staff Honor the Staff committee responsible for disability or member wants more information, you Don't underestimate the importance of gifted issues. can always supply it. But unsolicited staff in a policy making body. The pol- Well-liked by his or her peers. lengthy documents have slim chances icy makers for whom they work trust Committed to the outcome you seek. of ever getting read. them you should, too. It is often more advantageous to speak with staff Educagon Depanmegl Mspells StRemegglaR members directly as they often develop greater expertise than their Spedall Educaton 1chi Ave hlo Longer(Xesded bosses. Treat staff well by thanking The U.S. Education Department responded to a Nothing could be further from the truth.... them and keeping them well-informed. joint letter by CEC, the National Education Associ- ation, and the American Federation of Teachers "... Inclusion does not diminish the need for Follow Up about a misleading conclusion in the The 20th An- qualified special education teachers. In fact, After the dust settles, debrief your allies nual Report to Congress on the Implementation of as special educators serve more students the Individuals with Disabilities Education Act that across a number of inclusive classrooms, to reinforce your strengths and shore up said inclusionary classrooms would decrease the the demands of their job have become your weaknesses. Learn from your and demand for special education teachers. An more complex, demanding even greater ex- your team members' experience to de- abridged version of the letter follows: pertise in collaboration and consultation. velop better strategies for the next time. "Thank you for you letter expressing con- Finally, thank your supporters as a "However, inclusion and collaboration cern about an apparent conclusion con- alone will not resolve the difficulties posed goodwill measure and to make them tained in The 20th Annual Report to by the shortage of special education teach- more willing to help you in the future. 111 Congress on the Implementation of IDEA in ers. While no single approach can eliminate a module entitled, "Special Education this problem, increasing both the number Teachers: National Trends in Demand and For more strategies to implement posi- of qualified special education and general Shortage." The statement appeared to sug- tive special education policies, order education teachers must be part of the so- gest that the shortage of special education CEC's Handbook for Strengthening lution. I deeply regret that the 20th Annual teachers can and should be resolved simply Grassroots Advocacy by calling CEC Reportseems to suggest otherwise...." by shifting the responsibility for educating at 888/232-7733 (Book# R5087R) or students with disabilities away from special Read the entire letter on CEC's Web site, contact CEC's Public Policy Unit at educators and toward general educators. www.cec.sped.org. 703/264-9498.

4 CEC TODAY SEPTEMBER 1999 22 Special Ed. Works,from page cation Works" campaign to make the what would be expected in general edu- public aware of how successful special cation classes, the study said. Eflectdve Teachfing education is. This article is the first in a SboaRegiies series of strategies to increase public Successful Special Education awareness of the many positive aspects Strategies Direct Instruction of special education, its success in the Even more data is available to support Specifying clear lesson objectives lives of children with special needs, its the use of specific educational strate- Teaching directly to those objectives impact on general education, and how it gies that special educators use to help Making learning as concrete and can be supported. CEC will keep its their students succeed academically. meaningful as possible readers informed of campaign updates "We have a broad array of valid in- Providing relevant guided practice through future articles in CEC Today structional procedures," said Don Providing independent practice and on the Web site, www.cec.sped.org. Deshler, professor at the University of Providing transfer practice activities "The work we do as special educa- Oregon and CEC's 1997 J. E. Wallin tion and related serVices professionals is Lifetime Achievement Award winner. Steps for Increasing Learning for remarkable," said William Bogdan, Some strategies that have been Students with Disabilities* CEC's president. "But we have an addi- proven to be particularly effective for Sequencing Breaking down the tional responsibility. We must inform students with disabilities include pro- task, step by step prompts the public of our students success and viding intense, sustained instruction Drill-repetition & practice-review our success and help people understand with a small teacher/student ratio, pro- Daily testing of skills, repeated practice, just how much our work accomplishes." viding direct instruction, teaching daily feedback Segmentation Breaking down tar- strategies for independent learning, uti- Where's the Proof? geted skill into smaller units and then lizing peer tutoring, providing training synthesizing the parts into a whole One of the first things we're asked is in phonological awareness, and provid- Directed questioning and responses "how can we prove what we are doing is ing early childhood interventions. The teacher verbally asking process- working." In the past, because little data Many times the gains students ac- related and/or content-related questions was collected, special educators relied complish through these special educa- Control difficulty or processing de- on anecdotal evidence to support their tion strategies are remarkable. For mands of a task Task is sequenced claim that special education helps stu- example, at Moskegun High School in from easy to difficult and only necessary dents learn. Today we have research to Moskegun, Mich., of approximately hints and probes are provided support our knowledge that special edu- 600 9th grade students, many were Technology Use of a computer, structured text, flow charts to facilitate cation helps students succeed education- reading at or below the 4th grade level. presentation, emphasis on pictorial rep- ally. Research also shows which special After receiving intense instruction in resentations education strategies are most effective. reading strategies with a 1-5 teacher/ Group instruction Instruction oc- For example, recent data show that the student ratio, the students were reading curs in a small group, students and/or number of students with disabilities who on grade level within three to eight teacher interact within the group graduate with a high school diploma has weeks, according to Deshler. In an- A supplement to teacher and peer in- increased by more than 30 percent in the other study, students in a West Virginia volvement May include homework, past 10 years, according to the 20th An- juvenile detention system, many of parent or others assist in instruction nual Report to Congress. Additional data whom had disabilities, were taught Strategy Cues Reminders to use show that the number of students with writing strategies, including sentence strategies or multisteps, the teacher ver- special needs going into post-secondary writing, paragraph writing, and error balizes problem solving or procedures to solve, instruction uses think-aloud models education has doubled over the past monitoring techniques. Before the in- decade, which a Harris poll attributes to struction, the students' average ACT *From Swanson, H. L. (1999). Learning the Individuals with Disabilities Educa- score was 11; after the instruction, Disabilities Research and Practice, 14(3). tion Act, says Judith Heumann, assistant their ACT scores averaged 21. secretary to the Office of Special Educa- Deshler's assertions are supported by rective Reading" program, which used tion Programs. And, a 1998 study by Eric Margo Mastropieri, professor at George direct instruction techniques, revealed Hanushek, John Kain, and Steven Mason University and member of CEC that reading achievement increased by Rivkin, The Texas Schools Microdata Chapter #192, who provided the fol- a factor of 4 to 1 over previous years. Panel, showed that "special education lowing documentation for various inter- Systematic cognitive strategy in- programs on average have a significantly ventions used by special educators. struction has significantly increased the beneficial effect on performance. One Across all academic areas, students level of meaning students with disabili- year in special education boosts the aver- with disabilities have been very suc- ties can derive from text. In a recent in- age math score by at least 0.09 standard cessful when their teachers use a direct, vestigation for reading comprehension deviations and the average reading score systematic instructional approach. As for academic texts, students with dis- by at least 0.04 standard deviations over an example, an evaluation of a "Cor- Continues on page 15

2 3 CEC TODAY SEPTEMBER 1999 5 student cec spotlight Survival Tips for First-Year Teachers EXTRAere BY KRISTEN WALLITSCH Remember to use the Internet. This Fairy-Tale Scriptwriting Contest upply lists have been completely is a resource with endless possibilities. Have your 7th- and 8th-grade students Sgathered and the feeling of prepa- There are unlimited lesson plans and submit story scripts to be posted on the ration is in the air as summer comes activity ideas for every subject. Web. The name of each student who to an end. Butterflies stir in your submits a story will be acknowledged stomach as you think about the first Reduce Stress online, either as a contributing writer or day of school and all of the expecta- Explore different ways to reduce as an Honorable Mention. Deadline: Nov. tions of your peers. Mixed feelings of stress. When you find a way that 30. Contact Elaine Lindy at Whootie Owl excitement and nervousness are sit- works, stick with it, and do it often. Productions, 877/WHOOTIE, ting in your throat as you wonder if Life should have a balance between [email protected] or see the Web: www.familyinternet.com/ people will like you or how you school, family, friends, and personal StoryGrowby. should act. time. Take time for the things that are These feelings are familiar to us all important. Use planning time to do as as we prepare for the first day of much work as possible. Leave as books,folders, binders, milk crates, school as a student, but this year it's much work as possible at school and post-it notes. worse! You are no longer a student, when you leave for home at the end you are a first-year TEACHER. of the day. Professional Interactions Following are some tips that will Exercise and eat right. Take care of When joining the world of special ed- help make the transition from student your body. No matter how difficult it ucators, you are entering into a world to teacher a little easier. may be to work up the energy after a where many people differ in educa- long day at school, you will feel bet- tional philosophies. Sharing ideas Be Oositive ter if you include exercise in your with people who differ in opinion can It is important that you maintain a pos- day. This will also help maintain a be beneficial. You can learn a side of itive attitude. This is easier said than strong body. There are germs all over a situation you had never considered done. If you have fun and enjoy what school buildings, so the healthier you before. you teach, then your students will have keep your body, the better equipped it There can also be situations in fun learning. The attitude you take to- will be to fight off germs and keep which two parties have conflicting ward your students will strongly affect disease away. You may also want to opinions. Advocate for the issues you the attitude they have toward you. invest in some vitamins that may be believe in, but it is also important for Not only is it imperative to be posi- lacking in your diet. you to pick and choose your battles tive toward students but toward your- wisely. Will the conflict cause positive self as well. Do not put yourself down Planning outcomes or will it end in disaster? Is or second-guess yourself. All of your When in doubt, over plan. It is better it worth the time, energy and sacrifices course work has been completed, and to have too many activities for your you are about to make? Will actions be you are ready to teach. Now work to students and not get to them all than taken in the best interest of your stu- gain experience in your new profes- not have enough. Plan generic backup dents? Ask yourself these questions sion. Don't give up you CAN do it! activities for when short amounts of before taking on any battle, and care- time are left over after a lesson and fully weigh your options. Use the Resources You there is not enough time to begin an- These are just a few ideas you can Already Have other one. Suggested activities include use as your first-year teaching adven- Resources include books, buddies, andgeneric math worksheets, journal writ- ture begins. Use these ideas as pre- the Internet. Find someone in your ing, working on the class computer, sented or expand and make them into school you can look to for help. It is drawing a picture, reading a book, or creations of your own. Best of luck good to make connections with a sea- cleaning out desks. and enjoy the first year! 0 soned teacher, someone who can show you the ropes and back up his or her Organization Kristen Wallitsch is a student teacher suggestions with personal experience. Create your own way of organiza- at Cane Run Elementary School and Making friends with a first-year tion. Different methods work better attends Bellarmine College in teacher will also be helpful because for different people. Try a variety of Louisville, Ky., where she is a member you'll have someone to talk to who is ways and then use what is best for of CEC Chapter #605. She is also experiencing similar feelings. YOU. Different materials that can be vice-president of communications for useful for organization are plan Student CEC.

6 CEC TODAY SEPTEMBER 1999 24 diversg

r-- Culturally and Linguistically Appropriate Services OffIce ltlllI COvII HIgh% OffIcIals Mee wen (MC A Dream or the Dawn of a Reaity? SUM rrhe Culturally and Linguistically Visit the CLAS Web site, http:// Assistant Secretary Norma Cantu of the Appropriate Services (CLAS) clas.uiuc.edu and join the national Office of Civil Rights (OCR) and mem- Early Childhood Research Institute is conversation about these materials. bers of her staff met with CEC Head- working to give practitioners and fam- To submit materials for considera- quarters staff to discuss effective ilies access to the tools they need to tion, send two copies of each item to strategies that will ensure culturally and make the dream of appropriate materi- CLAS Coordinator/CEC/1920 Associ- linguistically diverse students receive an als for students from diverse back- ation Drive/Reston, VA 20191-1589. appropriate education. grounds a reality. The CLAS database During this July meeting, Secretary is an electronic library catalog of ma- Why the CLAS Database Is So Important Cantu identified the following unmet terials used in early intervention with needs that OCR will pursue: families from culturally and linguisti- What part of you is defined by culture? Students with limited English proficiency. cally diverse backgrounds. It is a col- Do you imagine that you don't have a Title IX (harassment and athletics). laborative project with the University culture? Think again. Each human Misuses of testing, specifically how of Illinois at Urbana-Champaign, Uni- being has a cultural and linguistic her- students with limited English proficiency versity of Wisconsin at Milwaukee, itage that shapes who we are, but each are tested, situations in which the same and CEC. must recognize and understand the in- test scores are used differently, and problems with inappropriately per- Designed to support the work of fluences of one's own culture to under- formed re-evaluations. practitioners in early intervention, the stand how it affects the services we CLAS database is a unique resource provide to families. Just reflecting on Additionally, OCR will work on involving for the field and the families it serves. this is the first step to understanding parents in compliance reviews and post- Since 1997, CEC staff have been gath- how culture and language influence ing the newest batch of data for the ering materials used in various aspects the success or failure of interventions. school level on the Internet, Cantu said. of early intervention with children When the service provider and the And OCR will address high-stakes testing and students with disabilities in from birth to five who have disabilities family are from different cultures, higher education. or are at-risk for developing disabili- there may be some discord in their in- ties and are part of culturally and lin- teractions. Sometimes the clash is sub- CEC alerted OCR to additional issues: guistically diverse groups. tle and unspoken, sometimes it is The need for the National Academy of The materials are reviewed by a geo- misunderstood by both parties, and Sciences study on the disproportionate graphically, professionally, culturally sometimes, most remarkably, it is a representation of students from cultur- and linguistically diverse group. Their mutual learning and collaborative ex- ally and linguistically diverse backgrounds in special education to address reviews are posted on the CLAS Web perience that results in an enriched life gifted education as well. site, clas.uiuc.edu, where public re- for the child with exceptionalities. fl Issues of "twice-exceptional" stu- sponse is encouraged. The database dents. contains 2,600 documents and the Web The CLAS project is funded by the Of- Strategies needed to minimize dispro- site is a rich resource for papers and lit- fice of Special Education Programs of portionate representation. erature reviews, bibliographies, and on- the U. S. Department of Education. Concerns regarding students with dis- going discussions about these issues. abilities in charter schools.

alp Wm Skfidenfts T 'mug Mad Way and TIiiY2I( "Bug" Hauls ContIned Fedeval CanvaIgns CECEMI!

Donate your United Way and Combined Federal Campaign contributions to the Founda- CEC is Y2K ready, but preparing the CEC tion for Exceptional Children (FEC) and help CEC promote the educational success of stu- database for the new millenium has dents with exceptionalities. You can select FEC on your state's United Way Campaign caused a few temporary glitches form if it is listed or write it in (many states now allow donors to write in the nonprofit, slowed processing of purchased orders, tax-exempt organization of their choice). Through the Combined Federal Campaign, fed- membership renewals, and subscription eral employees can designate their contribution to the Foundation by entering number orders and returns. Please bear with us 418 on the federal forms. while we continue to work out the resulting problems from this major system For more ways to target your contributions to the Foundation, call FEC at 888/232-7733 upgrade. x507 (toll free).

CEC TODAY SEPTEMBER 1999 7 25 * CASE * CCI3D * CEC-DR * CEC-PD * CEDS * DCCD * DCDT * DDEL *

Division Focus ernance and management, using online discussion forums among all 30 DISES leaders and overseas liaisons and online voting on CASE issues prior to convention meetings. The Council of Administrators of Special Education MRDD The 10th Annual CASE Conference is sched- The Division on Mental uled for Nov. 18-20 in Chandler, Ariz. The Retardation and Developmental registration deadline is Oct. 15, 1999. Reg- Disabilities istration forms are available on the CASE MRDD is currently involved with other na- Web site, which can be reached through the tional organizations to determine if the use CEC Web site, www.cec.sped.org. The con- of the name mental retardation should be ference includes a pre-conference work- changed. MRDD will survey its members shop titled, "Standards, Assessments, and and other CEC members to learn different IEPs: Planning for Success in the General opinions on the use of the term and any ap- Curriculum," presented by Michael Hock. propriate alternatives. In the meantime, a Cal Evans, director of special education in DCDT board representative will continue to attend Sandy, Utah, will be the opening luncheon The Division on Career task force meetings, co-sponsored by the speaker. Gary Marx from the American As- Development and Transition American Association on Mental Retarda- sociation of School Administrators will de- DCDT will host its 10th international confer- tion and The Arc, to discuss the issue. liver the keynote address, "Violence... What ence, "Transition to a New Century" in MRDD is also planning its next conference If It Happens in Your Schools?" The final 3- Charleston, S.C., Oct. 21-23, 1999. The con- for Oct. 12-15, 2000, in Baltimore, Md. The hour general session will feature Art Cer- ference will feature a keynote address by Ted conference will highlight mental retardation, nosia who will address current legal issues Kennedy Jr., who lost a leg to bone cancer in autism, and other developmental disabilities that administrators need to know. The gen- 1973 and works as a civil rights advocate for around transition issues. A call for papers will eral sessions plus 29 concurrent sessions people with disabilities. This conference will be disseminated in the next few months. promise an outstanding conference! offer significant information to national, In late August, all U.S. CASE members state, and local professionals and other were mailed a complimentary revised copy TAG stakeholders who are interested in the career The Association for the Gifted of the popular publication Section 504 and development and transition field. Mark your the ADA: Promoting Student Access. calendars now and come to Charleston to Congratulations to the 1999 TAG Award Re- All CASE members recently received celebrate the transition to the 21st century. cipients Award for Outstanding Contribu- their first issue of the new CASE newsletter. tions to Gifted Education, Susan Johnson, Members are urged to send newsletter sug- DISES Baylor University and Award of Apprecia- gestions to the CASE office, 505/243-7622 tion, Roy Weaver, Ball State University. The Division of International or fax: 505/247-4822. On Apri114,1999, TAG held its annual di- Special Education and Services versity symposium. John Johnson of Process CEC-PD Through participatory planning with the Works led the 60 participating U.S. and Cana- The CEC Pioneers Division DISES extended leadership and our interna- dian educators in a series of activities illustrat- tional liaisons, DISES has established the ing the broad range of human diversity. Mary If you have been a CEC member for more than following priorities for the current year. Frazier, TAG governor-at-large, challenged the 20 years, you are eligible to become a mem- Make the Special Education World Con- group to move the field from rhetoric to real ber of the CEC Pioneers a group of individ- gress (SEWC) in Vancouver, B.C., in April change in addressing the needs of gifted stu- uals who have devoted their lives and made 2000 a great success. dents from diverse backgrounds. significant contributions to special education. Recruit new members, especially from Working groups at the symposium ad- All CEC-PD members receive a member- outside the United States, using the SEWC dressed four component issues of the draft Di- ship directory and three newsletters per as one platform in addition to other meth- versity Action Plan developed the previous year and can join the Pioneers e-mail net- ods, and devote attention to retaining and year. The components are issues, identifica- work. CEC-PD membership is $20.00. To involving members. tion, curriculum, and teacher development. join, contact Pioneer Membership Chair Set up informal, time-limited international The Diversity Action Plan emphasizes the Jean Lokerson, 3914 Monument Avenue, networks on specific special education topics. ! need to move away from unitary definitions of Richmond VA 23230-3902 or e-mail: jlok- Contribute to the work of the Task Force giftedness and standardized 10 tests as the [email protected]. on Options for CEC's International Future. basis for identification. Instead, the plan fo- The Pioneers showcase session during Establish working relationships with other cuses on giftedness that recognizes multiple the 2000 CEC Annual Convention & Expo in international organizations as well as with forms of expression, with motivation and per- Vancouver, B.C., will honor the work of other CEC divisions. formance as critical aspects of identification Canadian Earl Campbell. Pioneers will also Develop the advisory/cooperative role as well as making programs "invitational" ser- host their annual dinner event on Saturday with the CEC parent organization that was vices with rigorous, accelerated, and respect- evening of the convention. planned when DISES was formed. ful curriculum. Persons interested in Implement a new approach to DISES gov- reviewing the plan and/or participating in the 8 CEC TODAY SEPTEMBER 1999 26 Special Pull-Out Section Proposed Changes to (EC Articles of Incorporation and (ECConstitution and Bylaws The CEC Board of Governors voted in June 1999 to publish the proposed ARTICLE DI Membership in the Organization changes to the CEC Articles of Incorporation and the CEC Constitution Section 1. Categories of Membership. Membership in The Council and Bylaws following a 2-year process of studying the current structure shall consist of professional personnel and other individuals who are and proposed restructuring of CEC governance. This process culminated interested in the education of children and youth with exceptionalities in the Report of the Governance Study Task Force and additional work and whose prescribed dues are paid. by the CEC Governance Standing Committee. These proposed changes a. Regular Member. A regular member shall be a personenrolled in The will be an action item on the agenda of the April 2000 CEC Delegate As- Council possessing membership rights described in this article except sembly in Vancouver, B.C. (Deleted language is noted by bolded-strike- those categories otherwise specified. tout and new language is noted by bolded italics.) b. Student Member. A student member shall be a person enrolled in The Council who is a full-time student during the academic year as defined CEC Articles of Incorporation by an accredited college or university or a person enrolled in The The proposed changes consist solely of deleting reference to "Board of Council who is a part-time student who is not engaged in full-time em- Governors" and substituting the term "Board of Directors" and changing ployment as a certified professional in the field of education. the date of adoption. There were no substantive changes to the document. c. Associate Member. An associate member shall be a personenrolled in The Council who is a parent or family member or is in a parapro- Constitution and Bylaws of The Council for Exceptional Children fessional assignment. These members shall be able to join CEC units as associate members and express their opinions atCEC functions, ARTICLE I Name of the Organization, Offices, and Corporate Seal but they shall not have any of the other membership rights described Section 1. Name. The organization shall be known as The Council for in Section 3 of this Article, except for such other privileges as may be Exceptional Children. authorized from time to time. Section 2. Principal Office. The principal office of The Council for Excep- d. Life Member. A life member shall be a person enrolled prier-to-3one tional Children (hereinafter referred to as "The Council" or "CEC") shall be 30r11.9737 in The Council prior to June 30, 1973, on a life term basis at 1920 Association Drive, Reston, Virginia 22091. However, TheCouncil and who shall, upon retirement, be eligible to receive all benefits may change its principal office and also establish and maintainsuch other available to retired regular and retired life members. offices both within and outside the District of Columbia or the United States e. Retired Regular Member. A retired regular member shallbe a person en- as the Board of Gevemers Directors shall designate from time totime. rolled in The Council who has been officially retired byfrom his or her Section 3. Corporate Seal. The corporate seal shall have the name of employing agency and has not accepted another full-time position. The Council and shall have inscribed thereon the words "Corporate f. Retired Life Member. A retired life member shall be a person enrolled in Seal, Washington, DC." The seal may be changed at the pleasure of the The Council on a life term basis who has been a regular member of The Board of Governors Directors. Council, bfts-attftitted-the-ageof-65-yeario has bee* officially retired by from his or her employing agency, has not accepted another full-time ARTICLE 11 Governing Authority, Purposes, and Activities of the position, and enrolled prior to June 30, 1986. Organization g. High School Club Member. A high school clubmember shall be a high school student who has become a member of a High School Club for Section 1. Articles of Incorporation and Constitution and Bylaws. The Exceptional Children. These members shall be able to express their Council is incorporated under the laws of the District of Columbia pur- suant to Articles of Incorporation filed on June 17, 1969. TheCouncil opinions at CEC functions but they shall not have any of the other membership rights described in Section 3 of this Article. shall be governed by the Constitution and Bylaws as amended from time to time in accordance with the provisions hereof. The Constitution and h. Joint Member. deint-membersbip-is-ovoiloblefor-emtples-whe-are Bylaws shall not conflict with the Articles of Incorporation. but-tvislt-to-reeeireofte-set-ef-publieotiotts, A joint member is one Section 2. Purposes. The purposes of The Council are (a) to advance the education of children and youth with exceptionalities of the United of a couple who are each eligible for, and enrolled in, The Council, States and Canada, and (b) to establish and administer programs and ac- but wish to receive only one set of publications. i. International Member. An international member shall be a person en- tivities for the education of its members. Section 3. Activities. The Council may sponsor or engage in activities rolled in The Council who has an address outside the United States or that further the purposes stated above, including but not limited to: Canada. a. Maintaining and using a file of publications. b. Holding regional, national, international, and worldwide meetings to Section 2. Unified Membership. All members of CEC chapters are members of the international organization as well as members of the encourage the exchange of ideas and knowledge. members of c. Issuing periodic and special publications to encouragethe exchange state or provincial federation (if one exists). Similarly, all and dissemination of information with regard to the improvement of CEC divisions and subdivisions are required to hold concurrent mem- educational services for children and youth with exceptionalities. bership in CEC, and all members of subdivisions must be members of their related divisions and federations (if one exists) or, in the case of d. Acting as a clearinghouse for information. e. Receiving and administering general and specific grants fornonprofit Canada, must be members of units in Canada. educational purposes. Section 3. Rights. Except as otherwise provided in the Articles of Incorpo- f. Engaging in appropriate research. g. Engaging in any and all activities including but not limited to re- ration or in the Constitution and Bylaws, membership in The Council shall search, experimentation, dissemination of information, and funding include the right to vote; to hold local, state or provincial, national, and international office; to petition; to serve on appointive bodies; to receive The and granting of scholarships or fellowships. Council's official iftliffteiS publications; and to benefit from such other h. Any other activities that would serve the purposes of The Council as set forth in the Articles of Incorporation and the Constitution and By- privileges as may be authorized from time to time. laws, provided such activities are appropriate for a tax-exempt orga- Section 4. Persons Eligible. Any person who meets The Council's es- nization described in Internal Revenue Code 501 (c)(3).

P", tablished requirements at the time he or she applies for membership shall be eligible for enrollment and for continuing renewalsin the category of membership which is appropriate.

: :: : : : : t : : Section 5. Special Recruitment Efforts. The Council seeks the enroll- ef-CovefftemThe Student Member shall meet the requirements of ment of eligible persons with disabilities and those from diverse ethnic the CEC student membership categoryas described in Article III, and multicultural groups. Sec. I b, at the time of consideration by the NominationsCommit- tee for candidacy, at the time of appointment by the Board of Direc- Section 6. Special Membership Provision. A majority of all Council tors, and throughout the term as Student Member of the Board of members shall be actively engaged in professional work relatedto the Directors. If at any time during the term of office, the appointed education of children and youth with exceptionalities. individual no longer meets this definition, heor she must resign from the Board of Directors and the process described in Article ARTICLE IV Structure of the Organization VI, Sec. 4 Terms of Office and Succession, will be implemented. Section 1. Units. The Council shall have as segments of itsstructure or- d. The External Member shall come from outside of CEC'smembershiP ganizations (units) known as chapters, federations, branches, divisions, as defined in Article M. The individual must be familiar with and in subdivisions, and others that may be created by the Delegate-Assett+13.11, support of CEC's mission and have expertise that may not be found Board of Directors. within the current members of the Board of Directors, but isimportant to the accomplishment of the CEC Strategic Plan, business plan,or Section 2. Student Association. The Council shall organize andconduct other action plan authorized by the Board of Directors. a student association, to be known as the Student Council for Excep- tional Children. Section 3. Selection of GovemersMembers of the Board o Directors.

Section 3. Standards. The Council shall establish, for effective operation: a. The permissible kinds of Council membership and the regulations and dues relating thereto. The-C-eatteiits-estftblished-.eleetion.-eyderAll candidates for positions b. The minimum program standards for each type of Councilunit and on the Board of Directors, with the exception of the CEC Executive Student CEC. Director and the External Member, are nominated by the CECNomi- c. The minimum requirements for constitutions and bylaws of The nations Committee, or become candidates througha petition process. Council units and Student CEC. b. d. The minimum requirements each type of unitmust meet to receive a charter.

ARTICLE 44 V Board of 6twernersDirectors Section 1. Composition. The Board of 6.3*OPROFSDirectors,the admin- fter-with-tm-onemiered-ten%The President Elect is elected by the istrative,general legislative, and policy makingbody of The Council, eligible voting membership as defined in Article IA Section1 (a-i) and shall consist of the following atetuherehiptwenty-one members: one Section 3, from a suggested slate of candidates prepared by theNomi- nations Committee and through the candidate petitionprocess. c. The members-at-large are elected by the eligible voting membership as defined in Article III, Section I (a-i) and Section3, from a suggested slate of candidates prepared by the Nominations Com- mittee and through the candidate petitionprocess. d. The Treasurer and Student Memberare appointed by the Board of &louder and-thpeeethers-(uftspeeifted)fifteenmembers-at-large, four Directors from a suggested slate of candidates prepared by the of these positions from diverse ethnic and multiculturalgroups; one Nominations Committee. The External Member is appointed bythe from the classroom ranks*; one from Canada; and nine othersnon- Board of Directors. designated; one Student Member; one External Member;and four officers (namely, the President, President Elect, Pip9t4Liee-Presidentrand Section 4. Terms of Office and Succession. Immediate Past President,and Treasurer). In addition, the CEC Execu- a. Length of Term. The term of office for geventsysmembers of the Board tive Director serves as a non-voting member of the Board. of Directorsshall be 3 years. The terms shall be staggered ona fixed- cycle basis (see Section Two, Part 1, Chapter 03, Paragraph 1)according *at the time of election and throughout the term of office, theindividual toft an establishedschedule entablishe4-by-thePelegate-Assefah4y,so must be a current practitioner as defined under "of the classroom ranks" that as nearly as possible one-third of the govemers-ismembers-at-large in the CEC Glossary (SECTION FOUR, Part I of theCEC Policy Man- areelected each year.The terms of office for other members of the ual). If at any time during the term of office, the elected individualno Board of Directors shall be: President- one year; President Elect - one longer meets this definition, he or she must resign from theFoteetttive year; Immediate Past President - one year; Treasurer- three years; CufautitteeBoard of Directorsand the process described in Article VI, Student Member - one year; and External Member- two years.The Section 4, Terms of Office and Succession, C +-will beimplemented. term of any officer or gevemerdirectorshall expire at the end of the period for which he or she was selected or appointed,or as soon thereafter Section 2. Eligibility Criteria for Elected Office. as a duly elected or appointed successor is available to assume thepost. a. Membership in The Council shall constitute a prerequisite for elec- b. Restrictions. tion or appointment to or continued membershipon the Board of I. A member-at-Large of the Board of GowpnersDirectorswho was Go*erttursDirectors, with the exception of the External Member. elected to and has served a full 3-year term on the CEC Boardof erei, eptioysDirectorsis eligible to be reelected to a second full term in the same position immediately upon completion of the first term. A third lEsteship-on-the4ettpd-ef-GEWePREWS:The President Elect must consecutive elected term in the same position is not permitted. How- have served on the Board of Directors in orderto be considered by ever, a person who has served two consecutive elected terms will be- the Nominations Committee as a nominee for the position. come ei for reelection to the same position followinga 1-year

SPECIAL GOVERNANCE SUPPLEMENT TO CEC TODAY SEPTEMBER 1999 PG. 2 break in service. Serving as an appointed member of the Board of to fix the terms of metuel-assistenee affiliation and endorsement Govemoos Directors will not be counted as elective service and will within the limits of established Council provisions. therefore not be considered in matters of individual succession. ei. To act upon applications and to grant charters to Council units that 2. A member of the Board of 6eveenees Directors who is elected or qualify. appointed to another post on said Board shall be eligible to accept §7. To determine when it would be in The Council's best interest to withdraw it, effective upon termination (either by expiration or resignation) a charter from a unit, or to withdraw Council sponsorship of an affiliate, of his or her present term of office. or to withdraw from an affiliation and to direct that appropriate action be taken. In the particular case of a local chapter, this action shall be taken only upon the recommendation of the appropriate federation; and in the case of a subdivision, this action shall be taken only upon the recommendation of the division and federation (if one exists). gk. To establish price formulas for publications and professional development, bonding plans for Council protection, and procedures for auditing The Council's finances. 14. To decide on the general types of publications that will be issued provineer ot-other-tiesignatett-orma and the types of meetings that will be held. c. Midterm Vacancies and Election Emergencies. in?. To remove any member of the Exemitis,e-Committee Board of Di- 1. A vacancy among the govemots-M-Itineramong4he-gomeners-of rectors from office for cause, by two-thirds vote of all-itsinembers the total membership of the Board of Directors. the-offieeps elected members of the Board of Directors, after succession, may be filled until the next regular meetitt-of-the-Assembly elec- n. To hire, evaluate, and terminate The Council's Executive Director tion upon a recommendation by the llymielent Nominations who shall serve at the pleasure of the Board of Directors. Committee and confirmation by the Board of 6evereersDirectors in o. To report annually to the Representative Assembly and general session or by mail vote through a variety of modes of communication. membership. 2. hp. To establish standing committees, task forces, ad hoc committees, and work groups not already provided for in the Constitution and Bylaws required to conduct the business of The Council. lg. To ratify proposed amendments to the Constitution and Bylaws of the Student Council for Exceptional Children.

gene's If the vacancy occurs in the position of the Treasurer or Stu- sr. To establish regulations for the Student Council for Exceptional dent Member, the Nominations Committee will recommend to the Children including procedures for election and tenure of officers and Board of Directors another individual who shall, upon appoint- for all matters pertaining to the operation of SCEC. ment, complete the term of office for which he or she was appointed. es. To grant Council members residing in an area outside a state, 3. If a vacancy occurs in the position of the External Member, the province, or other designated area the same organizational rights, Board of Directors will appoint another individual who shall, upon request, as other members possess and to classify each such upon appointment, complete the unexpired term of office. area as either a "state equivalent" or "province equivalent." pt. To establish the rates for membership dues and refunds and the poli- Section 5. Powers and Duties. The Board of Geeeeners Directors the cies relating to them. taliniffiotisitivelimly-of--T-he.Getineib shall possess the following pow- gm To establish the registration fees for annual conventions and other ers and duties: Council meetings, to approve the policies and procedures related to a. To establish a principal office and such other offices as are deemed them, and to approve the dates and sites for the annual convention. desirable appropriate; and to tleyelop-intatementatiomplans-and v. To select the program chair, who is not a member of the Board of adopt Directors, for the annual convention. amendments to the Articles of Incorporation, Constitution and By- w. To approve the local arrangements committee chair for the annual laws, and policies except for those included in the CEC Policy convention. Manual, Section Two, Part 3 Chapter 02, Chapter 04 para.4, Chap- x. To approve the involvement of CEC in international conferences. ter 05 para. 4, Chapter 06 para. 4, Chapter 07 para. 4, Chapter 08, ty. To receive reports of designated standing committees, task forces, para. 4, and Chapter 09 para. 4. ad hoc committees, and other work groups. b. To adopt an annual program plan and budget that is within the antici- z. To select the two members of the Board,who will serve on the Nomi- pated means of The Council to finance. nations Committee. c. To adopt and amend the strategic plan for the organization. aa. To attend all meetings of the Representative Assembly and to serve d. To develop and adopt The Council's organizing and professional as non-voting members. policies and to develop and adopt operational policies and proce- bb. To establish and adopt the legally required personnel policies for dures in the legislative domain. the employees of The Council. e. To create The Council's awards and honors. cc. To nominate and elect directors of any entity for which CEC elects f To propose policies that affect the rights of units as specified in the directors, including, but not limited to, the Foundation for Excep- CEC Policy Manual, Section Two, Part 3, Chapter 02 and paragraph tional Children. 4 in Chapters 04-09, for action by the Representative Assembly. dd. To adjudicate disagreements whose resolution is of importance to eg. To establish programs and services to meet the divergent needs of The Council's welfare or operation. the membership and of the different types of Council units. ree. To establish regulations relating to its own membership. *lh. To act upon .. eff. To act on such other official recommendations and petitions as may affiliates requests for endorsements and upon proposed Council affili- be received and which fall within the purview of the Board, and to ations, with other organizations, and, in cases of affirmative decisions, assume such other responsibilities as are, or shall be, assigned

SPECIAL GOVERNANCE SUPPLEMENT TO CEC 1999 PG. 3 through the Articles of Incorporation and Constitution and Bylaws or legislated litite-Delegate-Assentlily, policies. Section 2. Membership in the Assembly. The members of the Assem- bly shall consist of T-he-Cougiell-Pfesiflen4rend-witideted-elelegaies Section 6. Meetings. the eligible unit representatives and the Board of Directors. a. Regular Meetings. The Board of Governors Directors shall schedule at-least-one three regular meetings per year. One of the three meet- Section 3. Units-and Individuals Eligible to Anoembly be ings will be held at The Council's internation* at annual convention. Unit Representatives: a. :: : : :: : : - ! : : . :: eases-of-aational-entergeneies, b. Special Meetings. A special meeting of the Board of Governors Direc- mentliership-ffniajor-freetion-thereoh Individuals eligible to be tors may be called by the President upon concurrence by a majority of federation or branch, division or Student CEC representatives to the Board or upon petition signed by a majority of the Board. the Representative Assembly must be members in good standing of c. Quorum. One-third One-half of all Board members shall constitute The Council and the unit of representation as described in Article a quorum. III Membership, Section 3 Rights, at the time of nomination and d. Presiding Officer. The President shall serve as its the presiding offi- selection, and remain so throughout the term of representation. cer of the Board of Directors . b e. Voting Regulations. I. Each governimand-offieer member of the Board of Directors shall possess one vote. or-major-fraetion-thereof, Each federation or branch, division, 2. No Board member may vote by proxy. elieept-fte-ppovided-in-See- and the Student CEC shall select two eligible members to serve as tion-7-of-this-Actiele, its representatives to the Representative Assembly. 3. In the event that less than a quorum is in attendance for any Board meeting, those present may function in an advisory capacity at the pleasure of the President, after which the President may seek mentliership-or-major-finetion-thereof, Each eligible unit shall Board acceptance of the group's recommendations. determine the specific qualifications for eligibility to serve as its 4. In the event there is need to transact Board business for which a representatives to the Representative Assembly. meeting is impraetieal not feasible, the President may call for a d. mail-vote ballot procedure using a variety of communication modes, the same to be confirmed at the next official Board meeting and incorporated in the minutes. thereof, Each federation or branch, division, and the Student CEC, f. Rules. The Board of Governors Directors shall adopt rules of procedure shall develop a process to select the unit's representatives as part of for the conduct of its meetings in addition to Robert's Rules of Order, its Constitution and Bylaws. Newly Revised, latest edition, which shall serve as parliamentary authority. g. Nottfication. Each member of the Board of Directors shall receive notification of regular meetings no less than 14 calendar days prior to the meeting date. thereof, Each unit representative will possess one vote in the Assembly. f. The President and the President Elect shall each possess one vote. g. No other member of the Board of Directors will be entitled to vote.

Section 4. Representation by Alternates. a. Meeting. 1. In the event that a representative to the Assembly is unable to attend a given meeting of the body, the President of the unit lacking representation may appoint an alternate representative to attend the appointed. Validity of Action . Any action legally exercised by the meeting with full powers, including the right to vote. Board of Directors shall be valid without further approval. 2. The President of the unit shall certify the appointment of the alternate by a letter to the President of CEC. ArRazIGIs&VREiteetaive-Goininittee 3. The appointment of an alternate representative shall be valid Note: All reference to the Executive Committee is deleted. only for the meeting to which he or she was appointed. b. Remainder of Term. Where a vacancy occurs during the two-year ARTICLE * VI Delegate Representative Assembly term, the eligible unit may select an eligible member to fill the re- Section 1. Composition. The-Delegate-Asseintoffrthnlegislath=e-and mainder of the current term of representation. Section 5. Term of Representation and Succession. a. Each representative to the Assembly shall serve a two-year term and may be selected for an additional consecutive two-year term. A third ! : : : :: : : whiehever-is-higherrshall-eonstitate-a-tinoram, The Representative consecutive term in the same position is not permitted. Assembly (hereinafter referred to as the AAssembly) is the membersh0 b. A person who has served two consecutive terms will become eligible advisory body of The Council. It meets annually during the CEC Con- for another term following a two-year break in service. In matters of individual succession, serving as an alternate representative to vention. The representatives may exchange information and provide the Assembly will not be counted. feedback on issues through a variety of modes of communication dur- c. The term of service of any representative shall expire at the end of ing times other than the meeting time at the annual convention. This the period for which he or she was selected. allows the Assembly to function as a working advisory body throughout the year. The Assembly shall include two representatives from each fed- d. The terms shall be staggered on a fixed cycle basis according to a eration or branch, division, and the Student CEC. Two-thirds of the schedule established by the Board of Directors so that, as nearly as total number of eligible representatives shall constitute a quorum. possible, one-half of the representatives are selected each year.

SPECIAL GOVERNANCE SUPPLEMENT TOCEC TODAY SEPTglg1999 PG. 4 e. A member of the Representative Assembly who is elected or ap- :.: :: : : : : : : pointed to the Board of Directors shall be eligible to accept the position, effective upon the termination (either by expiration or Section 6 8. Assembly Meetings. resignation) of his or her present term of representation. a. The Council President shall serve as its the presiding officer of the f A person selected as a representative of a federation which then reorga- Representative Assembly. nizes as a branch prior to the expiration of his or her term, shall be- b. Only oirielo41,+-validateff.delegates the eligible unit representatives come the representative of the newly formed branch and shall may participate in making or supporting motionsr reselotionsrffm4 complete, as such, the term for which he or she was selected. platforms or in voting. c. The Assembly shall adopt rules of procedure for the conduct of its Seetion-4 Section 6. Previons-Memhership-As-a-Determiffing-Feetor, meetings. Newly Formed Units Representation. d. A special meeting of the Assembly may be authorized by the Board

: . : : : : of Governors-Directors, either upon recommendation of the Presi- dent or upon petition signed by a majority of presidents of the federa- tionsren4 or branches, divisions, and Student CEC. tor Any eligible unit that organized after the opening of The Council's fiscal year, but prior to the Delegate Representative Assembly meet- ARTICLE 4444 V// Officers ing of that fiscal year, shall be entitled to one-vote-in-said-Assernhly, There shall be four officers of CEC: the President, the President Elect,414e have two unit members serve as its representatives at that year's PiPStViee-12Pesidefitrand the Immediate Past President and the Treasurer. meeting of the Representative Assembly. One of these representatives shall be selected for a one-year term. Section I. Terms of Office. a. The term of office for President, President Elect, and Immediate Section 5 7. Powers and Duties. The Delegate Representative Assem- Past President is one year. The President automatically succeeds to bly shall the office of Immediate Past President and the President Elect au- possess the following powers and duties: tomatically succeeds to the office of President upon expiration of a. their respective terms of office. Thus, a person elected to the posi- thereto,- To identify, discuss, and advise the Board of Directors on position of President Elect serves a total of three successive years on tions The Council should take on issues related to the field of special the Board of Directors. education and related services and to special education as a profession, b. The Treasurer serves a three-year term of office. The Treasurer is and to examine the impact these issues have on children and youth not in the line of succession for the Presidency of The Council. with exceptional needs and those who serve them. b. : : :: : : :: :: : : : : Section 2. Succession of Officers a. The President Elect shall succeed to the office of President as soon as a vacancy occurs. If such a vacancy occurs prior to the term for which he or she was elected, the President Elect shall fill both the : :. : ::: : : : : unexpired term to which he or she succeeded and the term for which he or she was elected. eonsiderotion, To examine key public policy issues and initiatives b. If the position of President Elect becomes vacant before the term of and to advise CEC and the Board of Directors in developing policy, office is completed, the duties of the President Elect will be assigned direction setting, and decision making. to the Immediate Past President and other members of the Board of c. Directors as determined by the President upon consultation with the members of the Board of Directors and the Executive Director.

Section 43. Powers and Duties of the President. The powers and duties of forge-for-Canada, To inform the Board of Directors, CEC units, the President, as the chief elected official of The Council, shall be: and all CEC committees regarding membership issues, concerns, a. To serve as a voting member and presiding officer of the Eseeative needs, and perspectives on initiatives and activities. Committee, the Board of Governors Directors and the Delegate d. Representative Assembly. funds,-To act as the forum to critically examine prospective ideas, strate- b. To give professional leadership to The Council's planning and programs. gic directions, activities, policy initiatives, and other issues for CEC. c. To require the Executive Director to operate within the budget of The Council as approved by the Board of Giwerners Directors. eonventions-and-other-Gottoeil-meetings, To approve amendments d. To arrange through the office of the Executive Director meetings of to the Articles of Incorporation, the Constitution and Bylaws, and the Board of erev- the CEC policies that affect the privileges of any CEC unit as de- eraors Directors and Delegate Representative Assembly. scribed in the CEC Policy Manual, Section Two, Part 3, Chapter e. To approver medif,fror-rejeet all requests for scheduling and/or sub- 02; Chapter 04, para. 4; Chapter 06, para. 4; Chapter 07, para. 4; sidizing official committee, saheommittee ad hoc committee, add Chapter 08, para. 4; and Chapter 09, para. 4. task force, and other work group meetings and activities after con- f. To elect, by majority vote through the use of secret ballot, all members sultation with the President Elect. of the Nominations Committee with the exception of the Immediate f. To nominate to the Effeeative-Gemmittee Board of Directors, chairs for Past President and the other two members of the Board of Directors. all vacancies on standing and ad hoc committees with the exception of fg. To establish polieies procedures relating to its own membership. the Finance Committee and the Nominations Committee. g. To appoint chairs mid-atemberssif-subeemmittem of all ad hoc commit- 1 tees, task forces and other work groups of the gmeentive-Gommittee; h. To conduct awards and recognition activities. of GovermefsDirectors, and Delegate Representative Assembly. IBoardh. : :. : : : i. To remove any member of the Board of Directors for cause by a 2/3 : : : : : To vote of the total membership of the Assembly. provide mentorship to the President Elect and other members of the ij. To act on such other official recommendations and-petitionsfrom the Board of Directors. Board of Directors as may be received and which fall within the i. To serve as an ex-officio nonvoting member of all appointive bodies, purview of the Delegate Representative Assembly. ralid4o-esereise-all except those making nominations or conducting elections, and/or to e". 31 SPECIAL GOVERNANrCE SUPPLEMENT TO CEC TODAY SEP ItPABER 1999 PG. 5 designate so-gmeeutiee-Gommittee a member of the Board of Di- member of the Representative Assembly. rectors to provide liaison with any appointive body. b. To serve as chair and member of the Finance Committee. c. To lead The Council in its financial planning activities. d. To report regularly to the Board of Directors on financial matters. e. To report annually to the Representative Assembly on the financial status of the organization. f. To oversee CEC's overall financial accountability on behalf of the general membership. g. To lead the Board of Directors in meeting its financial responsibility.

meeting-of-tim.DelegoteAosemitiy, ARTICLE Pi V/// Executive Director tof. To serve as the official elected representative of CEC or designate Section 1. Nature of the Position. The Executive Director shall be the an alternate. chief executive officer of The Council, responsible to the csimeotiee k. To develop the agendas for the meetings of the Board of Directors Committee Board of Directors. and the Representative Assembly. I. To oversee the evaluation of the Executive Director by the CEC offi- Section 2. Powers and Duties. The powers and duties of the Executive cers with input from other members of the Board of Directors. Director shall be: tam. To peovide-for-the ensure an orderly transition of tite-preeieleoey a. To administer The Council's program; direct the operation of its principal office, maintain liaison with the Canadian office, and such 34Liee-Presitleot duties to the President Elect at the end of the other offices as are deemed (teakettle appropriate; and coordinate all President's term of office. principal office activities to ensure effective operation. b. To maintain expenditures for each Council activity within the official Section 2 4. Powers and Duties of the President Elect. The powers and budgetary designations thereof. duties of the President Elect shall be: c. To employ and maintain a Headquarters office staff to assist in the ad- a. To serve as a voting member of the Board of Geventers Directors ministration of The Council's program and ensure its effective operation. and the Foteetitive-Committee Representative Assembly. d. To recommend personnel policies as are deemed necessary or may be re- b. To serve in the President's place and with the President's authority in the quired by law for the maintenance of an effective Headquarters office staff case of that officer's absence, or inability, OP unwillingness to serve. and be responsible for the effective implementation of those policies. c. To succeed to the office of President entl-to-Fill-the-totempired-terto e. To study the needs of The Council and the profession, to coordinate of-Me-President should such a vacancy occur. the development of The Council's strategic plan, and to make recommendations for Council action. oeeomeitteing-ItioOP-Itee-Mem-of-offiee, f. To serve as an ex-officio non-voting member of all appointive bodies, d. To oversee the work of and to ensure the submission of reports except those making nominations or conducting elections. from the chairs of the standing committees, ad hoc committees, : : : '' :.. : : : ; : task forces, and other work groups. totiongetimembereitiptmits-of.-The-Gootteii, e. To serve as a voting member of the Finance Committee. lig. To supervise the coordination of unit activities with The Council's overall program. ih. To collect, compile, and maintain all Council records. miti-tieeepoet-eig- 4ziee-Peesifient-ohell-liet : : ":. : : : : :: : :: : : ji. To : : tieeCommittee, skip, report annually to the Representative Assembly. : : - : : : kj. To prepare and submit a tentative Council budget to the appropriate review bodies by January 15 of each year. 1k. To serve as the official staff representative of CEC or to designate " : : : : an alternate. 1. To serve as a non-voting member of the Board of Directors. oml-Presitimit-gleet, m. To perform such functions as may be permanently established for, or from time to time assigned to, this position. esney-oeeoror Section 3. Statutory duties of Secretary Hoel4reasoree. For so long as tite-iotepootionol..etioveotiom the laws of the jurisdiction in which The Council is organized require The Council to have an officer holding the positions of Secretary Section 4 5. Duties of the Immediate Past President. The duties of the onitior4reasoper, the Executive Director shall hold the offices of Sec- Immediate Past President shall be: retary tott14or--Treastiver of The Council. a. To serve as a voting member of the Beft4444-GoveNteFs-ftnd-as-fr toemitepof-the-PNeeittive-Committee Directors and as a non-vot- ARTICLE X IX Committees ing member of the Representative Assembly. Section 1. The Board of Govertioes Directors establishes standing b. To serve as Chair of the Nominations Committee ottel-to-oonoonee committees not already provided for in the Constitution and Bylaws. themiminees-to4keDelegote-Aosemitly. Standing committees shall function under the general supervision of c. To serve in an advisory or consultative role as designated by the the President Elect. Ad hoc committees, task forces, and other work President. groups may be established, including appointments of members and d. To serve as a mentor for prospective Council leaders. chairs, by the President with the approval of the giieetitive-Gommittee e. To assume other responsibilities as may be assigned by the President. Board of Directors. Section 6. Treasurer. Section 2. Nominations Committee. The duties of the Treasurer shall be: a. The P.00rtiof-Goveeneee-eholloeree-oo-the Nominations Committee a. To serve as a member of the Board of Directors and as a non-voting of The Council : : ': : : :

SPECIAL GOVERNANCE SUPPLEMENT TO CEC TODAY SEPT3I121999 PG. 6 eltair is responsible to ensure that all CEC constituent groups and Seetion4r0they,Stonfling-Contntiftees, membership segments have opportunities to participate in leadership development activities; be involved in mentoring opportunities; and become candidates for CEC elected/appointed leadersh0 positions. b. The Nominations Committee will consist of nine members: The Im- mediate Past President, two other members from the Board of Direc- tors, two members-at-large, one member from a diverse ethnic and multicultural group, one international member, one member repre- spettsiliole-fer-their-ofett-of-ttetivity, senting divisions, and one member representing the classroom ranks. Repoft-to-the-Romni-of-C,overnofn c. With the exception of the two members of the Board of Directors and Aftvoene,6ftnti-Governmentftl-Relotions-Gontntittee the Immediate Past President, all members of the Nominations Com- Finoneeenti-OpepaCions-Gonintittee mittee shall be elected by the Representative Assembly. GovePnenee-Gowntittee bd. The Immediate Past President will serve as Chair of the Nomina- Menvbefship-on14,14t-Development-Committee tions Committee. In the event the Immediate Past President cannot Professionol-Development-ComntiRee serve, the President shall appoint the next most recent Past Presi- larofessionol-Standertio-Conimittee dent whose services are available. Report-to4he-Eneet+tive-Committee el-The-eheir-shoil-possess-oneote, e. The chair of the Nominations Committee shall possess one vote. 1. All members of the Nominations Committee serve a two-year term with ARTICLE Yel X Meetings the exception of the Immediate Past President who serves aone-year Section 1. Professional Meetings. term. The two-year terms will be staggered, with one-half of the mem- a. The Council shall meet in annual conventions at regular periods ex- bers rotating off the Committee each year. cept when prevented by an emergency. g. A member of the Nominations Committee can serve only one b. The Council may conduct special or regular conventions, confer- elected term and may not be re-elected at any time. ences, workshops, or other meetings in addition to, or alternately h. If a member of the Nominations Committee becomes a nominee for with, annual conventions either independently or in cooperation with consideration by the Nominations Committee as a candidate for other organizations and/or agencies. any elected or appointed position, he or she must resign the position as member of the Committee. Section 2. Meetings of Elective Bodies. Each elective body shall schedule i. If a member of the Nominations Committee resigns for at any reason, least one of its regular meetings at The Council's annual convention. the candidate for that position in the previous election who received the next highest number of votes will complete the unexpired term. ARTICLE 404 XI Elections and Appointments The person appointed may be elected for one complete termas a newly elected member. Section 1 . Election of-Wieeps-ond-Governeps-et-1,Ente by the Eligi- titj. The Nominations Committee reports to the Delegitte-Prseentlily ble Voting Members14. The Delegete-Assenti)ly eligible votingmem- Board of Directors. bership of CEC as defined in Article III, elects by majority vote and on a fixed cycle basis,414e.intevitetieftft144iieersrthegewenem-84- Section 3. C-refien.tiols-and Elections Committee. a. A-Greelen4iels-on4 An Elections Committee shall be established as a standing committee and shall consist of five members. tintes-end-eleets-theteVefftefat-lotte-for-C-onette President Elect b. The President shall appoint a chair subject to confirmation by the En- and the Members-at-Large of the Board of Directors.

eeative-C-oninlittee Board of Directors. c. The duties of the Committee shall be twofold: nenteIN to *ftliflote-ere- Section 2. Eiretiest Balloting PePmissible. oka-eleetiownloy-19e-h44 dentials-a,n4 prepare one ballot representing a slate of candidatesas se- eloses-nominetions, lected by the Nominations Committee and through the petitionprocess and to conduct aneh-seeret-betiot elections ftsino,,,-Ile-ofelepefioll-in a. The eligible voting membership shall vote by secret ballot. the-ninftnee-legisloted-ivy-tite-Delegote-Arssembly. (I) A ballot for the President Elect and designated Members-at- d. The C-reelentiftls-and Elections Committee reports to the Delegate Large positions will be prepared and will have at least two names Asseins4+1,, Board of Directors. for each position. The individual receiving the highest number of votes in each position shall be declared the winner. Section 4. Finance Committee. (2) A ballot for Members-at-Large, non-designatet4 will be prepared a. The Finance Committee is comprised of seven members: the Presi- and will include at least twice as many candidates as there are posi- dent Elect, the Treasurer, and five other members. tions to be filled (i.e., if there are three non-designated positions to be b. The Finance Committee will be chaired by the Treasurer. filled, the slate will include a minimum of six candidates). The candi- c. The Finance Committee members are appointed by the Treasurer dates receiving the highest number of votes shall fill the positions with approval by the President and serve a three-year term. b. Balloting for each position may be by electronic means (e.g., fax,com- d. The responsibilities of the Finance C'ommittee: puter), non-electronic means (e.g., mail), or other appropriate means. (I) To address the financial stability of The Council and the finan- c. The balloting shall be conducted by the Elections Committee at cial implications of services to members. such time and in such manner as to allow completion of the election process and counting of the ballots prior to the next regular (2) To recommend to the Board of Directors the action to be takenon the annual program plan and budget for The Council. meeting of the Board of Directors. (3) To consider price formulas for The Council's saleable items. d. The nominee for each position receiving the highest number of (4) To review financial policies on investments, bonding, and audits. votes shall be elected. (5) To consider the use of restricted funds. e. In each case where a nominee withdraws from the election after bal- (6) To review on an on-going basis, the need for revision of, and lots have been distributed to the membership, the nominee(s) remain- additions to, the CEC financial policies. ing will constitute the slate and the person(s) with the highest (7) To follow The Council's Business Plan. number of votes shall be declared the winner(s). f. In the event of a tie, the Representative Assembly will make these- lection by secret ballot, using either electronic, non-electronic,or ..: SPECIAL GOVERNANCE SUPPLEMENT TO CEC TODAY SEFEjER1999 PG. 7 other means. The nominee receiving the highest number of votes specifwally to the privileges of units shall be approved by a two-thirds from the members of the Representative Assembly in this election vote of the members of the Representative Assembly. If this amendment shall be declared the winner. involves financial or legal implications to The Council the amendment must be rahfied by a two-thirds vote of the Board of Directors. beetion-arkletbeds-ef-Relleting, e. Any proposed amendment to the Constitution and Bylaws not related to : " ;: ; 3 ; ; the privileges of units as described in the CEC Polky Manual Section thePe-is-filePe-thon-eue-ftentineer Two, Part 3, Chapters 02, 04-09 para. 4, shall be approved by a two- thirds vote by the Board of Directors present and voting. f Any proposed amendment to the Constitution and Bylaws that relate specifically to the privileges of units as described in the CEC Policy pese-of-penuktifig-wpite-inut Manual, Section Two, Part 3, Chapters 02, 04-09 para. 4, shall be approved by a two-thirds vote by the Representatives present and voting. Section 3. Appointments to the Board of Directors. If the amendment involves financial or legal implications to The a. The Board of Directors shall make the following appointments: Council the amendment must be ratified by a two-thirds vote of the (1) One Student Member for a one-year term The Student Member Board of Directors present and voting. is not eligible for reappointment. g. Action taken on any amendment to the Articles of Incorporation or (2) One External Member for a two-year term. The External Mem- to the Constitution and Bylaws by the Board of Directors or the ber is not eligible for reappointment. Representative Assembly can be conducted by electronic, non-elec- (3) One Treasurer for a three-year term. The Treasurer is eligible tronic, or other means. for reappointment for one additional term. b. With the exception of the External Member, these appointments are made from a slate of candidates developed by the Nominations Committee.

ARTICLE X444 X// Amendments Section 1.Technical, Nonsubstantive, and Conforming Amendments. in-adveueeef-seid-assembly.- a. TheEtteeutive-GemmitteeBoard of Directors shall have the author- 3 : ity to enact or adopt any amendment to the Articles of Incorporation : : :: : : : :: : : or the Constitution and Bylaws relating to (a /) change of registered : : : : : : : ** : agent and(b2) change of principal office. : : : : : : " : : b. TheFoieeutive-C-enunitteeBoard of Directors shall have the authority to enact and adopt any amendment to the Constitution and Bylaws that may be necessary to conform the Constitution and Bylaws to any tormuletes-its-reeemmendfttions: amendment of the Articles of Incorporation that has been adopted. as : :: : bereineftePiwayided, :: ; : : : :: : : : : :

Section 2. Petitiou-fer-on-Affleftdment:Procedure to Amend. The Ar- ticles of Incorporation and the Constitution and Bylaws can be betiy4i-iffibiluum-e48-heues-before-its-vete-tekifig, amended using the following procedure: Section 3. Filing of the Amendment to the Articles of Incorporation a. Any member or unit of CEC can propose an amendment to the Ar- ad4;ted, ticles of Incorporation or Constitution and Bylaws. The proposed After an amendment to the Articles of Incorporation has been such amendment shall be filed with the government of the District of amendment shall be submitted to the President Columbia in the manner prescribed by law. b. The President shall ensure that notice of any proposed amendment to the Articles of Incorporation or Constitution and Bylaws is provided to the CEC membership at least sixty days prior to the consideration of action on the proposed amendment by either the Board of Directors or the Representative Assembly. At the President's discretion, the notice may include the complete text of the proposed amendment, but must include a summary of the intent of the proposed amendment with administrative and financial implications. c. Any proposed amendment, eititee to the Articles of Incorporatione14e Section 5 4.Effective Date of an Amendment. the-C-oustitution-and-Bylowtnot related to the privileges of units as amendment to the described in the CEC Policy Manual Section Two, Part 3, Chapters a.Amendffient-te-A.Sieles-ef-ineetperatieur An Articles of Incorporation shall be effective upon the issuance of the 02, 04-09 para. 4, shall beiftitiated4vt vetitbui.4e-the-PPesidenb-signed certificate of amendment by the District of Columbia. Auitudffiebt-te-Cons4itutiewand-Bylows. Anamendmentto the ef-the-eftel-e5the-preeeding-riseal-yetw)-ePapproved by a two-thirds b. Constitution and Bylaws shall be effective upon adoption by the majority vote of the Board ofGeventersDirectors.T-be-Pfesideut-shall Board of Directors or Representative Assembly or by ratification of the action of the Representative Assembly by the Board of Directors unless the Board of Directors or Delegate Representative Assembly specifies otherwise.

ARTICLE NW X/// Parliamentary Rules Robert's Rules of Order. Newly Revised (latest edition) shall govern all official proceedings of The Council, subject to such special rules as The Council may adopt. d. Any proposed amendment to the Articles of Incorporation that relate 3 4 * DEC * DIMS * DID * DPD * DVD MRDD * TAG * TAM * TED *

April 2000 Diversity Symposium should con- CEC's leadership. Currently, the officers vices to the Board of Directors, ac- tact Emily Stewart at 410/638-4224 or mail: and members of CEC's Executive Com- , cording to Gillet. Through its annual 19 North Main St., Bel Air, Md. 21014. mittee are voted into office by CEC unit and electronic meetings, the Represen- representatives, the members of the Del- tative Assembly would hear from a di- Greater Voice, from page 1 egate Assembly. verse and knowledgeable constituency governance structure gives members Under the new structure, CEC would about matters of importance to mem- more opportunity to be involved and be governed by a 21-member Board of bers and the field. bring issues that affect members in the Directors. CEC members can get to "We need to have robust conversation real world to the organization." know and vote directly for the members around issues," said William Bogdan, As a result of task force work and of the Board of Directors through the CEC president. "The Representative As- resolutions passed by the CEC Delegate mail and, eventually, electronically. To sembly would do that." Assembly, the CEC Board of Governors help members learn about the nomi- The Representative Assembly pro- determined that changing CEC's gover- nees, CEC would publish their views, vides another avenue for individual nance structure was imperative if CEC plans, and biographies electronically members to have a real voice in CEC is to retain its leadership position in the and in CEC Today and hold interactive policies, positions, and initiatives. The future, which calls for associations to be forums with the nominees on the Web. members of the Representative Assem- proactive, responsive, and flexible. The nominees also would continue to bly, who would be selected by their Unfortunately, CEC's current gover- make presentations at the annual con- units, would communicate not only with nance process limits the association's vention. The actual voting would occur the Board of Directors but also CEC ability to react to policy or market in late spring after everyone has had the members locally. These representatives changes in a timely manner. CEC's cur- opportunity to make an informed deci- would keep their members informed of rent policy making body, the Delegate sion about the candidates. ' issues the Representative Assembly is Assembly, meets only once a year, and addressing and solicit their ideas and the 87-member Board of Governors Board of Directors suggestions on these issues, as well as meets only twice a year. Furthermore, a The Board of Directors would be bring issues that unit members raise for 1-year or more process is often required CEC's primary governing body. It consideration before the Board. to address key issues, a cumbersome would be responsible for making inter- "Through the Representative Assem- governance process that results in slow nal and external policy except for poli- bly, CEC would link to individual mem- responses to internal/external pressures cies affecting the rights and privileges bers and understand what their wants and missed opportunities for the organi- of units; overseeing all committees, and needs are," said Bogdan. zation. In addition, CEC's current struc- task forces, and ad hoc groups; ensur- ture prevents the timely release of ing that the perspectives of all groups Task Forces/Project Teams/Work Groups information to members and inhibits of members are considered in decision- Another new, exciting way in which their input on key issues. making; fulfilling its corporate roles; members can have a larger voice in To redress this situation, the CEC and other duties. With its smaller size CEC's leadership is through project Board of Governors voted at the 1998 and more scheduled meetings (three teams, task forces, and work groups. As Annual Convention to establish a task times a year as well as electronic meet- particular issues arise, the CEC Board force to propose a new structure for the ings), the Board of Directors would be of Directors, staff, and Representative organization. In April, the Board asked able to respond quickly to issues affect- Assembly would appoint project teams, the Governance Standing Committee to ing the field and/or the organization. task forces, or work groups to study take the recommendations of the Task them and report back recommenda- Force as well as the directives of the two Representative Assembly tions. These teams provide an important resolutions adopted by the Delegate As- Though the Board of Directors would and flexible way for members to make a sembly and propose changes in the CEC make the majority of CEC policy, it difference on matters of importance to Constitution and Bylaws to implement would benefit from a variety of sources them, according to Bogdan. Through the recommendations. These proposed that involve member input. One signifi- such project teams and task forces, changes are included in the insert in this cant source would be the Representa- members can become involved with a issue and will be voted on by the Dele- tive Assembly, which would replace the topic, but their commitment of time and gate Assembly in Vancouver, B.C. Delegate Assembly. The Representative energy would be limited, for the team or Assembly would be composed of two task force would exist only as long as it Opportunities for Member representatives from each federation, is needed to complete the work. Involvement branch, and division and Student CEC. Direct Election of Officers and Board It would identify, discuss, and recom- Nomination Committee One major change that would occur mend positions on issues related to spe- The newly reconfigured Nomination with the restructuring is that members cial education including those Committee provides an essential link be- would have a direct voice in selecting impacting educators as they deliver ser- Continues on page 15 35 CEC TODAY SEPTEMBER 1999 9 professionag advancemeng Momenforono Special Education World Congress Ovealdng Ole CycllelD Viidence to Bridge the Globe

CEC and two of its divisions, the Council ain knowledge, skills, and experi- In addition, SEWC sessions and ac- of Administrators of Special Education Gence from the world at the Special tivities will permeate the program of the and the Council for Children with Behav- Education World Congress (SEWC), CEC Annual Convention & Expo from ioral Disorders, as well as 20 other na- April 4-5, 2000, at the Hyatt Regency April 5-8, 2000. And, SEWC attendees tional organizations are co-sponsoring a Vancouver in British Columbia. will have access to the most up-to-date videoconference series titled, "Lessons Learned: Breaking the Cycle of Violence Through facilitated discussions and resources and materials at the extensive II." The broadcasts will provide practical, networking opportunities, SEWC 2000 CEC convention exhibition. nuts-and-bolts information on positive attendees will share problems and so- steps schools and communities can take lutions and learn about challenges edu- Register Now and Save! to increase safety. They are cators world-wide face in delivering Pre-register by March 1, 2000, for re- service to students with disabilities. duced rates. The cost to attend both the

; "Comprehensive Prevention Co-hosted by CEC and its Division World Congress and the following CEC Planning" (Oct. 19, 1999*) of International Special Education Ser- Annual Convention & Expo is $258 Will present tested strategies that reduce vices, SEWC 2000 will open on Tues- (SEWC only, $109; SEWC plus a 1-day the likelihood of aggression, bullying, day, April 4, followed by a full day of convention pass, $218). Call CEC, alienation, and suicide among children activities on Wednesday, April 5. The 888/232-7733 (toll-free) or 703/264- and youth. program will contain a wide range of 9446 (TTY), for more information or to informative sessions covering profes- register. And see the CEC Web site, "Containing Crisis: Managing School sional issues in the areas of policy, re- www.cec.sped.org (via the 2000 con- ; and Community Emergencies" search, and practice. vention link) for the latest updates. El (Nov. 30, 19991 Will focus on best practices in crisis management and how to incorporate All Star Line Up Slated for Canadiansand them into safety planning. Othersat the CEC Annual Convention & Expo "'Each broadcast airs from 4:00-5:30 p.m. Eastern time. Canadian spe- tionshps with students and families. Coy-

cial educators : ers key elements such as understanding !!, Register Today! and-all-other---,contexts;realistic-expectations of care- To register for a downlink, purchase special educa- givers and educators, and dealing with video copies, or for more information, tors for that mat- real issues, not surface tensions. contact: ter won't Guiding At-Risk Girls Beyond want to miss the 2000 Shows how to help pre-teen The HOPE Foundation outstanding ses- girls cope with the pressures they will 1252 Loesch Road sions at the 2000 face in middle and high school. P.O. Box 906 Bloomington, IN 47402-0906 CEC Annual ! Toward a ComprehensiveAssess- Canadians gear up for Convention & mentof Gifted Learners: Honoring Tel: 800/698-8025 or 812/337-7703 convention 2000. Expo in Vancou- Diversity Identifies three ap- Fax: 812/323-8140 ver, B.C., April 5-8. Just a few of these proaches to assessment that address in- Web: www.communitiesofhope.org exciting sessions presented by Canadian dividual differences among gifted The cost to downlink each program or educators include learners. Also, participants will learn purchase a single video copy is $145. A Portrait of School Bullying to understand gifted children's percep-

Examines different facets of bullying : tions of their abilities, acceptance by Save $40 by purchasing all three videos, including the victim/bully in the con- others, and motivation to learn. including the September broadcast, text of the anger-retaliation cycle. Pre- SEALS "Acting on Early Warning Signs," which Strategies for Enhanc- addresses how to quickly and accurately vention and intervention strategies will ing Aboriginal Learning and Success identify young people at the greatest risk be highlighted. Part of a strand on teaching Native of harming themselves and others and Laughing Our Way through Rais- students, gives examples of best prac- then respond to those signs without ing/Teaching Kids: Fostering Positive tices for schools and the teaching of "scapegoating" particular categories of Parent-Teacher Relationships Using Native students as well as identifies the students. humor and storytelling, demonstrates new skills and qualities of teachers the Na- ways educators can build positive rela- tive population values. El

10 CEC TODAY SEPTEMBER 1999 36 professiornial advancement

ments Impact Learning and Peer Focus on Disability Relationships Some students with AS require weekly sessions with a Asperger's Syndrome trained staff member who can help BY SHEILA WAGNER them "solve the puzzles" that they en- functioning as they seek to avoid sen- counter in everyday activities and alle- Across the table, 17-year-old sory characteristics not evident to others. viate depression caused by self- A.."Sean" easily answered questions Cognitive abilities, which fall in the perception of social failure. during the diagnostic evaluation that average to above-average range, en- Ongoing social skills instruction is would ultimately identify him as a stu- able them to absorb and relate great crucial to helping the student form dent with Asperger's syndrome (AS). quantities of information some are friendships with peers. Initially, these re- He readily shared information about called "little professors." However, lationships may have to be orchestrated his dislikes and likes, including his in- their impairment in nonverbal social/ by teachers and sympathetic peers, in tense interest in computers. He defined communication domains often do not the hopes that the student with AS can certain emotions, and he provided a allow them to recognize when, or un- become more socially proficient. solid insight into his way of thinking. derstand why, others become tired of Common interests among peers However, when discussing their preferred subject matter. computers, space, dinosaurs, trains, in- "friends," Sean became uneasy and his While some may be in gifted classes, sects, fantasy figures, and chess can answers became much more guarded. students with AS often demonstrate a be used to start a group under a He said he had many friends, then ad- wide range of cognitive skills and strug- teacher's or assistant's guidance. mitted that, no, he had no friends. gle with subjects that call for inferential Recognize Students' Strengths Prior to testing, his teachers and reasoning, abstract concepts, problem- Many students with AS will go on to parents reported that Sean walks solving and extensive calculation or so- college, and some can be wonderful through the crowded high school hall- cial judgement. Fine motor problems contributors to society. But, without ways with his eyes on the floor, never lead to poor penmanship and low writ- tapping their strengths and offering interacting with anyone. In fact, he has ing motivation. Gross motor clumsiness support, students with AS can drop out never experienced friendships with can lead to poor skills in competitive of school (even out of middle school), anyone his age, they said. sports and physical activities. refusing to come back because the aca- During the test, Sean clearly identi- Peers often view students with AS demic and social demands are too high. fied what a friend is and what friends as socially vulnerable and easy targets Implement Creative Programming do together, but he did not know how for teasing and bullying, setting the Through the Individual Education to get a friend it wasn't something stage for low school motivation, de- Plan, teachers can develop class sched- he pursued any longer. When asked pression, and frequent absences. ules that will prove motivating and why, this generally happy teenager challenging to the student and address began to cry and said "it is too hard." Missing the Diagnosis all of his or her needs. AS has only been recognized in the Intervene Early Finding Sean in The Typical AS Profile United States since 1994. Many indi- kindergarten would have provided many As a sub-category ofpervasive develop- viduals who fall within this category years to help him learn the needed skills mental disorder, the AS profile is differ- have been diagnosed with schizophre- for adulthood and friendships. There are ent in many ways from classic autism, nia and learning disabilities as well as many "Seans" in our schools. although the same categories are af- bi-polar, receptive language, opposi- fected communication, socialization, tional-defiant, and emotional disorders. For More Information... and behaviors/activities of interest. Students with AS are often found in To learn more about Asperger's Syn- Individuals with AS are frequently classrooms for students with behavioral drome, contact the ERIC Clearing- quite verbal (and sometimes hyperver- disorders, exposed daily to students with house on Disabilities and Gifted bal), often developing along typical pat- inappropriate social behaviors. Medical Education, 800/328-0272, or see terns. But, they struggle with pragmatic and education professionals often do not ERIC's "Frequently Asked Questions" language in everyday environments and recognize students with AS and may be- section on the Web, http://ericec.org. are confused about appropriateness of lieve they are "just bad kids." Or, visit ASPEN of America, Inc. on conversational topic, voice tone, (often the Web at www.asperger.org. 0 using monotone), rhythm, rate, and in- How to Help Students with AS flection. Many directly gear conversa- Obtain In-Depth Training Sheila Wagner is the School-Age Coor- tions to their own intense interests. They Learn the vast differences among the dinator of the Monarch Program at frequently display hypersensitivity to AS elementary, middle school, and Emory Autism Resource Center in At- noises or sometimes smells, which may high school profiles. lanta, Ga., and is a member of CEC impair social performance in day-to-day Understand How Social Impair- Chapter #685.

CEC TODAY SEPTEMBER 1999 ii member go member

need specific information about the laws Supervising Paraeducators What and rules in their state, as well as information contained in professional codes Every Teacher Should Know of ethics and standards. (Contact CEC toll free at 888/CEC-SPED ext. 466 for BY NANCY FRENCH about the paraprofessional's work. A a copy of "CEC Knowledge and Skills he 1997 reauthorization of IDEA, teacher may take notes or "script" the for Special Education Paraeducators.") Tfor the first time in special education exact words the paraprofessional uses law, says that paraprofessionals may as- while giving directions to a student. Or, Resources for Teachers Who Must sist in the delivery of services to children he or she may record how often a para- Supervise with disabilities. It adds that paraprofes- professional calls on girls vs. boys or The following literature provides valu- sionals should be appropriately trained note the duration of waiting time during able information for teachers. and supervised. While paraprofessionals a brief observation. Clear communica- Time Management Mamchak, P. have worked alongside teachers and re- tion and positive working relationships S. (1993). Teacher's time management lated service providers to help students result when teachers and paraprofession- survival kit: Ready-to-use techniques in special education for at least 40 years, als examine these records together. and materials. Englewood Cliffs, NJ: neither teachers nor related service Prentice-Hall. providers have received preparation to Paraprofessional Vs. Professional Managing Workplace Relation- train or supervise paraeducators. Roles ships Blanchard, K. H. & S. John- Teachers must always maintain the fol- son. (1983). The one-minute manager. Principles of Paraprofessional lowing four professional roles. New York: Berkley Books. Supervision Assessment For special educa- Teamwork Larson, C. E. & F. M. The following four principles guide tion eligibility or to use in instructional J. LaFasto. (1989). Teamwork: What teachers' work with paraprofessionals. decisions. must go right/what can go wrong. New- Planning For IEPs and long-term bury Park, CA: SAGE Publications. Actively Involve Paraprofessionals goals as well as for the adaptations and Needs-Based Negotiating During orientation, teachers and para- modifications to daily, weekly, and se- Fisher, R., W. Ury, & B. Patton. professionals should identify and com- mester-long instructional sequences. (1991). Getting to yes: Negotiating pare their work style preferences. Collaborating and Consulting with agreement without giving in. 2nd Edi- Teachers should also identify program- General Educators and Families To tion. Boston: Houghton Mifflin. matic needs, then compare those needs ensure that LEP goals are addressed, the to paraprofessiona1s_skills_so_they_canstudent-has-access-to the-general-educa- Seminarsin_Supervisory-Skills create a personalized "job description" tion curriculum, and the family is appro- Courses on paraprofessional supervision that helps the paraprofessional know priately involved in the child's education. should include paraprofessional roles exactly what is expected. Supervising Paraprofessionals To and responsibilities, as limited by ethics ensure that paraprofessionals contribute and the legal system; providing orienta- Conduct First-Hand Observations appropriately to the educational process, tion to paraprofessionals; delegating First-hand observations of the parapro- get adequate on-the-job training, direc- tasks; planning for others; managing fessional's required tasks enable feed- tion, and performance feedback. multiple schedules; providing on-the- back based on data rather than hearsay. Of course, paraprofessionals can con- job training; evaluating performance; Observations may be quite shortjust tribute to all four roles. A paraprofes- and managing the work environment. five minutes. The key is to observe fre- sional may collect student data, charting quently twice a week is not too much. the frequency of certain behaviors. The Paraeducator Supervision Academy teacher can use this data to make assess- The Paraeducator Supervision Acad- Focus Observations on Tasks Assigned to ment decisions. Also, a paraprofessional emy covers the skills mentioned the Paraprofessional may suggest or carry out lesson plans; above. To arrange a demonstration, The most useful information comes from modify instructional materials based on contact the PSA-Outreach Project at observations of the specific tasks as- the directions provided by the general 303/556-6464, e-mail: nfrench@ signed to the paraprofessional in the per- education or special education teacher; ceo.cudenver.edu, or see the Web: sonalized job description. The tasks on and under a teacher's direction, contact http://soe.cudenver.edu/ccel/para. 0 which a person's performance will be parents to set up meetings or share spe- evaluated should never be a surprise. cific information about the child. Nancy French is the Director of the In most states, school statutes specify PA1VA Center at the Center for Collab- Use Written Data to Provide Feedback the conditions under which teachers and orative Educational Leadership, Uni- Written information is more useful than paraprofessionals may be employed and versity of Colorado, Denver, Colo. She verbal information during conversations the roles they may assume. Teachers is a member of CEC Chapter #382.

12 CEC TODAY SEPTEMBER 1999 36 (EC Leaders Size Up the Future of MIk Special Education

ne of the important jobs CEC's of- vide new knowledge about instructional Oficers fulfilled at the Leadership strategies for students with disabilities. Institute was to identify the issues and Increased emphasis on teacher report trends that will affect special educa- cards and public knowledge of educa- CEC leaciers discuss future trends. tion, education in general, and society tional outcomes. in the future. CEC's officers were also Conger also addressed a number of ments that provide instructionally rele- treated to an expert glimpse into the other issues educators should be aware vant information, respecting and ac- future by the institute's keynote of in order to prepare their students for commodating diversity, involving speaker, Tom Conger of the Institute of the future. They include globalization, parents and families on educational Alternative Futures in Alexandria, Va. the growth of the world population to teams, and personalizing communica- 10-12 billion, advances for women, an tion between the home and school. Expert Predicts Future for Society increasing literacy rate world-wide, Providing external support such as and Education and more powerful computers. Conger adequate funding and diverse support In the new mil- also predicted that multiculturalism for special education. lennium society and diversity would continue to impact will see more our lives and the educational system Suilvey Resafillft diverse educa- and that urbanization would increase. tional formats CEC would like to thank Forrest T Lookhla Mead 20 Yews for all children Jones for sponsoring this informative Central to CEC's officers thinking were as well as im- and exciting keynote address and re- the results of the Educational Change proved use of ception for the CEC leadership. Survey that CEC sent to the Board of Tom Conger of the Institute technology, in-of Alternative Futures pre- Governors, Past Presidents, Federation creased collabo-dicts the future. CEC Leaders Identify Issues and Division officers, and staff. It was ration among Important to the Field also placed on the CEC Web site. Follow- educators, and additional emphasis on CEC's offi- ing are the top issues survey respon- educational outcomes, Conger predicted. cers identi- dents identified for each category. He further outlined the following spe- fied four cific changes in education: major issues Societal Factors Affecting Education Increased options for educational during the Technology settings, including home schooling and Leadership Demographic Shifts educational cooperatives, as well as Institute as a Economic Conditions dorporation-sponsored schools (for ex- starting point Aging Population ample, the IBM corporation would be to develop Trends Affecting Our Schools the driving force behind its high CEC's vision Personnel Shortages school, designing the curriculum and CEC President Bogdan ad- as well as its Technology school activities). dresses CEC leadership. future strate- School Violence Students telecommuting 1-2 days a gic and business plans. The issues are Demand for Accountability week. Building quality schools that are Standards and Reform More team-based interactions among staffed with trained professionals, main- educators, including teachers sharing tain appropriate teacher/pupil ratios, and Factors Leading to Improved Educa- classes with students outside the country. provide assistance for paperwork. tional Success Interactive technology that will help Providing an effective education Better Prepared Teachers teachers give more comprehensive in- system that unifies general and special Better Administrative Collaboration struction to students than they can in education, focuses on outcomes for all Early Intervention typical classroom settings in which students, provides appropriate techno- Increased Funding one teacher must divide his or her at- logical support for student learning, Parent/Family Involvement tention among a group of students. and utilizes interagency collaboration Political Support for Special Education Twenty-four-hour video cameras in to serve students. Full Implementation of IDEA the classrooms so parents can tune in Focusing on students and families, Enhanced Understanding of Diverse to see what their children are doing. which entails emphasizing individual- Backgrounds Reduced Paperwork Advances in brain research that pro- ization of instruction, using assess-

3 9 CEC TODAY SEPTEMBER 1999 13 speaking out

What the IEP Changes Mean to Me TAKE IT FOR as a Parent ff)range d he new regulations of the 1997 In- would come up with other solutions. Special Education Improvement dividuals with Disabilities Educa- In the past, parents were automati- T Grants The U.S. Education Department tion Act (IDEA) have mandated cally given these meetings. However, (ED) will fund special education improve- greater involvement of parents in their under the new IEP process, schools ment grants that help state education child's education. In particular, parents are under much less pressure to have agencies (SEAs) form partnerships with are to be full participants on their these meetings unless the parents re- local education agencies and other state child's IEP teams, assisting in develop- quest them. agencies interested in improving their ser- ing the plan and making eligibility and For example, last year my son was vices for children with disabilities. Dead- placement decisions about their child. in a classroom setting that wasn't con- line: Dec. 15. Eligibility: SEAs in any U.S. Following are perspectives from par- ducive to his progress, and the teacher state or territory. Contact: ED, 202/205- ents of children with disabilities on he was matched up with was not ap- 8717 tel/fax or http://ocfo.ed.gov how changes to the IEP process have propriate for him. After sending no- /fedreg.htm. (CFDA #84.323A) affected them in advocating for their tices to the teacher didn't solve Expanding Job and Career Opportunities child's educational success. anything, I contacted the principal who for People with Disabilities ED invites initiated a meeting with the teacher applications for projects with industry that My Input Directs the IEP and the other IEP team members. In create and expand job possibilities for peo- The changes allow me to participate in the end, everyone got out what they ple with disabilties. Deadline: Jan. 10. Eligi- the development of the IEP, not only wanted to say, and as a parent, I could bility: Nonprofit agencies, employers. to attend but to provide input and have voice my concerns. From that meeting, Contact: Education Publications Center, 877/433-7827, fax: 301/470-1244, e-mail: my input be a part of the whole pro- ; we came up with a solution, which was edpubs@ inet.ed.gov or http://ocfo.ed.gov/ gram. I have two older kids with dis- to switch my child to another class- fedreg.htm. (CFDA #84.234P) abilities, who are now 22 and 25 years room, and I was a happy mom. But this old. I attended all their IEPs over the crucial meeting was during an in-be- AT&T Technology Education The AT&T years, but my input was never a part of tween time and not the standard end of Foundation funds education projects that their IEPs. Now, as a full participant the quarter. focus on technology use to enhance teach- on my 12-year-old son's IEP team, I Monica Herring ing and learning and help people achieve am really directing his plan. Since I Laurel, Md. self-sufficiency and lead productive lives. Deadline: None. Eligibility: Nonprofit orga- am the expert person in my son's life, I The New Regulations Provide nizations. Contact: AT&T Foundation, think it is my right to participate and 212/387-4801 or www.att.com/foundation Parents Greater Confidence that my input should be a part of his for a list of regional contacts. program. Greater parent participation in the IEP However, while the changes pro- process as outlined in the new law vide opportunities to cover all areas of gives us an opportunity to enter goals Covrreekm my child's program, the school district and objectives that are working for our The names of the presenters of the work doesn't necessarily adhere to it. I children and deal with goals that may detailing the student's perspective of hav- would like to see the state set up a not be working for our children. ing a learning disability were inadvertently monitoring system for the IEP docu- The changes to the IEP section of left out of the story, "The Truth about Hav- ment itself to ensure all the compo- the new regulations are definitely an ing a Disability The Student's Perspec- nents are implemented. improvement. The old law said parents tive," CEC Today, June/July 1999. CEC Zoie Barnett could or may be a member of the IEP Todaywould like to credit Mary Lynn East Orange, N.J. team. Now that parents must be part of Boscardin, Hal McGrady, and Janet Lerner the IEP team, they feel more confident for their outstanding and groundbreaking Follow-Up Meetings Still A in giving ideas, goals, and objectives work in this area and inform readers that Challenge as well as participating more and on a their research can be found in the book, Learning Disabilities and Life Stories.* The I am still concerned about how often I higher level in developing the IEP. book will be available in the spring of 2000. can request follow-up meetings with Linda Shephard my son's teachers and the IEP team in Douglasville, Ga. *McGrady, H., J. Lerner & M. L. Boscardin. addition to the official IEP team meet- (in press). The educational lives of stu- ing. I have needed these follow-up Speaking Out reflects the opinions of dents with learning disabilities. In P Rodis, meetings to be sure the solutions the individuals. Your comments are wel- A. Garrod, & M. L. Boscardin, (Eds.), team set out to implement were work- come. 0 Learning disabilities & life stories. Boston: ing and, if not, to ensure the team Allyn & Bacon.

14 CEC TODAY SEPTEMBER 1999 4 0 Greater Voice,from page 9 tween CEC's membership and its leader- abilities outperformed their non-disabled the team," Chasteen said. "We work ship. The Nominations Committee, peers who used more traditional methods with them to make sure accommoda- which would recruit candidates for the on objective and performance tests. tions are followed through, provide field Board of Directors, would be responsible Students with disabilities have trips to help students make connections for ensuring that all of CEC's constituent learned, remembered, and retained more with the accommodation officer, and groups and membership segments have than twice as much information about a work with students on self-advocacy." equal opportunities and representation in subject when taught using specific Special education also has devel- CEC's leadership activities. mnemonic strategies, according to a oped highly effective strategies for "Because the Nomination Commit- study by Tom Scruggs and Mastropieri. working with students' parents. Often, tee members would oversee leadership Direct instruction and cognitive strat- parents know that in the special educa- development and mentoring opportu- egy training has significantly enhanced tion teacher or administrator, they have nities, CEC would be able to promote both spelling and written composition an "ally at school who understands the grassroots involvement in CEC's lead- achievement. Compositions have im- problems their kids are having," says ership," said Bogdan. proved in quality and length with spe- Pat Beckman, CEC's 1999 Teacher of And, members may nominate them- cific strategy instruction and practice. the Year. selves to the Representative Assembly to Academic success is not the only area But perhaps one of most telling reserve on the Nominations Committee. in which special education has made sig- cent developments that proves special The CEC governance restructuring nificant inroads in the progress of stu- education works is that a higher per- provides an unparalleled opportunity for dents with disabilities. Our work with centage of middle and high school stu- the Council to meet the challenges of the children with behavioral and emotional dents are referring themselves to 21st century and give members a larger disorders has also yielded impressive re- special education. This development voice in CEC's future direction. sults. For example, in the 1993-94 shows that special education has not To learn more about the restructur- school year, Fern Ridge Middle School only transcended its stigma but that ing, see the special insert in this issue in Oregon had approximately 7,000 dis- general education students see that it is of CEC Today, go to the Web, cipline referrals. After working with and effective, according to Beverly Mc- www.cec.sped.org, or contact Pam implementing the school-wide discipline Coun, director of student services in Gillet at 847/965-6273 or William and behavior management strategies of Mount Horeb School District in Wis- Bogdan at 523/742-2200 ext. 240 (W) George Sugai and Robert Horner, pro- consin and CASE president. or e-mail: [email protected]. fessors at the University of Oregon in "These self-referred students know Eugene and members of the Oregon they are as bright as their classmates Federation, during the 1997-98 school and that they shouldn't have to struggle Special Ed. Works,from page 5 year, discipline referrals were down to so hard to succeed," she added. "They abilities scored over twice as well on 1,800. Similarly, with Florida's Project turn to special education to level the academic tests of text content. Achieve, which utilizes a school-wide playing field." Students with disabilities have in- behavior management program, school creased their performance on tests after suspensions dropped from 11 percent to A Word of Warning receiving specific training in test-taking 3 percent in a 3-year period. Special education works. That is with- skill, scoring as much as 11 percentile out question. But, special educators points higher than untrained students Other Ways in Which Special warn that for special education to con- when they were taught how to "show Education Works tinue to work, we must ensure that we what they know" on tests. Though not documented, special edu- do the things that make it work pro- Mathematics achievement including cation has advanced the field in other, vide intense, sustained explicit instruc- life skills, money, time, measurement, vital ways that are crucial to student tion, maintain low teacher/student fractions, and problem solving has success. One such area involves the ratios, and use instructional strategies been significantly improved with cog- transition of students with disabilities that have been proven effective. And, nitive strategy instruction students to work or post-secondary education. last but not least, we must have highly who received cognitive training on Because special educators now work trained professionals providing instruc- their understanding of mathematics more closely with post-secondary edu- tion to students with disabilities. These outperformed normally achieving stu- cation staff as well as students on professionals should specialize in cer- dents who had not been trained. meeting college responsibilities, our tain areas, recommends Deshler. Appropriately adapted activity-based students are more successful in these "Who would you want operating on instruction in science and social studies settings, according to Terri Chasteen, your brain? A GP or a brain surgeon?" has had a positive impact on science and transition coordinator in Nixa, Mo., he asked. "Who would you want teach- social studies learning for students with and CEC's 1998 Teacher of the Year. ing your child with a reading problem? disabilities. In a study cited in Science "Special educators are now working I'd rather have someone who knows Education, 82, students with varying dis- with post-secondary educators as part of how to teach reading." 0 41 CEC TODAY SEPTEMBER 1999 15 CALENDAR OF C asgz ocgober 5229, e-mail: [email protected]. See the 9666 (H), 516/747-5378 (FAX), e-mail: October 14-16, 1999 DCDT Web site for more information, [email protected] or dreamswrk@ Florida CEC Federation Conference, "Fac- www.ed.uiuc.edu/SPED/dcdt. aol.com; or Myra Brahms, 212/628-6797. ing the Future ... Prepared for Success." October 23-27, 1999 November 4-5, 1999 Adams Mark Hotel, Florida Mall, Orlando, California CEC Federation Conference, Pennsylvania CEC Federation Confer- FL. Contact: Paul Summa, 4010 Dale Av- "Meeting the Challenge of 2000." Dou- ence, "New Horizons in Pennsylvania." enue, Tampa, FL 33609, 727/588-6486 bletree Hotel, Costa Mesa, CA. Contact: Hershey-Harrisburg Holiday Inn, Grantville, (0), 813/289-3963 (H), 727/588-6441 Leo Sandoval, 309 Browning Ct., Ro- PA. Contact: Brenda Robertson, BCIU #14, (FAX), e-mail: paul_summa@ seville, CA 95747, 916/783-9577 (H), PO Box 16050, 1111 Commons Blvd, placesmail.pinellas.k12.fl.us. 916/783-9577 (FAX). Reading, PA 19612-6050, 610/987-8541 (0), 570/385-4568 (H), 610/987-8400 October 21-22, 1999 October 28-30, 1999 (FAX), e-mail: [email protected]. Kansas CEC Federation Conference, Ontario CEC Federation 43rd Annual "Today's Trends, Tomorrow's Treasures." Provincial Conference, "Empowering Our November 4-6, 1999 Ramada Inn, Hutchinson, KS. Contact: Spirit- Embracing Our Future." Ramada Illinois CEC Federation Conference, "Em- Marlene Riedel, 410 NW 5th, Abilene, KS Inn, Sault Ste. Marie, ON. Contact: Claranne powering Educators for the New Millen- 67410, 785/263-1471 (0), 785/263-7591 McFarling, 710-275 Albert St, Sault Ste. nium." Hilton Arlington Park, 3400 West (H), 785/263-7591 (FAX ). Marie, ON P6A 6N7 Canada, 705/945-5525 Euclid Avenue, Arlington Heights, IL 60005. October 21-22, 1999 (0), 705/942-2389 (H), 705/253-3962 (FAX), Contact: Joyce Meyer, 345 West St., Utah CEC Federation Conference, "Your Fu- e-mail: [email protected]. Gurnee, IL 60031, 847/360-5473 (0), ture, Our Commitment - Failure is NOT 847/623-1807 (H), 847/360-5396 (FAX), e- an Option." Ogden Marriott, Ogden, UT. november mail: jmeyer@ mail.wps.lake.k12.il.us. Hotel Contact: Peggy Milligan, 11212 S 10th E, reservations: 8-800-HILTONS. November 3-5, 1999 Sandy, UT 84094, 801/264-7400 (0), Arkansas CEC Federation Conference, November 4-6, 1999 801/571-7892 (H), 801/264-7427 (FAX), e- "Pathways to Community in Seasons of CEDS 1999 Topical Conference, "Assess- mail: [email protected]. Co- Change." Hot Springs Convention Center, ment: Best Practices for the Future." sponsored by Utah CCBD and BEST. Hot Springs, AR. Contact: Lynn Spring- Menger Hotel, San Antonio, TX. Contact: October 21-23, 1999 field, Arkansas Special Education Resource Sandra Latchford, 60 Surrey Crescent, Saskatchewan CEC Federation Confer- Center, 1405 N Pierce, Suite 101, Little Fredericton, NB E3B 4L3, Canada, ence, "Love Can Build a Bridge, Working Rock, AR 72207, 501/280-9680, 501/663- 506/452-6021, 506/453-3969 (FAX), e- with At-Risk Students." Moose Jaw, SK. 7363 (FAX), e-mail: Ispringfield@ mail: [email protected]. Contact: Jan Rowlinson, 306/693-4631. arkedu.k12.arus. November 7, 1999 October 21-23, 1999 November 4, 1999 CEC Institute on Disproportionate Repre- DCDT International Conference, "Transi- New York CEDS Subdivision Workshop, sentation, "Assessment and Placement." tions to a New Century." Sheraton, "Information Processing Models and The Historic Menger Hotel, San Antonio, Charleston, SC. Contact: Cindi Nixon, Problem-Solving Strategies." Long Island TX. Contact: CEC, 1920 Association Drive, 803/738-3255, [email protected]; Marriott, Uniondale, NY. Contact: Craig Reston, VA, 20191-1589; 888/232-7733, Kathy Fender, 803/734-8483, kfender@ Michaels, National Center for Disability 703/264-9494 (FAX), service@ sde.state.sc.us; or Joy Godshall, 803/935- Services, 201 I.U. Willets Road, Albertson, cec.sped.org, Web: www.cec.sped.org. NY 11507, 516/465-1601 (0), 516/883-

Non-Profit Organization 1920 Association Drive U.S. Postage Reston, VA 20191-1589 PAID Herndon, VA. Permit No. 1575

42 VOL. 6 No. 3 OCTOBER 1999

ontleions Due Student-Centered Transition Programs Yes! l Can Awards Critical for Post-School Success Recognizing Our Exceptional Students he key to success for students with dis- students can learn these skills by directing Nominations are due by Tabilities into their adult and work lives, their IEP process, networking with mentors January 7, 1999 say special education experts, is teaching and support groups, exploring career options them self-determination throughout their through work experiences, and, if applica- Nomination forms and instruc- school careers. When students leave the sup- ble, preparing for college. tions are available on CEC's ports of IDEA and their school system, they Web site: www.cec. sped.org Empowering the Student (in the "Foundation for Excep- enter the new millennium society grasping for tional Children" section). To re- information, services, and support networks. "Who's responsible for the IEP in high ceive forms by mail, contact However, under a teacher's guidance, stu- school? Parents and Teachers," said Terri CEC: 888/232-7733 or e-mail: dents of all ages can take responsibility for Chasteen, transition coordinator at Nixa [email protected]. their education and independent lives to help High School, Nixa, Mo. "Who's responsible ease the transition process. after high school? The student." Nominations Due for the Beginning as early as kindegarten, stu- Teaching students responsibility for their CEC Executive Committee! dents can learn how to set goals, solve prob- own learning can be integrated into the cur- The following positions are lems, make decisions, and discover their riculum. In elementary school, students can open: unique learning characteristics, says begin asking questions that reflect on their First Vice President Michael Wehmeyer, professor at the Beach learning, such as "How did I like this les- Governor-at-Large, non- Center on Families & Disability, the Uni- designated (2) versity of Kansas, Lawrence. In particular, Continues on page 5 Nominations must be postmarked by Dec. 15, 1999 Early Childhood Special Education Takes For details, see the CEC Web site, www.cec.sped.org. For a nomination form, call onNew Challenges 703/264-9487. At a time of renewed interest and discov- interventions and preventative measures for ery in early intervention and early child- antisocial and violent behavior and pre- hood special education, the field is striking out venting such behavior among middle school in exciting new directions. No longer rele- children and young adults. gated to "special classes," early childhood Though the recent findings on early special education is making significant in- brain development and other research on inroads into inclusive settings for young chil- fants and children have made educators,

Get the Training You Need to Stay dren, occurring in natural environments such politicians, and the public more aware of the Ahead of the Curve! 10 as the home or community, and becoming an importance of early childhood education,

Our Students Want Us to integral part of the child's daily routine. In the field still must overcome many chal- Teach Them How to Learn 11 doing so, early childhood special education is, lenges. It continues to face a lack of re-

An Unbeatable Combination in some ways, paving the path for interagency sources, both in qualified personnel and CEC's Outstanding Students and cooperation in serving children with special funding. It continues to struggle to ensure Teachers 12 needs. In addition, early childhood special education is shedding new light on behavioral Continues on page 9 4 3 where they show their family, school, State Farm Good Neighbor Award Steve 8rowàand community what they have learned. Students invite guests. School Making Music foralifetime administrators and representatives from the state board of education also As a 5-year- Musical rests are denoted by the letter attend. In addition, many community old, Special "X," and notes to be held are denoted members of their small town of 3,900 Education with a line drawn from the letter of the people return each year to lend support. Teacher Steve note for however long it needs to be Reminiscing about a past recital, Brown was awe- held. Brown remembers preparing "Jason," struck by the Brown's students use this system to a student with severe disabilities, for emotive sounds play simple folk tunes and songs they the recital. Jason's parents who had of the church already know. This helps keep students taken time off from work to attend _ organ. Since that interested and assists them with siblings, and grandmother eagerly first calling, Brown has infused music rhythm and timing, Brown says. awaited his shining moment. But into his personal and work life. He not The lessons provide Brown's stu- Brown was fearful that Jason's family only plays the piano and organ for wed- dents with leisure skills that can be used would be disappointed because his dings, funerals, and civic organizations, throughout their lives. Some students song centered around only one note. he also brings his joy of music to his continue taking private piano lessons But after the recital, Brown was sur- special education students students with Brown. Others continue in chorus prised to hear them say, "Well, it looks to whom he has always felt drawn. and instrumental band in middle and like we'll have to buy a piano." "I have always believed [special ed- high school. (In fact, high school choral "Sometimes success is minimal," ucation] is where I needed to be," said and band teachers often ask Brown for Brown said. "Those kinds of things Brown. "It chose me." advice on making their programs more keep me going." Brown successfully combines his appropriate for students with disabili- Indeed, Brown has kept going two callings through an innovative ties.) Outside of school, students can throughout his 19-year teaching career music program, Melody's Way, for his play the piano just about anywhere. doing what he can to bring the magic K-5 special education students at Jef- "Keyboards are so accessible that of music into his students' lives for the ferson School in Johnson City, Ill. kids can slip on a set of headphones and school year and beyond. And the stu- not disturb anyone else, especially in res- dents appreciate their success. In re- The ABCs of Music idential group homes," Brown said. sponse to attention over the annual Through Melody's Way, Brown uses a recital and the recent publicity from letter system instead of notes to teach Brown's Students Perform for the the State Farm Insurance Companies' his students how to play the piano. For Community Good Neighbor Award, Brown's stu- example, if the student is to play a "C," After all their practicing, Brown's students often say, "We did pretty good, then Brown writes a "C" on the paper. dents prepare for the annual recital didn't we?"

The Award Stie Farm RecNellgs Konored Washinpn, The State Farm Good Neighbor Award for special education was developed in tours of National Geographic's headquarters cooperation with The Council for Ex- building and the Museum of Natural History. They also met National Geographic's leading ceptional Children. Each of the 12 re- photographer and attended a showing of the cipients announced throughout the year Smithsonian's newest IMAX film, "Africa's receives a $5,000 check payable to the Elephant Kingdom." educational institution of the recipient's choice, recognition in national publica- The honored teachers in attendence in- tions, and a commemorative plaque at cluded Theresa Santiago, Parlin, N.J.; Deb- Award Recipients Karen Williger and a special ceremony at his or her school. Barbara Gonci share stories at the bie Carter, Wheaton, Ill.; Karen Williger, opening reception. Gretna, La.; Ellen Felber, Plainview, N.Y.; Brown donated $2,500 of his financial Steven Noll, Gainesville, Fla.; Nancy Bar- award to his local CEC chapter and The 12 recipients of the State Farm Good nett, Muncie, Ind.; Ann Greiner, Norcross, 2,500 to his school library. Neighbor Award for innovative special edu- Ga.; Steve Brown, Harrisburg, Ill.; Barbara CEC congratulates Steve Brown on cation teaching were treated to a fun-filled Gonci, Cooper City, Fla.; Martha Shields, his innovative contributions to the ed- weekend in Washington, D.C. Their hosts, Beavercreek, Ohio; Faith Charles, Fresno, ucation of exceptional children and , the Smithsonian Museum and National Geo- Calif.; and Gale Chance, Phenix City, Ala. graphic Society, led them on private VIP youth.

2 CEC TODAY OCTOBER 1999 4 4 member bemfits

Make the Research Connection! I NewFeaRglISS CIICEC's web SKe esearch-based practices," "data- information, including researchers, based decision-making." How school district teachers and administra- Behavior/Discipline Discussion Forum often do we hear these phrases used to tors, and state education agency per- Access the Behavior and Discipline dis- describe strategies, techniques, and sonnel, are listed along with print cussion forum at www.cec.sped.org to materials that are supposed to be a "sil- references. discuss the issues, share ideas, and offer ver bullet" to magically impart learn- CEC members receive Research support in dealing with behavior and dis- ing to our students? There are so many Connections each fall and spring. It is cipline problems in the classroom. different kinds of research some of also available online at http://ericec.org it just initial investigations of ideas, and may be freely reproduced and dis- Fully Secured Online Membership some in a more advanced stage but not seminated, so when you find something Forms yet "ready for prime time," and some you'd like to copy and share with your Renew your CEC membership online with of it tested and validated in real class- colleagues, feel free to do so! a credit card using secure forms at rooms. How do you weed through it all Research Connections is designed www.cec.sped.org/mbfjoin.htm. All infor- to determine what you can use? to give teachers and administrators the mation on these forms, including credit As teachers, we want to use tech- information they need to see if a tech- card numbers, is transmitted using the Se- cure Sockets Layer protocol and stored on niques that have been used in schools nique will "fit into" their school dis- CEC's server using 1024-bit encryption. like ours, with students like ours. Yet tricts and the contacts to turn to as they even if we had the time to search for, implement it. If you have observations New and Improved Web Template for read, and interpret the many research that we can use to make Research Federations and Divisions studies that have been conducted, how Connections even more useful, please Federation and division Web masters do we know if they have been replicated let us know. To give observations, can now register for the template online and validated for use in situations like make comments, or request back is- and be assigned a password immedi- ours? Just as important, how do we sues, contact Jane Burnette, 703/264- ately. In addition, the update functions know if real teachers have used them and 9419, [email protected]. have been overhauled to provide found them to be practical in the class- Let CEC and ERIC/OSEP help you smoother access. For further informa- room and beneficial to their students? make the Research Connection!0 tion on the template, including sample pages, go to the Web: www.cec.sped. The ERIC/OSEP Special Project at org/units/form.htm. CEC addresses these questions in its biannual research newsletter, Research

Connections. Since its first issue in fall Student-Centered Transition Plans Critical for 1997, Research Connections has pub- Post-School Success / lished issues on five topics: Early Childhood Education Takes on School-Wide Behavioral Manage- New Challenges / ment Systems (Fall 1997) Making Music for a Lifetime 2 State-Wide Assessment Programs October 1999 Vol. 6 No. 3 (Spring 1998) Member Benefits S CEC Today is published 10 times a year, Jan/Feb, Integrating Technology into the Advocacy in Action 4 Standard Curriculum (Fall 1998) March, April/May, June, July, Aug., Sept., Oct., Nov. and Dec., by The Council for Exceptional Children, Student CEC Spotlight 6 Positive Behavioral Supports 1920 Association Drive, Reston, VA 20191-1589. (Spring 1999) , Telephone 888/232-7733, TTY 703/264-9446, Diversity 7 Universal Design (Fall 1999) [email protected], Web: www.cec.sped.org. Canada 7 CEC Todayisnot copyrighted. Members are encouraged Each issue presents pertinent fed- to copy and disseminate information in this publication. Division Focus CEC President: WilliamK. Bogdan eral policy and validated, corroborated Professional Advancement 110 research on the topic, followed by arti- Executive Director:Nancy D. Safer cles about techniques in action in real Editor:Lynda Voyles Member to Member 112 Contributing Editors: Jacki Boatel, Public Policy; schools. The "Views from the Field" Speaking Out .fl6 Kathleen McLane and Monique Lynch, Publications; Jane Every Child Is a Dream section then describes the perspectives Barnette, Information Services; Margie Crutchfield, Waiting to Come True of people who have used these tech- Professional Standards; Kayte Fearn, Diversity; Anmarie niques. A sampling of state positions Kallas, Conventions; Hannah Kerby and Sharon Classified Ad 17 6 and applications of the techniques ends Riechmann, Communications; Marilyn Peterson, David the issue. People to contact for more French, and Susan Simmons, Membership Calendar of Events 26

CEC TODAY OCTOBER 1999 3 4 5 ductive, tax-paying citizens. cation, parent, juvenile justice, and law Advocacy in Action To prevent the behavior that leads to enforcement groups. crime and its reoccurrence and to CEC Calls for Alternative Programs improve the odds that children who ex- More Than $700 Million in for Students Who Bring Firearms hibit violent behaviors will become re- Additional Funding Proposed for to School sponsible citizens, we need to provide Special Education in FY 2000 In a bold new move to promote safetyadult supervision and programs, sup- Both the Senate Labor-HHS Education in our schools and communities, the ; ports, and services that address behav- appropriations subcommittee and the

Council for Exceptional Children ' ioral problems. These include early full Appropriations Committee have (CEC) and the National Association of intervention/prevention, counseling, passed the Senate appropriations bill for School Psychologists (NASP) are call- teacher and family support, disciplinary FY 2000, which includes an increase ing for schools and communities to options, behavior modification strate- from FY 99 of more than $700 million provide alternative programs and sup- gies, effective alternative programs, and for special education. The appropriators ports for students who are expelled or appropriate legal action. also included a small increase for early suspended for bringing a gun or States should designate a lead agency intervention and preschool grants, as firearm to school. to coordinate a community-based ap- well as a $1.5 million increase for tech- Both associations stress that any stu- proach to pay for the programs, sup- nology and media. Senator Specter's dent who brings a gun or firearm to ports, and services, which should be (Chair of the Subcommittee) bill, which school or a school function poses a threat developed collaboratively with families, included $500 million more in discre- to the school community, and schools can public and private agencies, juvenile tionary spending on education above the immediately remove these students from justice, social services, mental health, president's proposal, showed a $1.7 bil- their current educational program. At the schools, and others. lion increase over FY 99 levels. same time, alternative programs and sup- Effective research-based programs, The bill also included ports including educational, psycho- supports, and services have improved $45 million more in Safe and Drug logical, and mental health services, as educational and social outcomes for Free Schools. well as crisis intervention services students who exhibit violent behaviors. $15.6 million for Vocational Educa- should be provided and focus on im- These types of programs will help en- tion. proved educational and mental health sure that Americans have the safe $200 million more for the After outcomes for students. streets and safe schools they deserve School Program. These outcomes should allow stu- and that all students have a safe envi- $324 million more in Title I. dents to: a) transition back into their ronment in which to succeed and learn. $103 million in Adult Education. regular school, if appropriate; b) meet A number of other interested parties $60 million in GEAR-UP. state educational standards; c) gradu- participated in the Safe Streets, Safe $30 million for TRIO. ate with a diploma; and d) become pro- Schools initiative, including other edu- $28 million increase for Impact Aid. $20 million more for Graduate As- sistance. Confinuing Rev:Dilution Keeps $14.2 million more in Hispanic Educafien Progvams AficaR Serving Institutions. An increase of $200 in the Pell Grant Because only four of the 13 appropriations gress reauthorizes the class size initiative in maximum. bills had been signed into law as of Oct. 1, separate ESEA legislation. Even then, fund- Congress passed and President Clinton ing would be frozen at last year's level. Funding Freezes and Cuts signed a 3-week Continuing Resolution Amendments that may be offered in further that continues funding at FY 1999 levels However, the bill freezes several key for all education programs until October discussions include an amendment increas- programs including: vocational educa- ing GEAR-UP by $60 million and fully fund- 21. FY 2000 began October 1. tion state grants, Technology Literacy ing Teacher Quality Enhancement, both by Challenge Fund, Comprehensive School Sen. Ted Kennedy (D-MA). Sen. Paul Well- Senate Labor, NHS, and Education Bill Reform, Even Start, Title VI, Class Size stone (D-MN) may offer an amendment to Reduction, Charter Schools, Reading Since the Senate bill went to the Senate floor, fully fund Head Start and another to fully there have been several education amend- fund Title I of ESEA, a $16 billion increase. and Literacy Grants, Immigrant Educa- ments on the bill. Senator Slade Gorton's (R- tion, Perkins Loans, LEAP, and Eisen- WA) amendment on class size passed by a The Senate bill is more "education- hower Professional Development. vote of 53-45. The amendment states that friendly" than the House version, particu- It also cuts School to Work by $70 the $1.2 billion for a teacher initiative (cur- larly for IDEA programs. Both chambers million and Libraries by $11.5 million rently class size reduction) that is included in will have to reconcile the differences be- and eliminates Urban Community Ser- tween the two bills to pass a final bill. the bill shall be used for Title VI (Innovative vice. 0 Education Program Strategies) unless Con- 4 6 4 CEC TODAY OCTOBER 1999 Transition, from page son?" and "Was it easy for me?," sug- disabilities to socialize with other stu- gests Paula Kohler, professor at West- dents with disabilities," said Leuchovius. TvansNion Resources ern Michigan University, Kalamazoo, Or, students may want to contact an Mich. In middle and high school, stu- adult with a disability who can mentor Life Centered Career Education (LCCE) dents can lead their IEPs and build rela- ; the student into adulthood. For more information contact LCCE Spe- tionships with the disability community. cialist Susan Bergert at 888/232-7733 ext. Empowering the Family 451, e-mail: [email protected], or see Student-Led IEPs Encouraging students to take responsibil- the CEC Web site, www.cec.sped.org. "The IEP is a metaphor for the self-de- ity for their education and future is an im- termination process," said Jim Martin, portant step to ease the transition process. Publications professor and director of the Center for However, to expect a young adult emerg- Steps to Self-Determination: A Self-Determination, University of Col- ing from high school to be able to transi- Curriculum to Help Adolescents Learn orado, Colorado Springs. tion to school or work on his or her own to Achieve Their Goals(Book #55207) According to Martin, students can is unrealistic, according to Leuchovius. The Arc's Self-Determination Scale direct their own IEP process by taking Thus, training the family is critical. (Book #S5233) the following steps: Teachers who take extra time and Choose goals based on their under- effort are best able to keep parents in- America's Top 300 Jobs, 5th Edition standing of their interests and limits. formed and connected to the school. (Book #S5261) Learn how to actively participate in "They call after hours when you're at The Enhanced Occupational Outlook and lead their IEP meetings. home and schedule meetings when it's Handbook (Book #S5259R) Take action by breaking down their convenient for you [the parent]," said goals into short-term pieces or tasks Leuchovius. "I really appreciate it when For more information about these and that students complete weekly. Fre- Freddy's school therapists call to re- other products on transition, contact CEC quent meetings with the teacher to mind me to follow up on something we at 888/232-7733 or see the CEC Resource monitor progress and revise the stu- discussed. With his many needs, it is Catalog on the Web, www.cec.sped.org, under "Publications & Products." dent's goals are also helpful. difficult to stay on top of everything." 1 Understanding their disability also Educators can help connect families CEC's Division on Career enables students to ask for specific ac- to resources including adult provider Development and Transiton (DCDT) commodations they need in their per- agencies in their area. The family may sonal and work environments as well want to begin making arrangements Contact: 888/CEC-SPED, e-mail: ser- [email protected], Web: as inquire about where to get further as- and interviewing future funders and www.ed.uiuc.edu/SPED/dcdt sistance, says Deborah Leuchovius, providers several years before the stu- project coordinator for the Technical dent graduates, says Leuchovius. College Resources Assistance on Transition and the Reha- HEATH Resource Center: National Clear- bilitation Act Project and parent repre- Exploring Career Options inghouse on Post-Secondary Education sentative on CEC's Division on Career Helping Students Find Their Dreams for Individuals with Disabilities. Contact: Development and Transition (DCDT). 800/544-3284, [email protected], Web And, parents marvel at how student- For students who plan to work after site: www.acenet.edu. led lEPs positively impact their children. school, educators can help them ex- "My daughter presented a video IEP plore various careers through a number Association on Higher Education and in an organized and coherent fashion of means. While interest inventories Disability (AHEAD) Contact: 614/488- 4972, e-mail: [email protected] detailing her strengths and weak- and computerized tests can help stu- state.edu, Web site: www.ahead.org. nesses," said Paul Bangellow, a parent dents focus on a career path, "there's no in Virginia. "It is wonderful to see a replacement for person-centered plan- "Find something that really turns young child with special needs do this." ning," said Dan Linneman, assistant you on," said Linneman. "I'll bet you if professor at the National Transition Al- you found someone who was interested Mentors and Support Groups liance for Youth with Disabilities, Uni- in doing work with their hands, that Students with disabilities can bridge the versity of Illinois, Champaign, I1l. their interest was there at age 8, 14, and gap between school and post-school life "There is no way you can sit down will be there at age 88." by tapping into disability networks. They with a piece of paper and pencil and Linneman also suggests students find may want to join a disability support figure out what you want to do when a niche. In the new millennium, workers group, especially as they gain more ac- you grow up," continued Linneman. will not be the "interchangeable cogs" cess to the general education curriculum. When career planning, Linneman they often are today, Linneman says. "With the trend toward inclusion, it is recommends that students consider "Employers will want 'Bob' be- my personal observation that were tak- specific skills and interests rather than ing away opportunities for students with particular jobs. Continues on page 7

4 7 CEC TODAY OCTOBER 1999 5 student oar spotlight

Help Your Chapter and the Field Shave You S.Rogy Recruit Newa(Members The Student Executive Committee is always looking for new ideas to use to BY KRISTEN WALLITSCH reach out to new members. If you have 1 and philosophies about CEC and ex- an effective way to recruit new members As CEC members, "membership ceptional children matured since the we would like to know. Share your activi- strategies" are words that we are all fa- beginning of your membership? ties with us. Send them to: miliar with. But have you ever asked The reasons you became a member yourself, "Why are these two words so are probably some of the same reasons Kristen Wallitsch important to CEC?" And, "How can I that others have. Share your genuine 3047 Nladina Dr. help to increase recruitment and reten- thoughts and feelings about what CEC Louisville Ky. 40220 tion?" means to you with non-members. Peo- [email protected] ple enjoy belonging to an organization Why Are Recruitment and with a genuine purpose. Retention So Important? leadership position on a resume looks CEC's very existenceand the work CEC Welcomes Everyone great to a future employer. it does is based on its members. Be open minded when thinking about Without members CEC would be un- whom to recruit as a new member. Incentives To Join

able to fulfill its mission, which is the ; CEC's benefits extend beyond the peo- One of the most important things that same mission we, as future special ed- ple directly related to special educa- CEC offers its members is current in- ucators share to help children with tion. General education teachers more formation on special education. This

exceptionalities excel, support those ' than likely will have children with spe- information can be used to broaden who work with children with excep- cial needs in their classes. Student your knowledge and expand profes- tionalities, and support the field. The clubs such as the Young Democrats sional opportunities as well as more members the organization has, and Young Republicans are connected come in handy for term papers! The the more we are able to accomplish, to the political aspects of special edu- information comes in the form of CEC and the more members that CEC has, cation. Today, TEACHING Exceptional Chil- the better life can be for children with Making an effort to extend CEC ac- dren, Exceptional Children, and divi- exceptionalities. tivities to anyone on campus can open sion journals. The following suggestions are of- new doors and spark new interests. CEC also offers conferences and fered as successful strategies to pull Inviting other clubs to join in a meet- conventions, which feature workshops new members in and to keep the old ing or participate in a volunteer activ- and sessions that will help you in- ones coming back. ity also can lead people to want to be a crease your professional development. member. At CEC's popular professional devel- More Than Just a Member opment events, you can meet new peo- Many times when people decide to join Strong Advisor Support, Strong ple and build connections with others an organization it is because they know Leadership who share like philosophies. they will be doing worthwhile things, The heart of a successful chapter or In addition, CEC offers advocacy not just to say that they are a member. If federation is strong advisor support. materials. CEC's advocacy efforts in- an organization plans activities that are Many students in the ranks of CEC fluence legislative decisions that affect fun and beneficial, then it will make leadership attribute much of their in- the lives of students with exceptionali- joining more desirable. People will volvement to the influence of a col- ties and the lives of the teachers and come to you wanting to partake in the lege advisor. If there is a professor at administrators who serve them. As a activities. Once you get someone's at- your college who is interested in spe- member you can be a part of these ef- tention, then it becomes time to get him cial education issues, persuade him or forts. 0 or her to stay. So make sure your chap- her to become involved. You then can ter has an interesting and fun slate of ac- work as a team to recruit new mem- tivities that many of your peers can bers. Kristen Wallitsch is a student teacher participate in. CEC offers opportunities to ad- at Cane Run Elementary School and vance into leadership positions at all attends Bellarmine College in Why Did You Join? levels. Becoming a leader in Student Louisville, Ky., where she is a member Take a few minutes to think back to CEC will not only help CEC become of CEC Chapter #605. She is also when you first joined CEC. Why did better but will also increase profes- vice-president of communications for you initially join? Why do you con- sional opportunities for you. A CEC Student CEC. tinue to be a member? Have your ideas

6 CEC TODAYOCTOBER 1999 4 8 diversa

Assess and Place Students from Diverse Canada Coolad You On-ars 'RIB Backgrounds Appropriately Onvoilved et a leg up on one of the most cally appropriate interpretations of stu- Gchallenging aspects of special ed- dent work and behavior. PresidentFaye McConnell ucation assessing and placing stu- Educators, assessment profession- #403-9700,92nd Avenue dents from diverse backgrounds als, and school administrators will all Grande Prairie, AB T8V 0H4 appropriately. At CEC's Institute on benefit from this informative, enlight- 780/532-0743 (0) Disproportionate Representation: As- ening seminar. 780/538-2561 (H) sessment and Placement of Students, 780/539-6659 (FAX) [email protected] to be held Nov. 7, 1999, in San Anto- Registration nio, Texas, attendees will learn how to CEC member $139 President ElectElizabeth Bond Demonstrate awareness and sensitiv- Nonmember $169 100 Main Street, West ity to a student's cultural/linguistic Student CEC $79 Hamilton, ON L8N 3L1 background. Student Nonmember $99 905/521-2502 (0) Use assessment tools that accurately *Attend the Council for Diagnostic 905/827-8646 (H) determine diverse students' strengths Services Conference, and pay only 905/521-2538 (FAX) and weaknesses. $119 for registration! [email protected] Generate culturally and linguisti- To register, call 888/CEC-SPED. 0 Vice PresidentBarb Lucier Transition, from page 5 881 Lorette Avenue point or deficit where workflow and pro- Winnipeg, MB R3M 1V2 cause Bob has the capacity to program ductivity are falling behind. Then, they 204/889-6000 (0) computers in a certain way and to can sell the idea of getting the job done 204/452-3030 (H) break tension in a business meeting rather than of hiring a particular person. 204/889-6007 (FAX) with humor," said Linneman. [email protected] Gearing Up for College On-the-Job Experience More and more students with disabili- Past PresidentTom Tupper The greatest help toward career discov- ties are heading off to college after 3469 St.George's Avenue ery and successful employment is paid they graduate from high school rather North Vancouver, BC V7N 1V7 work experience, say the experts. Volun- than going directly into the workforce. 604/987-6667 (0) teer work, job shadowing, and intern- "At our university alone, the num- 604/985-7518 (H) ships also provide students with ber of students with disabilities has 604/987-8967 (FAX) T [email protected] valuable career planning information. In grown threefold in the last eight years" fact, knowing what jobs you don't like said Diane Bassett, associate professor Canadian Governor-at-Large can be just as important as finding what at the University of Northern Colorado, Candace Borger you do like, says Michael Bullis, profes- Greely, Colo. 1809 277 Wellington Crescent sor, University of Oregon, Eugene. Students choosing this path to the Winnipeg, MB R3M 3V7 In particular, work experience workforce need to ready themselves 204/885-1334 (0) teaches students social skills they need for college life and work. Educators 204/477-5467 (H) at work, including showing up on time, can prepare students with 204/885-7594 (FAX) taking directions, getting along with College Tours and Information To [email protected] others, and being respectful. gather information about how many stu- "The more students practice these dents with disabilities attend, which col- Director, Canadian CEC Office [skills], the more competent they'll leges offer accommodations, and what Bill Gowling be," said Linneman. those accommodations are. For example, 1010 Polytek Court, Unit #36 Work experiences provide alternative some colleges may consider 2-3 classes Gloucester, ON K1J 9J2 forms of assessments, such as letters of as full-time status for students with dis- 613/747-9226 (0) recommendation from employers, port- abilities rather than the usual five classes, 613/820-3056 (H) folios, and photographs of on-the-job according to Leuchovius. In addition, 613/745-9282 (FAX) activities, says Linneman. Linneman recommends students rely less [email protected] But not all businesses are willing to on the college's disability support ser- www.igs.netl-ccec employ students. Linneman recommends www.cec.sped.org/ab/canadian.htm that educators find a business's weak Continues on page 15

4 9 CEC TODAY OCTOBER 1999 7 * CASE * CCM * CEC-DR * CEC-PD * CEDS* DCCD * DCDT * DDEL *

the DEC conference in Washington, D.C., Division Focus this December covering such topics as re- silience in children and families, siblings of CASE young children with disabilities, guidelines The Council of Administrators of for authors and reviewers of the Journal of Special Education Early Intervention, and outcomes and program indicators for documenting progress CASE nominations are underway for offi- of preschool children. This year a session cers and CASE awards. Positions open on will be geared toward graduate students and the CASE Executive Committee include junior researchers on how to be a "good re- president elect, governor to CEC, treasurer, search consumer." and unit representative (elected by the Other research sessions include a 4- CASE Board of Directors). CASE is also hour methodology workshop "Longitudinal seeking nominations for the CASE Out- Research in Early Intervention: Rationale, standing Administrator Award and the Har- Methods, and Challenges." This session will rie M. Selznick Distinguished Service focus on issues in designing and conduct- Award. The deadline for both officer and qualifications for the position. Nominations ing longitudinal research including study award nominations is January 1, 2000. and any inquiries should be directed to Mike design, measurement issues, strategies for Nomination forms were included in the last Gerber at the Graduate School of Education, maintaining the sample over time, and the newsletter but members needing additional University of California, Santa Barbara, CA ; need for long-range planning. The work- forms can contact the CASE office at 93106 or via e-mail, mgerber@ : shop will be highly interactive. 505/243-7622. education.ucsb.edu. Two additional crackerbarrel sessions CASE members who are interested in are also scheduled. The first, by Richard serving on a CASE committee in the term be- CEC-PD Roberts and colleagues from the Early In- ginning July 1, 2000, are urged to contact the The Pioneers Division tervention Research Institute, presents a CASE office or President Elect Bev McCoun participatory action research approach to directly. Both the office and McCoun can be President-Elect Andy Berg has been putting the finishing touches on the Pioneers pro- the evaluation of community based, family- reached by going to the CASE Web site, ac- centered, coordinated service systems. In cessing the desired recipient, and sending an gram for the Vancouver convention. June Robinson will chair a special session enti- addition, Cindy Bernheimer, Linda Brault, e-mail message. The CASE Web site is and Pam Winton will conduct, "Parent-Re- htttp://members.aol.com/casecec/ index.htm. tled "Two Turning Points" with guest speakers Parthenia Cogdell and Fred Weintraub. searcher Partnerships: Yes, No, or CASE committees are Policy and Legislation, Maybe?" Membership, Professional Development, and The Pioneers Showcase Session will honor Publications and Product Review. Earl Campbell. Final plans are underway for the 10th An- The Executive Committee will meet on DOSES nual CASE Conference, to be held Nov. 18-20, Friday at 10 a.m. The annual business meet- The Division of International ing will be held at 5:00 p.m. on Saturday fol- 1999, in Chandler, Ariz. Featured speakers will Special Education and Services lowed by the annual dinner. be Gary Marks, Art Cernosia, and Cal Evans. In addition to its U.S. members, DISES has If you are interested in joining the Pio- Michael Hock will be the pre-conference 112 members from 44 countries, neer's e-mail network, contact President workshop presenter. For further information, provinces, or jurisdictions outside of the Bev Johns at [email protected] contact the CASE office. The registration form U.S. These members are located in Aus- CEC-PD officer nominations are being is available on the CASE Web site. tralia, Alberta, the Bahamas, Bahrain, Bar- sought for vice-president, secretary, and bados, Belize, Bermuda, Botswana, Brazil, member-at-large. If interested, contact CEC-DR British Columbia, Colombia, Cyprus, Fin- Mary Jean Lambert, 1830 E. Fairway Dr., Division for Research land, Germany, Guam, Hungary, Iran, Is- #15, Orange, Calif. 92866-3318. rael, Hong Kong, Jamaica, Japan, Jordan, CEC-DR is seeking nominations for two po- Nominations are also due for the Ro- Malaysia, Mexico, Morocco, New Zealand, sitions on our Executive Board: vice presi- maine P. Mackie Leadership Award for Nova Scotia, Ontario, the Pacific Basin, dent and secretary.The vice president 2000. If you know a candidate, send your Portugal, Puerto Rico, the Republic of serves consecutive one-year terms as vice nomination and his or her resume to Bob Korea, Saudi Arabia, Saskatchewan, Singa- president, president-elect, president, and Fuchigami, 442 Garfield Park Ave. Santa pore, Sweden, Switzerland, Taiwan, Turkey, past president. Board members are ex- Rosa, Calif. 95409. Uganda, the United Kingdom, United Arab pected to attend our annual meeting at the All Pioneers are receiving an updated Emirates, Western Sahara, and a U.S. fleet CEC convention each spring, as well as Membership Directory and a copy of the location. summer and fall meetings. Nominations Constitution and By-Laws. must be made by a CEC-DR member (self- The Special Education World Congress in April 2000 (see page 11) will bring to- nominations are acceptable) and should in- DEC clude (a) the nominee's name, address, and gether people from these and other coun- The Division for Early Childhood telephone number, (b) a statement by the tries. We hope YOU will be one of them. nominee that he/she is willing to serve, and Back by popular demand DEC's research (c) a statement indicating the nominee's roundtables! There will be 17 sessions at

8 CEC TODAY OCTOBER 1999 50 * DEC * DOSES * DID * DPHD * DVI MRDD * TAG * TAM * TED *

Early Childhood,from page I experience. Thus, the field is emphasiz- Routine-Based Interventions that practitioners and the public know ing "natural environments" rather than Another innovation in early childhood what works. And it continues to be isolated settings as well as activity-based education is the movement to imbed pushed to a "low priority" status when or routine-based interventions rather special education instruction and inter- crises among middle and high school than non-contextual learning activities. ventions into the child's daily routine, students occur. Currently, the field is working to called activity-based or routine-based "The advances being made in early provide early childhood services in the interventions. Thus, rather than having childhood special education are cru- child's natural environment wher- special education or therapy occurring cial," said Nancy D. Safer, CEC's ex- ever he or she would be naturally, as isolated events, the instruction is inte- ecutive director. "The more effective whether that be in the home, child grated into the child's normal activities, interventions we can provide to young care, head start, preschool or public such as eating, dressing, or playing. children with disabilities, the more we school setting. To achieve these inclu- The special educator's or early in- can improve their success at every sive settings, many states/provinces terventionist's role in routine-based in- level of their school career and in life." and school districts have adopted inno- terventions also diverges from that of Nearly 187,500 infants and toddlers vative systems to enable the interven- the traditional early childhood educa-

and approximately 600,000 preschool- ' tionist or special educator to meet the tor. Rather than working directly with ers received intervention and special child on his or her own turf. For exam- the child, the service provider often education services in 1996-97, accord- ple, a special educator may serve the acts as a consultant with the child's

ing to the 20th Annual Report to Con- ' child at his or her child care center or primary caregiver or teacher. In fact, in gress. This represents a slow but at the child's home. In such cases, the routine-based intervention, all of the steady increase in the number of young child's Individualized Education Pro- intervention occurs between visits, not children requiring special services and gram (IEP) or Individualized Family during the visit, according to Robin highlights the need for effective inter- Service Plan (IFSP) states the primary McWilliam, professor at the Univer- ventions and instructional strategies setting for special services. sity of North Carolina, Chapel Hill. for this special population. The need is Unfortunately, we still have a way While the therapist may demonstrate exacerbated when one considers the to go in this area, as early childhood particular techniques, the larger part of fact that recent research has shown that special education is often offered only his or her job is to talk with the care- early intervention can reduce the time in a 3-hour preschool setting. The goal giver and develop strategies the care- needed special education or eliminate is to have more individualized plan- giver or parent can use as part of the the need entirely for some children ning and services for young children child's daily routine. This restructuring with academic, behavioral, or physical beyond the traditional half day of intervention is necessary, says disabilities. preschool to a full-day program or McWilliam, because children then get Recognizing the importance of across settings, asserts Susan Fowler, hundreds of minute's instruction a early childhood special education, the professor at the University of Illinois. week vs. 30 or 60 minutes. The in- federal government has required states "We need to look at where the family creased intensity of instruction is cru- to provide a free and appropriate pub- is and where the child would be if he or cial, because young children can't lic education (FAPE) to children with she were not disabled," added Linda generalize, McWilliam says. disabilities ages 3 - 5 since 1992. Brault, project director at the California A second aspect of the new role for However, many states are still Institute for Human Services at Sonoma early childhood service providers is to struggling to implement effective spe- State University. "We need to help them allow the child to initiate the interac- cial education services for young chil- (the parents) reclaim the dream." tion, according to Carl Dunst, research dren with disabilities, and much of the Though most early childhood special- scientist at the Orelena Hawks Puckett

new knowledge we have concerning , ists see the movement toward the flat- Institute in Asheville, N.C., and Mary

effective practice remain unknown by ; uralfleast restrictive environment for Beth Bruder, professor at the Univer- practitioners or parents and are not early childhood special services as posi- sity of Connecticut. Using the child's being fully implemented at this time. tive, that is not always the case. Mary preferences and interests, the practi- Louise Hemmeter, professor at the Uni- tioner waits until a child initiates an New Instructional Strategies for versity of Kentucky and past president of activity then introduces new activities Young Children with Special CEC's Division for Early Childhood and materials to advance the child's Needs (DEC), warns that misinterpretation of learning. Again, this type of interven- natural setting may prevent a continuum tion puts learning in a context the child Natural and Least Restrictive Environments of services for young children with dis- can understand and relate to. Some of the major advances in early abilities. For instance, children would be While routine-based interventions childhood special education involve unable to take advantage of some benefi- show great promise, it is difficult to get making instruction and intervention a cial segregated programs, such as United some special educators and caregivers natural part of the child's learning and Cerebral Palsy programs. Continues on page 15

CEC TODAY OCTOBER 1999 9 51 -prefesskmag advancement

GoR Rlo La Resit Get the Training You Need to Stay !Intonation on Schad SeeRy hum Rlo On Eine Ahead of the Curve! &mart EC brings in the experts to provide Date: December 7, 1999 Ccontinuing education on cutting- Format: Telephone Seminar CEC President William Bogdan and other edge issues. Don't miss these dynamic Presenter: Janis Bulgren, Associate education leaders played a key role in a professional development opportunities Scientist, Center for Research on recent School Safety Online Summit. presented in some of CEC's newest de- The Summit addressed three facets of Learning, University of Kansas school discipline. livery options via telephone and the Internet. Choosing Your IEP Software The Role of Tolerance and Diversity in Teachers and administrators will learn Safe School Environments Explored Institute on Disproportionate vital criteria to evaluate and select soft- ways schools can create more tolerant Representation: Assessment and ware from experts at the Johns Hopkins learning environments for students from Placement of Students Center for Technology in Education. diverse backgrounds and with differing This will be followed by demonstra- personal styles. This 1-day institute in San Antonio, tions of IEP software packages CEC Aggression and Boys Raised issues Texas, follows the CEDS conference. has evaluated and is offering to our about why certain boys act out violently It will address one of the most com- members. and how society can communicate bet- plex and pressing issues in the field Participants will have the opportu- ter with these boys. today practices in assessment and nity to submit questions in advance via Staying Safe at School Discussed placement of students who are cultur- the CEC Web site or call with ques- ways students can stay safe at school, ally and/or linguistically diverse. Par- tions during the broadcast. particularly when faced with harass- ticipants will gain a greater under- Date: January 2000 ment, drugs, gangs, and guns. standing of the issues, techniques, and Format: Satellite Broadcast Bogdan presented CEC's positions on testing instruments available to ad- Presenters: Sarah McPherson and discipline as well as effective interven- dress the problem. Questions for the Cathy Rosensteel, Center for Technol- tions and special considerations that presenters can be submitted in ad- ogy in Education, Johns Hopkins Uni- need to be examined when working with vance via the CEC Web site. versity students with exceptionalities. Date: November 7, 1999 Format: Institute Conducting Functional Behavior Read what summit leaders and partici- Presenters: James Patton, College Assessments and Developing pants discussed at http://familyeduca- Behavior Intervention Plans tion.com/safety. of William and Mary, and Alba Ortiz, University of Texas at Austin These up-to-date techniques address *The School Safely Online Summit was important requirements of IDEA '97 hosted by the Family Education Network Adapting Curricular Materials for and offer effective methods to ad- the Inclusive Classroom dress discipline and behavior man- iln Millonioplam Teachers, curriculum specialists, and agement. Participants will learn inservice trainers will learn techniques procedures and techniques to conduct CEC is saddened to notify you of the death to adapt materials for students with functional behavioral assessments of William E. Johnson. Johnson had an disabilities. The adaptations represent and develop behavior intervention outstanding career in special education. In best or promising practices, and the plans that can bring positive changes 1956 he introduced one of the first school- presentation is teacher-friendly. in student behavior. district-run special education programs in Participants can submit questions Date: February 17, 2000 Missouri, and he helped develop policies in advance via the CEC Web site or Format: Web-Based Training and curricula for special education pro- ask questions during the seminar. The Presenters: C. Michael Nelson, grams throughout the nation. In addition, 2-hour telephone seminar will be en- Terrance M. Scott, Kristine Jolivette, Johnson served as director of pupil services for the North Kansas City Public hanced with Web displays, and will and Carl J. Liaupsin, University of Schools for 35 years. He was also a signifi- be based on the 3-volume Kentucky

' cant member of CEC, serving as president ERIC/OSEP mini-library, Adapting in 1980-1981, president of CASE, and Curricular Materials, recently pub- For More Information... president of the Missouri Federation. lished by CEC. The registration fee To register or to see the latest informa- includes a copy of the mini-library, tion, see the CEC Web site, CEC will miss this prominent and vision- which participants will receive prior www.cec.sped.org, call 888/CEC-SPED, ; ary leader of the field and the organization. to the teleconference. or e-mail: [email protected]. 0

10 CEC TODAY OCTOBER 1999 52 pmfessional advancement

Our Students Want Us to Teach Them NcpsE ReiWses this We How to Learn! Me to Beltev Sem You tudents are begging for instruction commodations they intend to make www.special-ed-careers.org Sthat will help them learn indepen- and for which students. dently and from text, according to a Students prefer learning in small The National Clearinghouse for Profes- study in the fall 1999 issue of Excep- groups and pairs, However, they prefer sions in Special Education recently re- tional Children (EC) by Janette Klingner same-ability grouping in some condi- vised both the look and content of its and Sharon Vaughn. Students also need tions (e.g., when students have great Web site www.special-ed-careers.org adaptations that clarify information for difficulty reading). to make it easier for viewers to find content and assignments, said the study. Lower- and higher-achieving stu- the information they need quickly and easily. As a result, the NCPSE site now These and other insights into student dents value opportunities to help others features the following special sections. needs and wants pave the way for teachers and appreciate it when teachers place to provide more effective instruction for different students in the role of helper. The Career Choices Portal This sec- students with and without disabilities. Fol- Students with and without disabili- tion is for those seeking information lowing is a summary of additional student ties value teachers who slow instruc- about careers in special education. Visi- opinions on learning in inclusive classes. tion down when needed, explain tors will find information on a wide concepts and assignments clearly, and range of special education and related Instruction teach the same material in different services careers, including personal interviews with practitioners in the field Most students do not see instructional ways so that everyone will learn. and links to other relevant pages and adaptations and accommodations for sites. students with disabilities as a problem. Grading In fact, most students believe the adap- Students want everyone to be treated Featured Professional of the Month tations and accommodations could fa- the same but recognize that students Abrand new addition to the NCPSE site, cilitate their own learning. have different learning needs. the Featured Professional of the Month In general, students find textbook Students with learning disabilities page recognizes the professionals that educate children and youth with disabili- learning difficult and boring. How- want to be involved in the same activities. NCPSE will feature educators, ever, they indicated that they learned a ties, read the same books, have the paraeducators, and administrators serv- great deal from reading and answering same homework, be judged with the ing persons with disabilities. questions. same grading criteria, and be part of Students like activity-based instruc- the same groups as their classmates. Educator Resources Practitioners in tion and want a balance between text Their non-disabled peers agree. the classroom can find a wealth of infor- and activity learning. For the entire study, see the fall EC, mation on the Educator Resources page, such as employment opportunities in Students want teachers to be clear Vol. 66, No. 1, pg. 23-35. 0 one's profession, state licensure require- about the types of adaptations and ac- ments, licensing agencies, state directors of special education, and links to Learn About Special Education other professional resources. Management and Research Admin- from World Experts! istrators, local and state education agencies, policy makers, parents and The Special Education World Congress, form, technology, transition, and innova- researchers will find this section invalu- which precedes and merges with the CEC tive instructional strategies. able. Visitors will have access to convention in Vancouver, B.C., will fea- At least 29 sessions will report find- NCPSE's information and statistics data- ture 80 presenters from non-U.S. coun- ings of research investigations. Also fea- bases, as well as information on the sup- tries and ethnic communities as well as tured will be in-depth discussions of ply of and demand for special education U.S. leaders with overseas experience. special education delivery and personnel and related services personnel, institu- Their sessions will cover a wide preparation in foreign locales. tions of higher education preparing spe- range of topics, such as assessment, di- Opportunities for person-to-person cial educators, best practices in versity, dropout prevention, early in- exchange and small-group discussion recruitment and retention of qualified tervention, global partnerships, are built into this fascinating meeting personnel, and much more. inclusion, learning styles, paraeduca- of leaders from around the world. See Visit the NCPSE site at www.special-ed- tors, families, professional develop- the CEC and DISES Web sites, careers.org. You'll find valuable informa- ment, policy issues, program evaluation www.cec.sped.org, and CEC Today for 1 tion you can use! and accountability, reading, school re- continuing updates. 0

5 3 CEC TODAY OCTOBER 1999 11 member to member

Eric Dilzell An Unbeatable Combination Eric Dilzell, 8, is a performer. CEC's Outstanding Students When his school insti- Yes I Can Awards and use the computer he utilized in tuted a drama homebound instruction at school. Not club, he was Every year at CEC's annual convention,content to rest there, Adam is now a one of the first we meet some of the most inspiring staff reporter for World Monthly Mag- to sign up. By people you would ever want to know. azine and has formed his own Web using a Delta These individuals have gone far beyond page to raise money for equipment for Talker, he communicates and partici- the norm as contributing members of students who are homebound. pates in all drama club activities, in- their community, they have reached the cluding the club's Thanksgiving height of scholarship, and they have set Ian Adams performance. Through the drama club, new milestones in artistic and athletic Despite a visual impairment, Ian Eric has become more independent, achievement, among other outstanding Adams, 16, is an artist. He works in all and he now initiates conversations accomplishments. types of media, from pencil and paper with his friends and classmates. However, these individuals are not to three-dimensional structures, car- those we usually see extolled in the toons, and computer drawings. He has Jamie Lyn Walker news. These individuals are our received an Honorable Recognition for As the Youth Co-chair of the Georgia students students who have suc- his work and 1st place in the crafts cat- Alcohol Policy Partnership, Jamie Lyn ceeded despite their disabilities. CEC egory of the 14th Congressional Dis- Walker, 17, Today would like to introduce you to a trict Artistic Discovery Contest. leads the few of these remarkable children and war against youth who have received the Founda- underage tion for Exceptional Children's (FEC's) drinking in prestigious Yes! I Can award. Georgia. Her team Lindsey Fair- worked -J banks with the office of U.S. Senator Paul LyndseyFair- Coverdell to develop drug policy rec- 4 . banks, 10, will ommendations. Jamie also served on let nothing get the planning committee for the 1997 in her way PRIDE World Conference and helped including Cere- an elementary school journalism club bral Palsy. A top publish its newspaper. 0 student, Lindsey works on grade level with her classmates. She particularly excels in reading and participates in the school- NomkDee sponsored Accelerated Reading Pro- Ontsiandng Student gram. To keep up with her studies, Doyouknow a student with a disability Lindsey learned to type with her feet Ian Adams (top) and Tyler Emmett (bottom) and toes to complete classroom assign- get autographs from Denver Broncos Lineman who has excelled? Then nominate him and Yes 1 Can Awards Presenter Neil Smith or her for a Yes I Can award! Through its ments. Yes I Can awards, FEC honors 35 stu- Tyler Emmett dents with disabilities for their accom- Adam Spenner Tyler Emmett, 17, is a young man who plishments in academics, arts, athletics, Adam Spenner, makes and breaks records. A competi- community service, employment, ex- 14, has used his tive swimmer, Tyler broke his first tracurricula activities, or independent liv- own experience world record at 16 and recently broke ing skills. to reach out to two world records at the Senior Nominees must be 2-21 years of age. others. Once Provincial Championships in Ontario. Deadline: January 7, 2000. For more confined to his In addition, he competed at the first information, see the CEC Web site, home, Adam World Blind Sports Championships in www.cec.sped.org/fd- learned to navi- Madrid, Spain, and at the Canada yicapp.htm or call 703/620-1054. gate a school setting with a wheelchair Summer Games in Manitoba.

12 CEC TODAY OCTOBER 1999 Mary Platner school. She teaches a bimonthly tech- Arizona Federation nology class for the staff, manages the Mary Platner is known for defying any IEP program initiative, and publishes a ...and Teachers artificial limits on creativity, instruc- monthly newsletter keeping staff in- tional methodol- formed of the latest in technology trends and techniques. Evans has also CEC's Teachers of the Year ogy, or knowledge to help her stu- brought more than $50,000 in grants to Behind each child's educational suc- dents. If she needs her school for programs such as Per- cess is a teacher who wouldn't give up an unusual device sonal Responsibility, a Functional Reading Grant, Venture Village (where but instead shared his or her skill, un- to help them, she 7 derstanding, and love to make a differ- makes it. If she students can learn basic work skills), ence. Each year CEC honors these doesn't know and Peer Mediation. outstanding teachers at the Teacher of about a student's the Year Luncheon during CEC's an- disability, she tracks down an expert Carolyn Singleton nual convention. Following are some all the way to Mexico until she learns California Federation of our past honorees. what she needs to know. Or, if her dog Thirteen years ago, Carolyn Singleton will help a non-verbal student learn to developed Tehama County's visual im- Teresa Pilson speak through assistive technology, she pairment program North Carolina Federation takes her dog to school. Through Plat- from scratch. Many teachers ner's efforts, many of her students with Since that time, are known for autism are now included in general edu- she has worked to going the extra cation classes with minimal support. ensure that pro- mile for their stu- Her students, their parents, and her col- fessionals and dents. But Teresa leagues all say one thing about this out- non-professionals Pilson is known standing teacher, "She's magic!" gain an under- for going the sec- standing and ac- ond mile and Diane Lent ceptance of students with visual beyond. Under Georgia impairments. She has organized nu- her guidance, parents, teachers, and Federation merous inservices for the staff and others came together to create the Diane Lent begins community to heighten awareness of Knightingales, a singing group of chil- each day by listen- approaches to use with students with dren with developmental delays. The ing to her stu- low vision, as well as worked with Knightingales performed across the dents' concerns, neighboring counties to ensure her stu- nation and ended their season at the and each after- dents received appropriate evaluations Kennedy Center as part of the National noon she holds a and services. Very Special Arts Festival. class meeting so her students can discuss what they learned and any prob- Linda Kasko Steve Syrett lems that may have occurred. She also Saskatchewan Federation Minnesota takes her students into the community Linda Kasko, Federation for community-based instruction and special education In his 24 years in brings the community artists, teacher in Prince special education, bankers, entertainers, and others to Albert, Steve Syrett's en- her classroom. Through her outstanding Saskatchewan, is ergy and caring teaching and inclusion of community considered a has touched the members in her students' education, she leader and a men- lives of thousands opens the door to their future. tor by other spe- of young people when they most needed cial and general a helping hand. Syrett occupies one of Mamie Evans education classroom teachers in her the most difficult positions in education Florida school division. She is always willing today, special education teacher for stu- Federation to lend her time and expertise to en- dents at-risk. But his determination, In addition to her sure that her colleagues have the infor- compassion, and love never waver. As a other responsibil- mation and confidence to work with a result, Syrett reaches these young people ities as a teacher, particular child or disability. Kasko's vr--;Dvi where others fail; and his special and Mamie Evans is enthusiasm never falters, and her suc- general education colleagues cannot fail the technology cesses are reflected in the success of to adopt his optimism and energy. specialist at her o her students.0

CEC TODAY OCTOBER 1999 13 speaking ou

Every Child isa Dream You've GM MO Come True Are you on line? CEC's federations, chapters, divisions, subdivisions, and student BY WILLIAM K. BOGDAN associations are increasing their use of should not tolerance be replaced by a A s we embark on another year of e-mail to communicate with their mem- true celebration of our diversity? If we bers. If CEC does not have your e-mail A..providing exceptional services for embrace our diversity, then we must address, or if your address has changed, students with unique needs, gifts, and ask if our practices follow our form. let CEC know at [email protected]. talents, let us reexamine the intent of If ALL students are held to higher Please give us your name, member iden- our work, our vision, and our values. levels of performance by raising the tification number, and e-mail address. Let us take a moment to reflect on bar of performance for all, then we too where we have been, where we are must also raise that same bar for our- today and where we as exceptional ed- selves. Let us think about our recent lank VOW ucators may be in the years to come. history and our emerging practices. By CEC wishes to thank the following com- Special education has celebrated a I seeing many special educators lead the panies for their support of CEC activities. rich history steeped in service. Pioneers reform movement within our schools in the field worked tirelessly to create a by modeling effective collaboration, Computer Software and Hardware knowledge base related to the etiology strong alliances with fellow educators, Donations of differences, theory of practice, and families and other support colleagues Novell standards of performance centered on , will be forged. 3 COM individualized instruction for children Special educators are coaching and Computer Associates and youth. Over the years, we as a pro- facilitating change in dramatic ways to Symantec fession created programs that often par- improve educational outcomes for all Brooktrout alleled an education system built to students, not only for those with ex- IBM serve the "typical," the "regular," and ceptional needs. A better understand- the "standard." And in creating that ing of the general education curri- Sponsorship of CEC Annual parallel track, disconnections between culum is manifested in improved in- Convention & Expo Activities "our" students and the "regular" stu- struction. The necessity for account- Globe Fearon dents were often experienced. ability is driving outcome performance American Guidance Service In the United States, the passage of measures. And through our expansive Learning Systems Technologies the Individuals with Disabilities Act growth and improvement, students and forever changed the face of special edu- communities are being brought closer CEC Program Support cation. In other countries, we have seen together so that all students may reach VALIC similar legislation lead the way to re- their full potential. State Farm Insurance form. A challenge to all educators and So, what are the challenges and op- Catalyst Communications to society as a whole moves us all to ex- portunities special educators must ac- Forrest T. Jones amine not only practice but also our cept for the years to come? The highest Crestar Foundation Education Publication Service value system. If a child is simply a expectations must be held for all stu- Ritz Camera child, and a child with an exceptionality dents, families and professionals alike. Eagle Design & Management is simply in need of additional supports If we make our expectations explicit and CMG Direct Corporation in ways not typical to our traditions, build the capacity to stretch our students Curriculum Associates, Inc. should that child not have every right to as well as ourselves, will not students, Washington Dulles Airport Marriot and succeed, to belong, and to be welcomed regardless of their talents and unique Suite Hotels into his or her community? needs, truly reach their full potential? Ann Arbor Publishers Today, we are asking ourselves and And if we critically measure our success Capstone Press each other to analyze not only our by measuring our students' outcomes, Capital City Press, Inc. practices but also our beliefs about will we not have met our challenge? National Mailing Systems what we are as a people. Are all chil- We have a wonderful opportunity to dren and youth truly valued? Are any forge new partnerships, create new prac- celebrate eachlife as our hope and our students expendable? And if none are, tices and establish a standard of excel- future. This is true success! should not all students be held to the lence that will be surpassed by none. By same high standards of excellence? If accepting that each student is a dream William Bogdan is the 1999-2000 CEC these questions are appropriate, is sim- waiting to come true, then we must also President and assistant superintendent ple tolerance of our diversity enough? accept the responsibility to lead, advo- of the Hamilton County Educational And if tolerance is not enough, then cate, support, build partnerships, and Service Center in Cincinnati, Ohio. 14 CEC TODAY OCTOBER 1999 56 Transition, from page 7 Colorado. Also, all but one completed the major challenges early childhood ed- vices for career planning and more on its high school and a large fraction went on ucation must conquer is finding trained general career center, which has access to to college and graduate school. professionals to work with these chil- computerized job banks on the Internet The heart of the RIP program is two- dren. Blended programs pre-profes- and other career-planning "goodies." fold changing the interactions be- sional educational programs that provide A Packet of Materials A packet tween parents and their child and training in early childhood education and containing the student's latest assess- parent-to-parent support, says Strain. early childhood special education/inter- ments not older than three years, The parents are taught to withhold their vention are one answer to the says Leuchovius the last IEP, and attention until their child is engaging in quandary. In the best of these programs, transition form. In fact, the Nixa, Mo., positive, developmentally appropriate a course will combine information about school district regives IQ and other activities. both specialty areas and provide inte- tests so that colleges have the most up- While this may sound simple, it is grated content. For instance, a course to-date information, said Chasteen. not easy for parents to withhold their might cover how to set up a preschool attention when their child is hitting or classroom as well as define how to make No matter what road students take screaming. That is where other parents adaptations and have materials for young after they finish school, self-determi- who have been through the process children with special needs. Also, faculty nation skills will be the guiding force come in. They help the parent refrain from both specialty areas would commu- to help students achieve successful, in- from interfering in the child's actions, nicate across courses and assign follow- dependent adult lives. 0 and they are there to say "there is light ups from one course to the next, says at the end of the tunnel." Vicki Stayton, professor at Western Ken- tucky University, Bolling Green. Early Childhood, from page 9 The interventions used by RIP are often effective within a few months, says Providing quality instruction for to put more of the responsibility for Strain, and the child's behavior has often young children is further complicated by hands-on intervention into the care- turned around by the first grade. the fact that the early childhood educa- givers' hands. Likewise, special educa- Early childhood behavior disorders tion field has few guidelines, and its prac- tors and caregivers can have trouble are also receiving more attention from titioners are often poorly paid. In fact, in being less directive and more responsive the mental health field. Some children some areas, those who work with young when working with young children. can show signs of depression or anxiety children do not even need to be certified. at age two or three, according to Brault. However, professional associations Behavioral Interventions "We need to be aware of the combi- are working to change that. DEC, the Na- One of the biggest breakthroughs in nation and complex nature of things tional Association for the Education of early childhood special education is in contributing to challenging behavior," Young Children, and the Association of the area of behavior disorders. Even she said. "We must be more willing to Teacher Educators have recommended very young children can show signs of look across disciplines for effective that all individuals who work with young extreme negative behavior, such as se- approaches." children need to have a core set of knowl- vere and prolonged tantrums, continual edge and skills, which include knowl- opposition to adults' requests and Family Service Coordination edge of typically developing children as commands, and physical aggression Another boost for early childhood spe- well as those who are disabled. Addition- toward parents or others. Studies have cial education involves the gains we ally, CEC, DEC, and NCATE are devel- shown that "early appearing behavior have made in service coordination. oping certification standards for blended problems in a child's preschool career Currently, every child eligible for early higher education programs for early are the single best predictor of delin- intervention can receive family service childhood education practitioners. 0 quency in adolescence, gang member- coordination at no cost. This service To learn more about early childhood ship, and adult incarceration." coordinates supports for families and special education, attend the CEDS confer- Fortunately, these behaviors can be children with disabilities, such as ence, Nov. 4-6, in San Antonio, Texas. Con- changed. The Regional Intervention Pro- physical therapy, occupational therapy, tact Barbara Latchford, 506/452-6021. gram (RIP) has shown that effective in- or special instruction. The actual ser- terventions with preschool children not vices the child needs may be provided only reduced undesirable behavior at the at no cost, on a sliding scale, or paid Classified Ad time but throughout the children's school. for.by insurancepr, PUBLISH! Author is seeking Special careers. Of the 40 adults who received"-; Education submissions from creative intervention for aggressive behavior gi;:, Ensuring Our Young-Receive j..:,teachers. Unique, successful young children, not one engaged in ag-,'- Quality Educational Services,....,, '1.1les`sons and activities that kids love to gression toward parents, peers, or teach- With the emphasis.on.inclusiye.set- &laid you love to teach! December I41.,'.....!1" -...-r....:1-3 ers after the intervention, according to tings and natural aViront-hd$Slor:.7.4...... 1*:i'9.9:deadline. We'll help! Guidelines at: Phil Strain, professor at the University oL young children with disabilitr4ciheof:r.,., littpy(www.beinabook.com.

. . .1i; .1 0116 .1'1. II, ti ; ; ; TEC TODAYOCTOBER 1999 15 %)L"' i 1 CALENDAR OF C emt november November 18-19,1999 Contact: Lorraine Birks, DEC Conference Of- November 10-13, 1999 Massachusetts CEC Federation Confer- fice, 3 Church Circle, Suite 194, Annapolis, 22nd Annual TED Conference, "Balancing ence, "Blasting into the Millennium." MD 21401, 410/269-6801, FAX 41 0/267- Unity and Diversity: Professional Prepa- Holidaylnn, Worcester, MA. Contact: Susan 0332, e-mail: [email protected]. In- ration for Changing Educational Environ- Gately, 2 Bromfield Ct, Newburyport, MA vited speaker: Richard W. Riley, U.S. ments." Hyatt Regency Suites, Palm 01950, 603/897-8578 (0), 978-463-0932 Secretary for Education. Springs, CA. Contact: Thomas Sileo, (H), FAX 603/897-4049, e-mail: 808/956-7704 (0), FAX 808/956-3106, e- [email protected]. mail: [email protected]; or Mary Anne jaMaally Prater, College of Education, University of November 18-20, 1999 January 20-22, 2000 Hawaii at Manoa, 1776 University Avenue The 10th Annual CASE Conference. Shera- TAM 2000/Technology Access Confer- WA 2-128, Honolulu, HI 96822, e-mail: ton San Marcos, Chandler, AZ. Contact: Jo ence. Milwaukee, WI. Contact: Penny [email protected]. Thomason, 615 16th Street, NW, Albu- Reed, Wisconsin Assistive Technology Ini- querque, NM 87104, 1-800-585-1753 (0), tiative, 357 N Main St, Amherst, WI 54406, November 11-12, 1999 505/243-7622 (0), FAX 505/247-4822, e- 715/824-6415 (0), FAX 715/82475323, e- Ohio CEC Federation Conference, "Circle mail: [email protected]. mail: [email protected]. See the TAM of Courage." Columbus Marriott North, Web site for more information, http:// Columbus, OH. Contact: Tim Monahan, November 22-24, 1999 www.tam.uconn.edu. 440/243-6000 ext 268 (0), FAX 440/234- Kentucky CEC Federation Annual Confer- 2309. Presented by Dr. Larry Brendtro and ence, "Partnering for 2000 and Beyond." January 26-28, 2000 Dr. Martin Brokenleg. Galt House East, Louisville, KY. Contact: CASE Institute 2000, "Emerging Trends in Bill Porter, 521 Vonda View, Franklin, KY Special Education: Alternative Schooling November 11-12, 1999 42134, 502/586-8877, e-mail: for Students with Disabilities." Sheraton "West Virginia CEC Federation Confer- [email protected]. Sand Key, Clearwater Beach, FL. Contact: ence, "Transcent the Past ... Walk Into Brenda Heiman, 9300 Macallan NE, Albu- the Future with WVFCEC." Lakeview Re- querque, NM 87109, 505/848-8726 (0), sort, Morgantown, WV. Contact: Kathy december FAX 505/848-8756, e-mail: Walker, 404 Old Main Dr, Summersville, December 7, 1999 [email protected]. WV 26651, 304/872-6440 x26 (0), Telephone Seminar: Adapting Curricular 3041765-3462 (H), FAX 304/872-6442, e- Materials for the Inclusive Classroom. Con- mail: [email protected]. tact: CEC Headquarters, 1920 Association february Drive, Reston, VA, 20191-1589, 888/232- February 3-4, 2000 November 13, 1999 7733, FAX 703/620-2521, e-mail: conteduc@ Georgia CEC Federation Conference. "Ex- Maryland CEC Federation Conference, cec.sped.org, Web: www.cec.sped.org. ploring Tomorrow Together." Georgia Inter- "Stress Management." The Harbour national Convention Center, College Park, GA. December 9-12, 1999 School Annapolis, MD. Contact Linda Ja- Contact: Janet Moody, 340 Morganshire PI, cobs, 410/974-4248 (0: M-W-F), 41 0/944- 1999 Annual International DEC Confer- Dunwoody, GA 30350, 770/277-4498 (0), 1212 (0: TU-TH), 410/922-2945 (H), e- ence, "Crossing Boundaries: Visions for 770/512-8801 (H), FAX 770/512-7374, e- the 21st Century." Hilton, Washington, DC. mail: [email protected]. mail: [email protected].

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

AUTO #00#000#000000 S-D.16.1T- cPr ME Oaboot,

58007624 Vm. 6 No. 4 NOVEMBER/DECEMBER 1999

Simi to New The Debate: Multicategoricalvs.Categorical MiDamium Ofi RIM Licensure C houlda special education teacher special- type of licensure better meets the needs of ...With Cutting-Edge CEC ize in a particular disability or should he students with disabilities, how the categories Training or she serve as a generalist, one who knows a should be broken down, and which license Choosing Your IEP Software little about a wide range of disabilities? This will best prepare special education teachers to January 24, 2000 question is being debated not only by individ- teach in today's classrooms. uals seeking a degree in special education but The issue is one that deserves serious Learn how to evaluate and se- also by school districts and states. At this consideration by special education teachers, lect software and see dem- time, the trend toward the "generalist" seems school systems, and states/provinces. The onstrations of top IEP software to be winning favor as more and more states license a special education teacher earns not packages. (Satellite Broadcast) are turning to multicategorical licensure of only affects the quality of education stu- Conducting Functional special education teachers. That is, rather dents with disabilities will receive and the Behavior Assessments and than have licenses or certifications for each type of students a teacher will work with Developing Behavior specific area of disability (learning disabili- or is prepared to work with it will also Intervention Plans ties, mental retardation, physical disabilities), impact the teacher's employability. Febniary 17, 2000 the state combines several disability cate- School districts and states need to look at gories into one certificate, such as license type as they assess the needs of their Get up-to-date techniques to "mild/moderate disabilities." special education population, funding and address discipline/behavior However, the debate is far from over. management and IDEA '97 Questions abound as to whether or not one Continues on page 5 requirements. (Web-Based Training)

To Register ... What Does CEC's Proposed See the CEC Web site, www.cec.sped.org, call Governance Restructuring Mean to You? 888/CEC-SPED, or e-mail: [email protected]. At the CEC Annual Convention & Expo To help you better understand the rein Vancouver, B.C., this April, CEC structuring and how it will work, CEC Pres- will decide whether or not to change its cur- ident Bill Bogdan and Chair of the Govern- rent governance structure. While this sub- mental Relations Committee Pam Gillet de- ject may seem far removed from the general veloped the following questions and an- membership, in fact, it is not. Under the swers on the restructuring. proposed restructuring, CEC will be able to Get the IDEA!...And Stay in the better meet the needs of its members both Why does CEC feel it needs to change its Legislative Loop 3 professionally and within the organization. governance structure? Teaching A Look at Teachers' The proposed governance structure enables To maintain and strengthen its position as Responsibilities Today 13 CEC to learn and use member input when the leading association on special education, Advocacy A Must for Parents of advocating for federal policy and local leg- CEC needs to be able to respond quickly to Children with Exceptionalities .14 islation, involve members when developing issues in the field. Our current governance CEC positions, and give members a direct vote for their leadership. Continues on page 9 5 9 Gonci's themed lessons make a last- State Farm Good Neighbor Award Barbara Gond ing impact on her students. After Valu- Jet Flight #592 crashed in the Florida Gonci Sparks Life into Learning Everglades, officials asked area tribes to stay away from the crash site, Gonci bers. Out of this research, Gonci teaches remembers. But her students knew their her students how to grow corn, fry request did not make sense, because bread, and make beads. In the process, "Indians don't go where the spirits are." they learn about agriculture and cook- ing, as well as patterns, colors, and dex- Happy Grams terity. Gonci's students also learn how While her lessons have a lasting impact various tribes use elements from nature on her students, so, too, do her "Happy in their daily lives. The students make Grams." These are little notes that pottery using fire rather than a kiln, and Gonci sends her students' families to tell they learn how color dyes are made them about the great things their chil- What does it take to spark a child's from natural materials. dren are doing in class. Happy Grams learning? How does a teacher Gonci relates the lessons about usually reflect the theme of the lesson. compete with television and video American Indian tribes to monthly For example, if the lesson is about games? How can lessons taught today awareness themes. For example, in Feb- Thanksgiving, the note is usually in the stick with the student for a lifetime? ruary she recognizes Black History shape of a turkey. She also telephones Special Education Teacher Barbara Month with lessons about how the students' parents with good news. Gonci knows. Seminole tribe took in runaway slaves. "Johnny made an A on his spelling "You've got to get excited, jump Around Thanksgiving, Gonci teaches test today, and I thought you'd like to around the room, and make learning her students about the tribe from Ply- know," Gonci tells a parent. "Then come alive," said Gonci, a 28-year vet- mouth, Mass., and in the environmental when I call parents about bad things, eran special education teacher at month of May she tells her students they listen to me," Gonci said. Hialeah Gardens Elementary School in about Chief Seattle's philosophies and And, when a student does some- Hialeah, Fla. And "you really have to teachings and how they are the basis of thing wonderful in class, he or she gets find out what their button is." today's environmental views. a pencil decorated with tribal drawings In Gonci's classroom dolphins jump After a 2 1/2-week trip in the Ama- that Gonci has purchased from one of out of science books, fictional charac- zon Rain forest and a visit to the rain her visits with area tribes. Through ters like Dr. Seuss' Cat in the Hat forests of Costa Rica, Gonci entered positive reinforcement and innovative come to life, and people of the past her classroom vested in dress from the themed lessons, Gonci crystallizes her visit students of today. region. Then her friend, the bat a students' learning. "You can read things in a book, but plush toy bat "tells" her students when you see, feel, and talk to things, about how bats are getting "a bad rap" The Award you learn more." Gonci said. "It's more and are a very important part of the The State Farm Good Neighbor Award realistic." ecosystem. for special education was developed in During a recent lesson about Dr. cooperation with The Council for Ex- Themed Lessons Seuss' stories, Gonci brought the sto- ceptional Children. Each of the 12 re- Gonci prides herself on curriculum- ries and characters to life. She and her cipients announced throughout the year packed theme teaching. Through inter-students ate green eggs and ham after receives a $5,000 check payable to the active, hands-on activities, she has reading the book by the same name educational institution of the recipient's transported her students across cul- and looked at trees in a nearby forest choice, recognition in national publica- tures into various American Indian while reading The Lorax a tale tions, and a commemorative plaque at tribes, to distant lands to explore the about a lovable environmentalist who a special ceremony at his or her school. wide variety of fauna and flora of the tries to save the Truffula Forest and its Gonci will give $2,500 to CEC's Foun- rain forests, and into the exotic and inhabitants from disaster. They also dation for Exceptional Children to send zany pages of Dr. Seuss' classic tales. used this lesson to learn spelling and special education students to camp and Each month Gonci, the "Indian Sto- vocabulary. Since Dr. Seuss made up $2,500 to her school to buy a new com- ryteller," enters the classroom dressed crazy words, Gonci had her students puter for her students to use. in particular tribal wear ready to tell make up crazy words of their own. CEC congratulates Barbara Gonci her tribe's story. Her lessons are rich Through this exercise, they learned on her innovative contributions to the with first-hand information. She visits how to spell their new words and education of exceptional children and reservations where she buys books, lis- sound them out. douth. 0 tens to music, and talks to tribal mem-

2 CEC TODAY NOVEMBER/DECEMBER 1999 member benefits

Get the IDEA!...And Stay in the Early Childhood, Council for Children with Behavioral Disorders, and a num- Legislative Loop ber of other associations.

EC is leading two exciting Partner- ship provides needed information, Get the Information You Need Cship Projects to help teachers, par- ideas, and technical assistance to 7,000 At the partnerships' Web site, www. ents, administrators, policy makers, and school districts in urban, suburban, and ideapractices.org, you'll find helpful others interpret and implement IDEA rural areas. Initial topics ILIAD will resources on promising instructional '97's requirements. These projects pro- address include IDEA '97's general re- practices and successful strategies for mote IDEA '97 through effective in- quirements, positive behavioral sup- general education. Check out structional practices and collaboration. ports, accessing the general education IDEA Law Learn about the law, In addition, the partnerships will ob- curriculum, and collaboration. new regulations, and relevant court cases. serve, analyze, and disseminate informa- ILIAD's primary partners include IDEA Depot Resources from the tion from local school districts serving as the partnerships and other organizations. Spotlight Implementation Sites. The American Association of School Ad- Look for helpful tips and new materi- Projects are funded by the Office of Spe- ministrators. als on hot topics. cial Education Programs, U.S. Depart- Council of Administrators of Special IDEA Partners A wealth of in- ment of Education. Education. formation from more than 30 promi- Council of the Great City Schools. nent associations. IDEA '97 for Teachers and Other National Alliance of Black School IDEA Central A calendar of Direct Service Providers Educators. events, monthly news briefs, on-line The Associations of Service Providers National Association of Elementary features, and more. Implementing IDEA Reforms in Educa- School Principals. IDEA Links Links to a collection tion Partnership (ASPIIRE) works to National Association of Secondary of Web sites containing information help the nation's 3 million educators and School Principals. about IDEA '97 policies and practices. related services professionals imple- Urban Special Education Leadership Or call the partnerships' toll-free ment IDEA '97's requirements. Partner Collaborative. number, 877/CEC-IDEA, to get the organizations collaborate to address Also involved are CEC's Technol- information you need. 0 member needs, offer and disseminate ogy and Media Division, Division for current information, and create training and leadership opportunities. ASPIIRE involves many national education and related services associations The Debate: Multicategorical vs. Categorical including the Licensure American Federation of Teachers. What Does CEC's Proposed Governance American Occupational Therapy As- Restructuring Mean to You? 1 sociation. American Speech-Language-Hear- November/December 1999 Vol. 6 No. 4 Gonci Sparks Life into Learning g ing Association. 10times a year,Jan/Feb, Member Benefits 3 Association for Career and Technical CEC Todayis published March, April/May, June, July, Aug., Sept., Oct., Nov. Advocacy in Action 4 Education. and Dec., by The Council for Exceptional Children, CEC Division for Early Childhood. 1920 Association Drive, Reston, VA 20191-1589. Student CEC Spotlight 6 National Association of School Psy- Telephone 888/232-7733, TTY 703/264-9446, Canada 7 chologists. [email protected], Web: www.cec.sped.org. National Education Association. CEC Todayis not copyrighted. Members are encouraged Diversity 7 to copy and disseminate information in this publication. Also involved are CEC's Technology CEC President: William K. Bogdan Division Focus and Media Division and Council for Executive Director Nancy D. Safer Children with Behavioral Disorders. Professional Advancement .110 Editor: Lynda Voyles Member to Member 112 IDEA '97 for Local Administrators Contributing Editors:lacki Bootel, Public Policy; lane Burnette, Information Services; MargieCrutchfield, The IDEA Local Implementation by Speaking Out 114 Professional Standards; Kayte Fearn, Diversity; Anmarie Advocacy AMust forParents of Local Administrators (ILIAD) Partner- Kailas, Conventions; Hannah Kerby and Sharon Children with Exceptionalities ship increases the knowledge and sup- Riechmann, Communications; Jay McIntire, IDEA ports the efforts of local administrators Partnerships; Kathleen McLane, Publications; Susan Calendar of Events 116 to implement IDEA '97. This partner- ; Simmons, Membership

61. CEC TODAY NOVEMBER/DECEMBER 1999 3 visions to ensure separate subgroups of increase federal outlays by $55 million Advocacy in Action students as well as students as a whole in the first year and by $27.7 billion show increased academic achievement over the 5-year period. Proposed Bills Target Professional at the state, school district, and school Development levels. The Straight A's Bill Congress is currently considering Requires school officials to seek the Although not officially a part of ESEA amendments to the largest and most informed consent of parents before reauthorization, the House recently comprehensive K-12 federal education placing their children in a bilingual ed- passed a related bill entitled the "Acad- law the Elementary and Secondary ucation program funded under Title I. emic Achievement for All" or Straight Education Act (ESEA), which was cre- Changes the poverty threshold re- "A"s Act (H.R. 2300). The bill gives ated in 1965. In October, the House quirement for school-wide program eli- up to 10 states the option of submitting passed the Teacher Empowerment Act gibility from 50 percent to 40 percent a charter proposal to the U.S. Depart- and the Student Results Act. In addition, poverty. ment of Education to set specific and Congress is proposing a bill related to Requires that within three years of measurable performance goals to be ESEA, entitled the "Academic Achieve- enactment all teachers' aides have reached over a 5-year period. Under the ment for All," or the "Straight A's" bill, completed at least two years of study measure, states can use any of their which will allow states to set specific at a higher education institution, ob- regular federal K-12 formula program and measurable performance goals. tained at least an associate's degree, or funds to meet state education priorities met rigorous standards of quality es- and programs. Therefore, states may The Teacher Empowerment Act tablished at the local level, including opt out of federal regulations that re- If enacted, the Teacher Empowerment an assessment of their knowledge of strict how they may use federal funds Act, or TEA (H.R. 1995), would em- math, reading, and writing. In addition, in exchange for being held accountable power teachers, improve student with limited exceptions, the bill for meeting their stated academic achievement through high-quality pro- freezes the number of teacher aides at goals. fessional development for teachers, and their current levels. In addition, states that participate will reauthorize the Reading Excellence Act. Authorizes a new $20 million public be free to combine federal funds from In addition, the bill would authorize school choice program to provide multiple programs to more effectively slightly more than $2 billion a year for competitive grants to state and local address the needs of students. Eligible block grants for a 5-year cost of approx- educational agencies to support pro- programs include Education of Disad- imately $11 billion, according to the grams that promote innovative ap- vantaged Students, the Eisenhower Pro- Congressional Budget Office (CBO). proaches to public school choice. fessional Development Program, the Reauthorizes bilingual education Technology Literacy Challenge Fund, The Student Results Act programs. the Safe and Drug Free Schools Pro- The "Student Results Act" (H.R. 2) Continues gender equity standards. gram, the Emergency Immigrant Educa- would reauthorize Title I of ESEA, Provides limited civil litigation im- tion Act, McKinney Education Home- which provides services to disadvan- munity for teachers, principals, local less Assistance, the Class Size Reduc- taged students, for fiscal years 2000 school board members, superinten- tion Program, and the Perkins Voca- through 2004. The bill will also chan- dents, and other education profession- tional Education. Programs funded nel approximately $8 billion annually als who engage in reasonable actions under the Individuals with Disabilities into programs for roughly 10 million to maintain school discipline. Education Act are not eligible. disadvantaged students. Specifically, The CBO estimates that, assuming the bill an appropriation of authorized Call for Action Modifies existing accountability pro- amounts, the Students Results Act will Stay tuned to the public policy page of the CEC Web site, Semite Means D IESEA ProposaD www.cec.sped.org, for updates. Share your thoughts or learn more While the House is reauthorizing ESEA in trolled by states and local education au- about how this legislation will impact bits and pieces, the Senate intends to con- thorities from $375 million to $2.2 billion. you by contacting CEC's public policy sider the ESEA in one shot. Republican It would also establish a new voluntary staff at 888/CEC-SPED ext. 498. Sen. Jim Jeffords of Vermont and chair of program for preschool development au- Contact your congress member at his the Senate Health, Education, Labor, and thorized at $7 billion over five years. An- or her district office within your state. Pensions (HELP) Committee, released a other program designed to help public Contact your CEC federation or divi- draft version of his ESEA proposal in Oc- schools provide continuing education and sion CAN Coordinator to discuss how tober. Jeffords' draft proposal would in- other services would be authorized at these issues may impact you and the crease Title I funding to $10 billion a year $800 million, up from $20 million. field. 0 and increase a flexible grant fund con- J

4 CEC TODAY NOVEMBER/DECEMBER 1999 62 Multicategorical,from page 1 resources, and ability to attract highly lows teachers to focus on what each areas in which a child may need ser- qualified teachers. child needs rather than on his or her vices and pull together goals and ob- "The issue of multicategorical ver- disability. Massachusetts is one state jectives for the child, says Cheney. sus categorical certification is one that that places students in special educa- These factors also increase a special deserves serious study," said Nancy D. tion based on the amount of services education teacher's employability. Safer, CEC's executive director. they need rather than their disability. In these situations, where classes may The Cons The Trend toward Multicategorical have students with learning disabili- Though the field of special education Certification ties, communication disorders, and may be turning to multicategorical Ii- Currently, more than 45 states have mental retardation, teachers base their censure, many special educators fear some form of multicategorical frame- instructional strategies on each child's the trend may prevent students with work to credential special education individual needs. Plus, the multicate- disabilities from receiving appropriate teachers, according to the NASDTEC gorical approach has the added benefit educational instruction. While special Manual, 1998-1999, from the National of doing away with labels, according education teachers who graduate with Association of State Directors of to Paul Zinni, Title I director for amulticategorical license have a breadth Teacher Education and Certification. Taunton, Mass., professor at Bridge- of knowledge about disabilities, they However, some states continue to offer water State College, and member of often do not have the depth they need categorical licensures as well. For ex- CEC Chapter #143. for some categories, says Cheney. For ample, Virginia has categorical licen- "The child's disability category is example, special education teachers sure for learning disabilities, mental not the issue," added Rachelle Bruno, working with students with emotional retardation, emotionally disturbed, professor at Northern Kentucky Uni- disturbance should know a number of hearing impaired, and visually im- versity and member of CEC Chapter competencies in social and emotional paired, as well as one license for "se- #174. "The issue is, 'Does the child development, as well as knowledge of verely/profoundly disabled" that com- need to be in a pull-out or resource counseling, crisis intervention, physi- bines several disability categories. program where everyone is working cal/aggressive behavior, and interagency While the license titles and the cate- on language arts?' It doesn't matter coordination many of which would gories of students included in the mul- what the child's categorical label is." not be covered in multicategorical licen- ticategorical frameworks differ, the In addition, many special educators sure programs, he explained. trend has been toward two major li- agree that multicategorical licensure Other special educators contend censing categories: special education works because special education teach- that it is impossible for one individual teachers of students with mild/moder- ers use the same or similar techniques to learn all he or she needs to know ate disabilities and special education when teaching students with mild to about any particular disability in a 4-5 teachers of students of severe/pro- moderate disabilities (most often, stu- year multicategorical program. found disabilities. dents with learning disabilities, mental "How can a teacher be trained to retardation, and emotional/behavioral teach all the different disabilities and un- The Pros problems). In a survey reported in derstand them?" asked Gale Naquin, While special education experts pre- Teacher Education and Special Educa- project director at the University of New sent many arguments favoring multi- tion, v 12, n I , a majority of special edu- Orleans and Louisiana CEC Federation categorical licensure, perhaps the most cation teachers, special education coor- president. "They don't do that in the compelling is that the majority of spe- dinators, superintendents, and and medical field. Special education teach- cial education teachers now work in teacher educators said that teachers usu- ers are generalists and we have no spe- settings that include students with a ally use the same methods with these cialists." variety of disabilities. Indeed, finding groups of students. All four groups fur- Some special educators further a class of students who have just one ther agreed that the characteristics of argue that embracing multicategorical disability type is rare. students with mild learning disabilities, licensure is a step backwards at a time "The reality is we are working with mild emotional disturbance, and educa- when knowledge of the various dis- many more diverse kids," said Doug ble mental retardation overlap. abilities and instructional strategies is Cheney, professor at the University of Teachers who have multicategorical exploding. New research is refining Washington and member of CEC licensure also are often seen as an asset what we know about each disability Chapter #28. "When you look at spe- to school districts. Those teachers who category, dispensing a plethora of cial education case loads, one teacher have a foundation in many types of knowledge about which instructional might have students with several dif- disabilities can teach students with techniques are most effective for particu- ferent disabilities." various disabilities, as well as serve in lar disabilities, and providing guidance Some special educators also argue classes that serve students with differ- as to methodologies for reading, writing, that looking at students with disabili- ning special needs. They can also talk ties through a mutlicategorical lens al- to an IEP team about all the different Continues on page 15 6 3 CEC TODAY NOVEMBER/DECEMBER 1999 5 student ear spotlight

Sh.fidell CEC Members Advocacy Is Important to S1ta4 a CIEC Schee° CM Students Too! BY KRISTEN WALLITSCH Student CEC members can help their Some people are afraid to get in- high school alma maters and other high Make a moment to think about one volved because they feel that issues schools in their communities start a CEC special child who has had an impact that deal with the government are Club. These clubs give high school stu- on your life. This child may or may not over their head. CAN will help you dents a chance to be involved in com- have been the reason that special educa- understand these issues. CAN also munity efforts on behalf of exceptional tion issues are important to you, but he helps people get hands-on experience children. or she made a difference. Now it is time in learning how to relay their message In addition to helping high school students for you to return the favor. to their representatives. Getting in- learn about special education, CEC clubs CEC provides opportunities for volved in CAN also will help you be- bridge gaps between general and special student CEC members to take an ac- come knowledgeable about federal education communities by changing tive role in advocating for children and state issues. The more you know, stereotyped perceptions and fostering with special needs, because public the more you can offer your students, friendships that last a lifetime. policies and people who advocate families, and co-workers. are vital to the future of Some CEC Club activities include for them exceptional children. How Can I Get Involved? Community Service Club members Creating public policy includes de- Federation and chapter CAN coordina- can inform the community of the Ameri- cisions affecting smaller case loads, tors as well as the general membership cans with Disabilities Act or support ef- less paperwork, and the amount of can attend CEC's CAN workshop each forts to make restaurants, parks, enter- money our schools will receive. These summer in Washington D.C. This tainment facilities, and city buildings decisions affect children and us as workshop gives attendees a chance to more accessible to all citizens. well. Therefore, it is vital that we have use the information they learn. Work- Peer Partnering/Tutoring General and a say in the decisions that are made. shop participants are briefed on the is- special education students can build friend- We can do this by being a part of sues and then given the opportunity to ships by learning and working together. CEC's Children and Youth Action visit Capitol Hill to meet with their Public Awareness Club members can Network (CAN). state representatives. plan and implement projects and activi- CHILDREN AND YOUTH are a In addition, becoming involved in ties, such as Exceptional Children's common thread throughout CEC. CAN means you will be put on your Week, that create public awareness and They are the ones we are here to serve CAN coordinator's mailing list to re- enhance the image of special education. and for whom we work to provide a ceive updates on happenings in Con- In addition, learning about individuals better life. Our ACTIONs must reflect gress. If you do not have a CAN coor- with exceptionalities and making and the beliefs that we hold on special edu- dinator, consider becoming one. What supporting friends with disabilities all cation issues. NETWORKing is a sys- a great way to make a difference! help create advocates who value the abil- tem in which we make connections To learn more about becoming in- ities and diversity of their peers. with people. Through these connec- volved in CAN or becoming a CAN tions our beliefs become known to all. coordinator for your chapter or state How to Start a Club If you put all this together the association, contact For more information, including a CEC love of children, showing it in action, Club Organizational Kit, contact Cheryl and relaying the message to others Jenny Weaver Racey at CEC Headquarters toll free at 888/CEC-SPED ext. 432 or through networking you come up Student CEC President-Elect [email protected]. with advocacy. [email protected] 301/797-0896. 0 Why Should I Get Involved in CAN? Kristen Wallitsch is a student teacher Meggkm CEC's CAN is an important part of at Cane Run Elementary School and CEC, because it provides members attends Bellarmine College in Candidates for the Student CEC with opportunities to make changes Louisville, Ky., where she is a member Executive Committee changes that improve the lives of chil- of CEC Chapter #605. She is also dren with exceptionalities. And, it pro- vice-president of communications for The new deadline for submitting Petition Packets for the Student CEC Executive vides members with opportunities to Student CEC. Committee is Feb. 1, 2000. provide better working conditions for those who serve exceptional children. 6 4 6 CEC TODAY NOVEMBER/DECEMBER 1999 canada

Canadians Speak OutonSpecial Diversify

Education Teaching Conditions Wanted: Promising Programs that Address Disproportionality Purpose of the IEP ike their U.S. counterparts, CEC's Statistics show students from diverse LCanadian members are expressing Notwithstanding the respondent who backgrounds are disproportionately concern over special education teaching said IEPs were "to drive the resource placed in special education programs. conditions. Overwhelming paperwork, teacher crazy with unrealistic time To face this challenge, CEC is seeking in- increased caseloads/class sizes, and in- lines," respondents said the purpose of formation about schools, school dis- adequate time for planning and collabo- the IEP was to tricts, teams, or projects that hold ration were a few of the issues our Provide accountability to students promise of ensuring that each child re- Canadian colleagues said impeded qual- and parents, as well as show the ratio- ferred to special education goes through a process that results in his or her re- ity teaching. A summary of the Cana- nale and methods for instruction. ceiving an appropriate education in the dian responses to CEC's Web survey Provide direction for teaching and least restrictive environment. follows. guide instruction for students and personnel. If you are involved in or know of such a Demographics Serve as legal protection and justify program or would like more information, The 92 respondents included resource funding and government initiatives. contact CEC Headquarters as listed below. teachers (51), classroom teachers (26), principals (2), directors (2), consultants Improving the IEP CEC Will Showcase Successful (2), and learning assistants (9). While respondents offered many sug- Diversity Practices Geographical areas represented in- gestions to improve the IEP, those that CECis planning a series of 2-day insti- clude British Columbia, Manitoba, were repeated most often were tutes on diversity issues for various re- New Brunswick, Ontario, and IEPs should have consistency across gional areas. These institutes will showcase promising practices that positively Saskatchewan. divisions. impact the education of students from di- Respondents ranged from less than 1 IEPs should be broken down into the verse backgrounds. The institutes will year to 33 years in the field, with the av- same categories as the Ministry report also explore school systems that interact erage number being 13 years. card. with students who have problems with Time should be allotted for special the system. General education teachers, Caseload and Class Size educators to team with high school administrators, special education teach- Caseloads ranged from 2 to 200 stu- general education teachers. ers, and assessment personnel are all en- dents. The average caseload was 30 Professional development on the IEP couraged to participate. For more infor- students. The average recommended and its importance should be made mation contact Kayte Fearn, kaytef@ caseload was 19 students. available to general education teachers. cec.sped.org or 888/CEC-SPED ext. 450 Caseloads have increased in size, User-friendly software for IEPs age spread, and severity of disability. should be made available. Mark Your Calendars! Class size ranged from 4 to 89 stu- IEPs should be made more instruc- The 2000 CEC Multicultural Symposium dents. The average class size was 9 tionally relevant and provide a "total" will be held October 1113, 2000, in Albu- students. The average recommended program for all areas in which a child querque, N.M. The symposium promises to be a dynamic event packed with highly class size was 9 students. has a disability. informative sessions. Attendees will learn The number of children with behav- A computerized database should be the latest strategies educators can use to ior disorders has increased. available so that previous year's infor- reduce the disproportionate representation mation can be easily updated. of students from culturally and linguisti- Planning and Teaching lime Learning goals should be prioritized, cally diverse backgrounds in special edu- 76 respondents said they did not and all teachers who work with a child cation and gifted programs. For more in- have enough time to spend with each should meet regularly to evaluate what formation, call 888/CEC-SPED or ser- individual student; 11 said the time is working. [email protected]. was adequate. Other Paperwork Responsibilities Contact CEC Headquarters Individual Education Programs Respondents reported a wide variety For more information about any upcoming IEPs ranged from 1 page to 22 of paperwork responsibilities, includ- CEC diversity activities, contact Special pages, with the average length of an ing case conference reports, anecdotal Assistant for Diversity Affairs Kayte Fearn IEP being 6 pages. reports, district office reports, home- at 703/264-9450, [email protected], Many respondents reported they spent fax: 703/620-4334, or mail: CEC, 1920 As- sociation Dr., Reston, VA 20191-1589. 5-15 hours a week completing IEPs. Continues on page 12

65 CEC TODAY NOVEMBER/DECEMBER 1999 7 * CASE * CCI3D * CEC-DR * CEC-PD * CEDSr DCCD * DCDT * DDEL *

Division Focus DEC The Division for Early Childhood CASE The DEC conference in Washington, D.C., this December was our most successful yet. The Council of Administrators of The conference covered such topics as re- Special Education silience in children and families, siblings of Plans are being finalized for the CASE Insti- young children with disabilities, guidelines tute scheduled for Jan. 26-28, 2000, in for authors and reviewers of the Journal of Clearwater Beach, Fla. Under the direction Early Intervention, and outcomes and proof CASE Professional Development Chair gram indicators for documenting progress Brenda Heiman, the topic for this year's In- of preschool children. This year, there was a stitute is Educational Alternatives and Spe- session geared especially toward graduate cial Education. National and state policy im- students and junior researchers on how to plementation, state standards, assessment, be a "good consumer" of research. and access to the general curriculum will Other research sessions included a 4- be discussed in relation to their application tors of the forum section of Behavioral Dis- hour methodology workshop, "Longitudinal in charter, private, and alternative schools. Research in Early Intervention: Rationale, orders. Discipline issues as they relate to alternative The new CCBD Mini-Library series from Methods, and Challenges," conducted by placements will also be discussed. the fall 1999 International Council for Children Don Bailey and Martie Skinner. This interac- Presenters on charter schools will be Pat tive session focused on issues in designing with Behavioral Disorders Conference is now Anthony, principal of the Cape Cod Light- available! Titled Successful Interventions for and conducting longitudinal research in- house Charter School in Orleans, Mass., and the 21st Century: A CCBD Mini-Library Series, cluding study design, measurement issues, Tom Fiore, who is completing a project in strategies for maintaining the sample over it can be purchased from CEC for $50.40 (CEC conjunction with the U.S. Education Depart- time, and the need for long-range planning. members) or $72.00 (non-members). ment on policy issues in charter schools. Two crackerbarrel sessions were also Larry Searcy from the Center for Law and CEC-PD presented. The first, conducted by Richard Education in Washington, D.C., has done ex- Roberts and colleagues from the Early Inter- tensive research on vouchers and voucher The Pioneers Division vention Research Institute, presented a par- systems. Tom Jeschke, director of Student The Pioneers will host their dinner meeting ticipatory action research approach to the and Family Services for the Des Moines on Saturday, April 8, 2000, at the Terminal evaluation of community-based, family-cen- Public Schools in Iowa, has worked closely City Club in Vancouver, B.C. The business tered, coordinated service systems. The with his community to develop programs al- meeting will begin at 5:00 p.m., with dinner session was facilitated by community stake- lowing the district to remove dangerous stu- at 6:00 p.m. Watch for a reservation form in holders and researchers. In addition, Cindy dents from traditional schools while provid- the next Pioneers Press. A fun evening will Bernheimer, Linda Brault, and Pam Winton ing appropriate educational opportunities. be had by all those who attend. President conducted "Parent-Researcher Partner- CASE President Elect Bev McCoun has Elect Andy Berg is coordinating the event. ships: Yes, No, or Maybe?" The three facili- been working with her committee to de- The Pioneers will also host a special tators represented different experiences and velop a complete professional program for convention session chaired by June Robin- perspectives and encouraged the expres- administrators for the CASE strand at the son called "Two Turning Points" with Fred sion of diverse audience viewpoints. Con- CEC convention in Vancouver, B.C. Mem- Weintraub and Parthenia Cogdell. And, be gratulations to our presenters and all who bers are urged to watch for the January/ sure to attend the Showcase Session, which worked on the conference for a great job. February issue of In CASE for a complete is a tribute to Earl Campbell. listing of convention sessions and activities! Leo Cain was the recipient of the 1999 DOSES Romaine P. Mackie Leadership Award. The Division of International CCBD Nominations are now open for the 2000 Special Education and Services Award and can be made to Pioneers Awards The Council for Children with To advance the responsiveness of CEC and Behavioral Disorders Chair Bob Fuchigami, 442 Garfield Park Ave., Santa Rosa, CA 95409. DISES to researchers and practitioners CCBD is sponsoring a forum, Positive Acade- Nominations are now open for vice-presi- throughout the world and facilitate col- mic and Behavioral Supports: Creating Safe, dent, secretary, and U.S. member-at-large. laboration and exchange of information Effective, and Nurturing Schools for ALL Stu- Send your nominations to Mary Jean Lam- DISES has initiated a worldwide network of dents, in Norfolk, Va., Feb. 18-19, 2000. For bert, 1830 E.Fairway Dr., #15, Orange, CA International Liaisons. The first Directory information contact Lyndal Bullock, 940/565- 92866-3318. and Index of Liaisons was distributed by e- 3583 or [email protected]. Pioneers are saddened by the death of mail in October and includes 72 members CCBD has a new Web site! Visit us at William Johnson, former CEC President and from 39 countries, provinces, and jurisdic- www.ccbd.net. the Pioneers Registered Agent. tions. The network is expected to grow to Jim Kauffman and Rick Brigham, both of Want to be part of the Pioneers e-mail include hundreds of teachers, professors, the University of Virginia, are the new edi- network? Send an e-mail to Bev Johns at parent leaders, and service providers tors of Behavioral Disorders. Martha [email protected] around the world. Coutinho and Maureen Conroy are the edi-

8 CEC TODAY NOVEMBER/DECEMBER 1999 66 * DEC * D1SES * DUD* DPHD * Din * MRDD * TAG * TAM * TED *

Because the liaisons are described in be considered for the Nominations tees, and work groups. terms of professional interests, the index Committee. groups them under topical categories, such Members may volunteer to serve on What body will have authority to pass as research, personnel preparation, policy the many CEC work groups and issues amendments to the CEC Constitution and administration, early intervention, transi- forums that will be developed through and Bylaws? tion, various disability categories, and a large the new governance plan. TheBODwill pass amendments to the number of other topics. DISES will contact CEC Constitution and Bylaws except CEC divisions to explore partnerships through If the governance restructuring for those dealing with the rights and re- which the liaisons might be in communication proposal is approved in April 2000, with divisions that match their interests. sponsibilities of the CEC units. The RA when will it take effect? To refer a potential liaison from any non- will assume responsibility for approving U.S. location or to discuss a division part- If approved in April 2000, the gover- those amendments. nership concerning liaisons, please contact nance restructuring will take effect on Judy Smith-Davis at [email protected]. July 1, 2000. Executive Committee Also, see new information about the Spe- cial Education World Congress on page 10. Board of Directors (BOD) Who will comprise the Executive Committee under the new governance TED How will members of the BOD be structure? The Teacher Education Division selected? The current Executive Committee will TED held its annual conference in Palm All members ofthe BOD except the be eliminated, and the BOD will as- Springs, Calif., Nov. 9-13. A major focus of CEC executive director and the exter- sume its work. The president, president the conference was an examination and dis- nalmember will be nominated by the elect, and immediate past president will cussion of the division's reorganization Nominations Committee or become become members of the BOD. There based on recommendations by outside con- candidates through a petition process. will no longer be a first vice president. sultants earlier this year. The Executive Com- The president elect and members-at- mittee and sub-committees met to plan and large will be elected by the voting The current governance structure implement the structural changes designed ensures that teachers, individuals from to streamline the division's operations. membership, as will those members filling the seat designated from cultur- ethnic and multicultural groups, and Canadians have an opportunity to Governance, from page I ally and linguistically diverse groups, Canadians, and an individual from the play a role in CEC leadership through structure does not allow us to do that. classroom ranks. The treasurer, student seats on the CEC Executive member, and external member will be Committee. Won't the new governance Why will CEC be better able to appointed bythe BOD. structure curtail those opportunities? address issues in a more timely fashion Designated positions onthe BOD will under the new governance plan? What will happen to the current Board ensure that these groups continue to play CEC will be better ableto address issues of Governors? a role in CEC leadership. In addition, the in a more timely fashion in two ways: The Board of Governors will become a composition and activities of the Nomi- The new governance structure allows downsized 2I-member policy-making nations Committee will ensure that for decisions to be made via electronic administrative body called the Board members bringinga variety of perspec- or teleconferencing methods, as well of Directors. tives are involved in leadership roles. as in face-to-face interactions. The Board of Directors (BOD) will Why is the new external member Officers meet at least three times during the position included on the BOD? year, and boththe BOD andthe Repre- The external member will provide an Why does CEC need the new position sentative Assembly (RA) may conduct outside perspective, which may relate to of treasurer on the BOD? business at other times during the year association trends, financial and fund- The treasurer serves as the financial offi- by alternative meeting arrangements. ing opportunities, societal trends affect- cer for the BOD, oversees the work of the ing education and CEC, and other areas Finance Committee, and monitors CEC's How are CEC members empowered that may assistthe BOD in its work. financial accountability measures. With through the governance restructuring? the treasurer serving as a CEC officer and CEC members are enfranchised in three How will the BOD form work groups as an officer and member of the BOD, ways: and committees? clear communications may be main- All eligible voting members will The proposed Constitution and Bylaws tained between CEC's Chief Financial elect the president elect andthe BOD identifies three standing committees: Fi- Officer (headquarters staff member) and members-at-large. nance, Nominations, and Elections. The the BOD. Allmembers are eligible to serve as BOD will determine all other standing a unit's representative to the RA and committees, task forces, ad hoc commit- Continues on page 11

U CEC TODAY NOVEMBER/DECEMBER 1999 9 pmfessionall advancement

PosRollday CEC Resources Help Parents and Others ShoppfIng °Maas Who Work with Children with Disabilities The holidays are over, and the dust has settled. Do you still need to get something f you are looking for new information behavior in everyday situations. for that special colleague who has gone Ion working with and raising a child If your child is entering adulthood, the extra mile for you? Or, how about treat- with disabilities, CEC can help. We check out the following books that can ing yourself to a post-holiday gift? Con- have a number of useful products to help him or her make a smooth transi- sider some of the following must-haves. chose from! Successfully Parenting Your tion to adult life. Integrating Transi- "You're special to me" pencils Baby with Special Needs is an hour-long tion Planning into the IEP Process (pkg. of 10) video that educates and encourages par- (second edition) covers transition plan- #85314 $5.50 ents who are expecting or have a baby ning, self-advocacy, assessment, cur- with special needs. Both parents and ex- Notepads with bonus sticky notes riculum for transition, support ser- #B5312 $2.50 perts in pediatrics explain early inter- vices, and program evaluation and fol- vention. The success stories of babies low-up. If your child is gifted, College Thank you note cards (pkg. of 25) with special needs who are thriving as a Planning for Gifted Students (second #B810 $7.50 result of early intervention offer inspira- edition, revised) helps you and your Plain note cards (pkg. of 25) tion and guidance. adolescent examine his or her personal #B811 $7.50 The ADD/ADHD Checklist: An goals, values, and learning styles. It Easy Reference for Parents and Teach- also describes how to get college plan- Brushed steel ball point pens ers and Taking Charge of ADHD: The ning information from the Internet. #B807 $9.50 Complete Authoritative Guide for Par- To order these or any CEC publica- Tote bags (extra large size!) ents provide the latest information on tions and products, call 888/232-7733. #B5315 $17.00 ADD/ADHD. They also offer sugges- For the complete resource catalog, see tions on how to manage ADD/ADHD our Web site at www.cec.sped.org. 0 Sweatshirts (large or extra large) 0848 $25.00

Denim shirts (large or extra large) #85316 $25.00 A Sampler of World Congress Sessions

Long-sleeve black tee shirts Coming in April! (large or extra large) 0852 $22.50 More than 120 presentations, roundta- Cooperation and a School for All in bles, poster sessions, and keynotes will Flanders, Belgium. Call 888/232-7733 today to order. be offered by the CEC/DISES Special Neuropsychological Treatment of Education World Congress that begins Primary School Children with April 4, 2000, in Vancouver, B.C. Dyslexia in Norway. Onlbe Mscussion Here's a small sample of the sessions A Curative-Pedagogical School for b110 Teactlers to be presented by individuals from 80 Students with Severe Mental Retarda- countries, provinces, and jurisdictions: tion (in Tbilisi, Republic of Georgia). The ERIC Clearinghouse on Disabilities and The Building Principal and Inclu- The Special Education Linkage Pro- Gifted Education is establishing an online sion: A Cross-Cultural Research In- ject of Cairo University and the Univer- discussion list for K-12 teachers in special vestigation in Israel. sity of North Carolina at Chapel Hill. and gifted education. The list gives teacher's an opportunity to exchange information on Establishing the Cost-Effectiveness Critical Factors in Job Success for the instruction of students with diverse of Education Services for Pupils with Individuals with Physical Disabilities learning needs, including disabilities. Special Needs in the United Kingdom. in South Korea. Assisting Teachers in South Africa A Longitudinal Study of Spatio- Though the discussion will be teacher- to Deal with Behavior Problems in the Temporal Requirements for Learning directed, periodically participants can Classroom. Success in Luxembourg. access experts to whom they can ad- Evaluating Special Education Ser- Two Models for Preventing Students dress questions, describe classroom situations, and ask for advice. vices for Learners from Ethnically Di- with Special Needs from Dropping verse Groups in New Zealand. Out of Education in Finland. To subscribe, send an e-mail to spedex- Practical Empowerment: Creating Get the latest updates and pre-regis- [email protected]. Leave the Early Intervention Resources for Low- tration information on the Web at subject line blank and write "subscribe" Literacy Families in Developing Nations. www.cec.sped.org/pd/sewc/sewc.html in the body of the message. From a Two-Track System Toward or call 888/232-7733. 0 i CEC TODAY NOVEMBER/DECEMBER 1999 68 professional advancement

Governance,from page 9 TAKE IT FOR Elect all members of the Nomina- Representative Assembly (RA) tions Committee except the immediate oregto,ge d past president and the other two BOD How can action be taken on policy members. 7-Eleven changes within CEC under the new 7-Eleven Literacy Program Establish procedures relating to its Stores is accepting applications under the governance plan? own membership. "People Who Read Achieve" grant pro- Conduct awards and recognition ac- gram for nationwide literacy initiatives. The BUD will approve changes for tivities. Deadline: Jan. 14. Eligibility: Nonprofit or- policy amendments unrelated to units' Remove any member of the BOD for ganizations and government units, includ- rights and privileges. The RA will cause by a 2/3 vote of the total RA ing public schools and libraries. Contact: make policy amendments related to membership. Sharon Neal, Manager, Community Affairs, units' rights and privileges. Act on official BOD recommenda- 7-Eleven Inc., P.O. Box 711, Dallas, Texas tions. 75221; fax-on-demand line: 800/711-1FAX How will representatives be selected? (Documents #904 and #906). Federations, branches, divisions, and What will be the relationship between Science and Math Grants The GTE the student association will each select the BOD and the RA? Foundation will award outstanding math' two members who will serve as the All members of the BOD will attend and science teachers who demonstrate an unit's representatives to the RA. Each the RA as non-voting members. The innovative use of technology under its GTE unit will determine its own selection president and president elect will serve Growth Initiatives for Teachers (GIFT) grant program. Deadline: Jan. 14. Eligibil- process for those two positions. as voting members of the RA. Issues ity: Public and private school math and sci- addressed and recommendations made ence teachers, grades 7-12, in eligible U.S. If the unit's selected representative is during the RA will be directed to the unable to attend the RA, is an states and the District of Columbia. Con- BOD for possible action. The BOD tact: GTE GIFT Grant Program, 800/315- alternate representative allowed to will be required to report back to the 5010, [email protected], Web: www.gte.com/ sit? RA their actions on all issues the RA AboutGTE/community/gte_foundation. A unit can assign an alternate if its rep- addressed. This "checks and balances" Interactive Education Initiative The resentative is unable to attend the RA. process will promote communication AOL Foundation is seeking proposals and collaboration between the two What are the RA's major under the Interactive Education Initiative, a governance bodies. grant program supporting efforts to inte- responsibilities? grate technology into learning. Deadline: Mil the larger federations and The RA will have the following duties: Jan. 17. Eligibility: Te'ams involving U.S. Identify, discuss, and advise the divisions lose their influence under the K-12 public schools and/or other non- BOD on positions CEC should take on proposed structure? profit education organizations. Teams may issues related to special education and Each federation, branch, division, and include teachers, administrators, parents, related services and to special educa- the student association will have equal and/or other community representatives. tion as a profession, as well as to ex- representation on the RA two repre- Contact: Interactive Education Initiative, amine the impact these issues have on sentatives each. However, larger units AOL Foundation, 22000 AOL Way, Dulles, Va. 20166; 703/265-1342; fax: 703/265- children and youth with exceptional may still have more influence in the 2135; e-mail: [email protected]; needs and those who serve them. election for president elect and the www.aolfoundation.org/grants/iei.html. Examine key public policy issues other members of the BOD, because and initiatives and advise CEC and the they will have more members voting in Educational Technology and Media Ser- BOD in developing policy, setting di- the elections. vices for Individuals with Disabilities rection, and making decisions. The Education Department is inviting ap- Inform the BOD, CEC units, and Nominations Committee plications for media projects to promote CEC committees about membership the development, demonstration, and use of technology for children with disabili- issues, concerns, needs, and perspec- How is diversity (varied ties. Deadline: Feb. 11 for close-captioned tives on initiatives and activities. demographics) assured on the Nominations Committee? sports programs; Feb. 18 for video de- Act as the forum to examine scription. Eligibility: State and local edu- prospective ideas, strategic directions, The nine Nominations Committee cation agencies, higher education institu- activities, policy initiatives, and other members will represent the broad ditions, other public agencies, private non- issues for CEC. versity of CEC. Four of the committee profit and for-profit organizations. Con- Approve amendments to the Articles members will represent the perspec- tact: Grants and Services Team, 202/205- of Incorporation, the Constitution and tives of the classroom ranks, interna- 9817 or http://ocfo.ed.gov/fedreg.htm. Bylaws, and CEC Policies that affect (CFDA #84.327). the privileges of any CEC units. Continues on page 15

CEC TODAY NOVEMBER/DECEMBER 1999 11 6 9 member to member

Canada,from page 7 Instructional Material from Kev ERIC DIgess on General Education and Purchases AuRIsm, Emily MO& school journal, referral forms to as- Out of One's Own Pocket hood9 and IIM[var Top Ica sessing agencies, newsletters, Ministry funding forms, letters to doctors, Most respondents said it was easy to Several new, recently-published ERIC health care plan forms, teacher assis- get instructional materials from gen- Digests bring you pertinent information tant evaluations, telephone logs, transi- eral education. on issues you need to know about tion referral forms, psychological test- On average, respondents spent $220 today! Check the following list for a ing forms, timetables for students and of their own money for instructional ma- quick overview of these important infor- staff, consent for testing forms, docu- terials in a year, $435 for professional mation pieces. Call the ERIC Library at mentation of monthly program team development, $315 for computer soft- .800/328-0272 to request your copy! meetings, resource team plans/reports/ ware/hardware, and $117 for other ex- Autism (Autism Spectrum Disorder), by lesson plans, teaching assistant sched- penditures such as awards for students. Glen Dunlap and Mary-Kay Bunton- ules, improvement plans, and incident Pierce An introduction to autism, def- reports. Conflicts in What Others Expect initions, prevalence, diagnosis, and eval- from Special Education Teachers uation. Digest #E583 Suggestions to Reduce Paperwork A majority of respondents experienced Build time into the day for teachers little or noconflicts with general educa- Teaching Students with Autism, by Glen Dunlap and Lise Fox Motivation and to complete paperwork. tors, principals, parents, or related ser- strategies for successful instruction. Streamline special education forms vice providers concerning role expecta- Digest #E582 and processes. tions. Many of the conflicts cited were Computerize paperwork. of a systemic nature rather than a lack of Early Transitions for Children and Fam- Provide personnel to assist with pa- understanding or unwillingness to work ilies: Transitions from Toddler/Infant perwork requirements and for "peak" with children with special needs. Services to Preschool Education, by paperwork times. Marci Hanson Critical influences on Working with Principals toddlers' transitions and strategies that Share paperwork with appropriate lead to success. Digest #E581 staff. Most respondents rated their principals high in understanding and supporting Critical Behaviors and Strategies for Planning and Teaching lime special education. Teaching Culturally Diverse Students The average reported time for plan- based on work by Cathy Kea Helps ning was five hours a week. Working with Paraeducators teachers work more successfully and The majority of respondents said A majority of respondents worked fairly in today's diverse classrooms. Digest #E584 they had no time to collaborate with with a paraeducator. Tasks that para- families and recommended one hour a educators could perform that would be Student Groupings for Reading Instruc- week for this activity. most helpful included providing one- tion based on work by Batya Elbaum, The majority of respondents said 1- on-one instruction, grading papers, as- Sharon Vaughn, Maire Huighes, Sally 2 hours a week was reasonable for sisting with behavior management, Watson Moody, and Jeanne Shay collaboration with other educators. taking lunch count and attendance, Schumm Compares the effectiveness copying papers, filing, and contacting of peer tutoring, cross-age tutoring, small learning groups, and combined parents for IEP meetings. grouping. Digest #E579

New IDEA '97 Requirements: Factors to CEC Consider in Developing an IEP, by Cyn- Itonar gg thia Warger Discusses the six special factors that must be considered by every The special education class of Donald Casey Jr., member of CEC Chapter #58, was IEP team and how to address them. awarded an educational grant from the Regional Youth/Adult Substance Project in Bridge- Digest #E578 port, Conn., for its Heralding Heroes and Heroines curriculum, through which the students met basketball star Rebecca Lobo. Learning Strategies, by Daniel J. Boudah and Kevin J. O'Neill Describes Herbert Miller, chief administrator of St. Joseph's School for the Blind in Jersey City, N.J., the learning strategies curriculum devel- received the William H. English Leadership Award, the highest honor awarded by the Amer- oped at the University of Kansas, which ican Printing House for the Blind. Miller is a member of the New Jersey CEC Federation. addresses information acquisition, infor- Do you have Honor Roll news to share about yourself or a fellow CEC member? Write to mation storage, and demonstration of CEC Today Editor, CEC, 1920 Association Drive, Reston, VA, 20191-1589 or e-mail your understanding. Digest #E577 news to [email protected].

12 CEC TODAY NOVEMBER/DECEMBER 1999 7 0 Teaching EXTRA A Look at Teachers' ere&

Resources from the Schwab Founda- Responsibilities Today tion for Learning The Schwab Foun- dation offers a version of its Web site for BY KATHLEEN BLAKE I am to collect data and maintain all Spanish speakers; an Assistive Technol- Let me see if I've got this right. records to support and document our ogy Center through which teachers and You want me to go into that room with building's progress in the selected state students can sample hardware and soft- all those kids and fill their every wak- mandated program to "assess and up- ware; and One-on-One Guidance, a pro- ing moment with a love for learning. grade educational excellence in the gram that connects parents and educa- public schools." tors with resource consultants who Not only that, I'm to instill a sense of strive to enhance student success. Con- pride in their ethnicity, modify disrup- I am to be a paragon of virtue larger tact: Schwab Foundation for Learning, tive behavior, and observe them for than life, such that my very presence 1650 S. Amphlett Blvd., #300, San signs of abuse, drugs, and T-shirt mes- will awe my students into being obedi- Mateo, Calif. 94402-2516; 800/230- sages. ent and respectful of authority. 0988; www.schwablearning.org. Help Parents "Get a Grir on I am to fight the war on drugs and sex- I am to pledge allegiance to supporting Technology Technology resource kits ually transmitted diseases, check their family values, a return to the basics, offer parents and educators of middle backpacks for guns, and raise their and my current administration. school students (grades 6-8) inspiring self-esteem. stories, practical tips, the latest re- I am to incorporate technology into search, and places to get more informa- I'm to teach them patriotism, good citi- learning but monitor all Web sites for tion about how technology impacts the way children learn, work, and live. Con- zenship, sportsmanship and fair play, appropriateness while providing a per- tact: ParentTech, P.O. Box, 262, Franklin how and where to register to vote, how sonal one-on-one relationship with Park, IL 60131; 877/298-7273; par- to balance a checkbook, and how to each student. [email protected]; or see the Web: apply for a job, but I am never to ask if www.parentech.org. they are in this country illegally. I am to decide who might be poten- tially dangerous and/or liable to com- Educational Web Games for Young I am to check their heads occasionally mit crimes in school or who is possibly Students At www.alfy.com, teachers and parents can help students partici- for lice, maintain a safe environment, being abused, and I can be sent to jail pate in interactive, animated educational recognize signs of potential antisocial for not mentioning these suspicions to games that test their reading, math, behavior, offer advice, write letters of those in authority. music, memory, and computer skills. recommendation for student employ- Particular activities include "Spider ment and scholarships, encourage a re- I am to communicate frequently with Count," "Spell a Puzzle," and interactive spect for the diversity of others. each student's parent by letter, phone, "Tales," including A16/ Goes Camping newsletter, and grade card. I'm to do and Alfy and the Broken Toy. The Web And, oh yeah, teach, always making all of this with just a piece of chalk, a site is ideal for students up to age seven, sure I give the girls in my class 50 per- computer that's severely outdated, a and some games require computers cent of my attention. few books, a bulletin board, a 45- with audio capability. minute or less plan time, and a big Advocacy Tips for Parents The Coor- I'm required by my contract to be smile on a starting salary that qualifies dinated Campaign for Learning Disabili- working, on my own time, summer my family for food stamps in many ties (CCLD) offers useful tips for parents and evenings and at my own expense states. to help them advocate for their Children towards certification, advanced certifi- in school. Other CCLD materials include cation and a master's degree, to spon- Is that all? 0 tips on organizational skills, self-esteem, sor the cheerleaders or the sophomore how to choose a tutor, how children class, and after school I am to attend learn to read, what to do if you suspect your child has a learning disability, sum- committee and faculty meetings and Kathleen Blake is a member of CEC's mer reading, homework, and assistive participate in staff development train- Credentials and Elections Standing technology. Contact: Micheline Kennedy ing to maintain my current certifica- Committee and chapter #175. Carter, CCLD, 1200 New York Avenue, tion and employment status. N.W., Suite 300, Washington, D.C. 20005-1754; 202/326-8710.

7J. CEC TODAY NOVEMBER/DECEMBER 1999 1 3 speaking out

Advocacy A Must for Parents of 3o You Kaye Children with Exceptionalities Same vIng Say? Are you dealing with a difficult issue in BY NANCY MCCORMICK realizing the rules are zero tolerance your classroom? Would you like to ex- xceptional children face a world for weapons?" press concerns/solutions to the field? If E.1r they did not create for themselves Like other parents of children with so, send a "Speaking Out" article to CEC a world that judges them by curious exceptionalities, I have no choice but Today at [email protected], fax: 703/620-4334, or mail: CEC Today, 1920 criteria. One moment educators are to be my child's case managerand I Association Drive, Reston, VA 20191. telling me how wonderful my son know I may need to override the sys- Lukas follows the rules... now. Then, tem's case manager assigned to Lukas. Articles should be 500-800 words long, during the same conference, they tell To do this, I created a portfolio of include the author's full name and title, me how he doesn't talk enough to his Lukas accomplishments at home. The and be suitable for GEC's members classmates. I try to explain to them pictures and stories Lukas had written audience of teachers, administrators, re- that while Lukas knows how to "fol- and pictures he had taken were related services personnel, college students, and teacher educators. low the rules," he obeys all of the sources teachers appreciated and drew rules all of the time, including the from to support Lukas. classroom policy, "no talking in While I find this role exhausting, I Letter to the Editor class." His educators fail to realize find it is necessary if I am to ensure In a "Speaking Out" article in the that without explicit instruction from Lukas receives the education to which June/July 1999 CEC Today, Mr. the teacher, Lukas doesn't recognize he is entitled by law. I must fight for David Katim suggested that CEC's when it may be acceptable to stop fol- Lukas' rights. I must, at times, help ed- professional standards for the loiving particular rules. ucate Lukas' teachers about his disabil- preparation of special educators do Across the United States, family ity, his achievements, and his needs. I not adequately address knowledge members want one thing for their chil- must act as his primary advocate in a and skills for teaching literacy for dren a certain future. Time after school system that often seems insen- individuals with mental retardation. time, families express frustration that sitive and uncaring when it comes to As with each set of specialty area despite all the federal laws that drive the pressures students with disabilities knowledge and skills, this set does the educational outcomes for children, and their families face. not stand alone but is in addition to school systems are sending out clear Families with exceptional children the "Common Core of Knowledge signals that some children need to be have no choice but to continually ad- and Skills Essential for All Begin- "removed" from school for an infrac- vocate for our children. Even though ning Special Education Teachers." tion of the rules. we are exhausted, our love for our A careful reading of the common One of the most exasperating children keeps us in the "game" each core and the specialty area of mental school rules is to suspend a child for year. And when we see our children retardation and developmental dis- truancy. How much sense does this move through life a little more easily abilities leaves no doubt that knowl- make? This rule is further exacerbated than we ever could have imagined edge and skill in teaching students by welfare policies in some states. For they would, we family members find with mental retardation and devel- example, the state of Ohio may with- the energy to continue regardless of opmental disabilities reading, writ- hold a monthly welfare check from my the challenges the education system ing, and communication is critical. friend Sarah because her son was tru- presents us. 0 Any CEC member, division, ant for three days. branch, or federation can make rec- Upon hearing these situations I ommendations to the CEC Profes- thought, "Sure, it is never simple Nancy McCormick is the executive di- sional Standards and Practice Com- with a child like Lukas to fit into a rector of Families First of Alexandria, mittee (PSPSC). If Mr. Katim would classroom "norm," but how much Inc., Federation of Families for Chil- like to make a recommendation, more complicated will it be as he gets dren's Mental Health in Alexandria, PSPSC would consider it as it does older and his peers taunt him because Va. all recommendations for additions they won't tolerate his exceptional or modifications it receives. differences? Will Lukas become be- haviorally disruptive in response to Speaking Out reflects the opinions of Kathlene S. Shank is chair of the CEC these situations because he won't be individuals. Your comments are wel- Knowledge and Skills Subcommittee able to handle the social pressure? come. of the Professional Standards & Prac- Will he respond by bringing a tice Standing Committee. weapon to school for protection, not 72 14 CEC TODAY NOVEMBER/DECEMBER 1999 Multicategorical,from page 5 Governance,from page 11 and math instruction. However, much of speech disorders, it also fails to pre- tional, ethnic and multicultural, and di- this knowledge is lost in a multicategori- pare teachers to work with students vision members. cal licensure program, where courses who have severe disabilities in these provide only a foundation of knowledge areas, according to Healey. Nominations about particular disabilities. Another argument against multicat- "We are entering a time when the egorical licensure is that it allows edu- Will there be a "nominations from the field is becoming less specific and spe- cators to avoid looking for the cause of floor" process? cialized when other professions are find- a student's disability, information that CEC currently follows a "petitions" ing the need to develop subspecialties is critical to providing appropriate edu- process that will remain in effect under because of the explosion of knowledge," cational instruction. the new governance structure. said William Healey, professor at the University of Nevada, Las Vegas and Other Considerations How can suggestions for candidates member of CEC Chapter #406. Even those who favor multicategorical be submitted to the Nominations The problem is further exacerbated licensure recommend some changes to Committee? by the fact that states that offer only better meet the needs of students with The list of vacancies for the BOD posi- multicategorical licensure may create disabilities. They are: tions of president elect or members-at- voids in special education knowledge Include the age of the student in cat- large will appear in the September or and instruction. In the best scenario, egories, as the developmental, emo- October edition of one of CEC's publi- multicategorically licensed teachers can tional, and social needs of a child in cations, as well as the name and ad- turn to a specialist if they need assis- pre-school or elementary school differ dress of the Nominations Committee tance dealing with a particular type of vastly from those in middle or high Chair and the deadline for submission. disability. However, if teacher education school. Units and individual members may schools are not preparing individuals as Break disability categories into mild, suggest candidates to the Nominations experts in specific disability categories, moderate, and severe. Committee. In addition, Nominations schools and teachers have no one Include more courses in each cate- Committee members will actively seek who can help should the need arise, ac- gory in special education teacher mul- out individuals to become candidates. cording to Cheney. Even in states that ticategorical programs. offer both categorical and multicategori- Teachers who receive a multicate- Elections cal licensure, the availability of a spe- gorical licensure should realize this is cialist in a disability category often de- only a foundation. They will need to How will CEC members get to know pends on a school district's wealth. gain additional expertise in specific the candidates running for office? Multicategorical licensure can fur- disability categories to serve the chil- A multifaceted approach will be used ther harm educational quality because it dren they teach. to publicize the candidates for the CEC promotes placing inexperienced teach- elections. The approach may include ers in difficult teaching situations, ac- What Is CEC Doing? publishing nominees' biographical in- cording to Healey. To respond to the movement toward formation in CEC publications, on "They (schools) take teachers who multicategorical licensure, CEC re- CEC's Web page, and through various complete the special education generalist cently added a multicategorical frame- candidate forums. During the RA at program and have the least experience work to its knowledge and skills stan- the CEC Annual Convention & Expo, and place them in a resource room with dards. CEC developed the new frame- candidates will present campaign the highest number of various disabili- work using its already validated knowl- speeches. Candidates' biographical in- ties," Healey added. "That's where we edge and skill standards as a foundation. formation also will be available at the need teachers with the most knowledge. This framework assures that special ed- convention. This needs to be turned around." ucation teachers have been taught the Special educators also fault the skills they need to work with their stu- Who is eligible to vote? movement toward multicategorical Ii- dents, regardless of the type of special Eligible voting members include regu- censure, because it overlooks certain education program they graduate from. lar, student, life, retired regular, retired categories of disabilities. For example, In addition, CEC's new framework life, and international members who emotional disturbance, learning dis- has attracted the attention of states that have paid their membership dues. ability, mental retardation, and speech are revising their licensing standards. disorders are often categorized as mild To obtain a copy of What Every Spe- Further information regarding the CEC disabilities. Not only does this ap- cial Educator Needs to Know: The In- governance restructuring, including ad- proach ignore the fact that students can ternational Standards for the Prepara- ditional Q & A's will be available on the have severe emotional disturbance, a tion and Certification of Special Educa- CEC Web site, wwwcec.sped. org. 0 severe learning disability, or severe tion Teachers, call 888/CEC-SPED. 0

CEC TODAY NOVEMBER/DECEMBER 1999 15 7 3 CALENDAR OF C a/o& January 20-22, 2000 58703, 701/857-4553 (0), 701/839-6499 national Inn, Winnipeg, MB. Contact: Kim TAM 2000/Technology Access (H), e-mail: [email protected]. Campbell, Box 81, Grp 326, RR 3, Selkirk, Conference. Milwaukee, WI. Contact: MB R1A 2A8, Canada, 204/669-4490 (0), February 17, 2000 Penny Reed, Wisconsin Assistive Technol- 204/757-4597 (H), FAX 204/668-9343. CEC Continuing Education Web-Based ogy Initiative, 357 N. Main St., Amherst, Training, "Conducting Functional Behav- WI 54406, 715/824-6415 (0), FAX February 25-26, 2000 ior Assessments and Developing Behav- South Carolina CEC Federation Confer- 715/824-5323, e-mail: [email protected]. ior Intervention Plans," 1:00-4:00 p.m. See the TAM Web site for more informa- ence, "Facing the Future Together." ET. Contact: CEC, 1920 Association Drive, tion, http://www.tam.uconn.edu. Ocean Dunes/Sand Dunes, Myrtle Beach, Reston, VA, 20191-1589, 888/232-7733, SC. Contact: Beverly Neal, 160 Wylie January 26-28, 2000 FAX 703/620-2521, e-mail: conteduc@ Street, Chester, SC 29706, 803/635-3225 CASE Institute 2000, "Emerging Trends in cec.sped.org, Web: www.cec.sped.org. (0), 803/385-3479 (H), FAX 803/635- Special Education: Alternative Schooling 4825, [email protected] February 17-19, 2000 for Students with Disabilities." Sheraton Indiana CEC Federation Conference. February 28-29, 2000 Sand Key, Clearwater Beach, FL. Contact: "IFCEC 2000 - A New Beginning." Shera- Minnesota CEC Federation Conference, Brenda Heiman, 9300 Macallan N.E., Albu- ton Hotel at Keystone, Indianapolis, IN. "Visions for the New Millenium." Northland querque, NM 87109, 505/848-8726 (0), FAX Contact: June Robinson, 2015 Lawndale Inn, Brooklyn Park, MN. Contact: Jan Man- 505/848-8756, e-mail: [email protected]. Dr., Fort Wayne, IN 46805, 219/483-6671, chester, 8703 Kimbro Avenue N, Stillwater, January 24, 2000 e-mail: [email protected]. MN 55082, 651/293-8923 (0), 651/439- CEC Continuing Education Satellite 1376 (H), FAX 651/228-4731, e-mail: February 18-19, 2000 Broadcast, "Choosing Your IEP Software" [email protected]. CCBD International Forum, "Positive 1:00-4:00 p.m. ET. Contact: CEC, 1920 As- Academic and Behavioral Supports:Cre- sociation Drive, Reston, VA, 20191-1589, March 2-3, 2000 ating Safe, Effective, and Nurturing 888/232-7733, FAX 703/620-2521, e-mail: New Mexico CEC Federation Conference, Schools for ALL Students." Sheraton Wa- "Back to the Future." Hoffmantown Baptist [email protected], Web: terside Hotel, Norfolk, VA. Contact: Lyndal www.cec.sped.org. Church, Albuquerque, NM. Contact: Nancy Bullock, University of North Texas, P.O. Kilpatrick, e-mail: [email protected], or February 3-4, 2000 Box 310860, Denton, TX 76203, 940/565- Kathie Good, 126 W NM 267, Portales, NM Georgia CEC Federation Conference, "Ex- 3583 (0), FAX 940/565-4055, e-mail: bul- 88130, 505/359-0897, e-mail: jbkid@pdr- ploring Tomorrow Together." Georgia In- [email protected]. pip.com. Keynote speaker: Dr. Humor. ternational Convention Center, College February 20-22, 2000 Park, GA. Contact: Janet Moody, 340 Mor- March 2-3, 2000 Alabama CEC Federation Conference. Arizona CEC Federation Conference, ganshire Pl., Dunwoody, GA 30350, Bryant Conference Center, Tuscaloosa, AL. "Meeting the Challenge: Standards- 770/277-4498 (0), 770/512-8801 (H), FAX Contact: Polly Parrish, 6800 Bayou Run, Based Education for All." YWCA Leader- 770/512-7374, e-mail: jbmoody@bell- Spanish Fort, AL 36527, 334/626-3480,e- ship Development Center, Phoenix, AZ. south.net mail: [email protected]. Contact: Jane Williams, ASU West Cam- February 4-5, 2000 pus, College of Education, Mail Code February 24-25, 2000 North Dakota CEC Federation Confer- 3151,P.O. Box 37100, Phoenix, AZ 85069- Manitoba CEC Federation Conference, ence. Holiday Inn, Minot, ND. Contact: 7100, 602/543-6448 (0), FAX 602/543- "Celebrating Exceptional Children." Inter- Cindy Ludwig, 1336 Tuxedo Dr., Minot, ND 6350, e-mail: [email protected].

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

7 4 0 Voi. 6 No. 5 MEOW KUMEMBERSMN]C-OUNCIL EXCEPTIONALCHILDREN JANUARY/FEBRUARY 2000

ConvellAon CEC Annual Convention & Expo Oven!! le One World: Building Tomorrow Together Tues., April 4 Special Education World erhaps one of the best ways to realize year's convention participants will learn Congress (SEWC) phow much we all have in common that special education is truly one world and how much we have to learn from each a world composed of individuals dedicated Wed., April 5 other is to travel to new and different to building a better tomorrow for students SEWC Dinner Cruise places. The new millennium brings CECers with exceptionalities. Pre-Convention Workshops a unique opportunity to interact with others Just some of the exciting topics to be who come from a different background. As covered include Opening General Session CEC members and other special educators Assessment for Instruction travel to beautiful Vancouver, British Co- ProvidingAccessto the General Edu- Thurs., April 6 lumbia, for the 2000 Annual CEC Conven- cation Curriculum Expo Grand Opening tion & Expo, all will join forces to advance Behavior Management and Discipline our knowledge of special education teach- Strategies Fri., April 7 ing strategies, policy, trends, and develop- Transition CEC and Yes I Can! Awards ments. Plus, nearly 200 exhibitors will Elements of Successful Inclusive Schools Ceremony show attendees the very latest in special ed- The Roles of Paraeducators ucation technology and resources. With an New Technologies for Students and Sat., April 8 anticipated 7,000 attendees, including Teachers Multicultural Symposium highly acclaimed international experts, this . Continues on page 5 Teacher of the Year Luncheon CEC Gala The New Millennium Holds Hope, Challenges For More Information ... for Special Education Call 888/CEC-SPED or go to the Web, www.cec.sped.org. While the world has been predicting Medical Advances wondrous and exciting new advances In the new millennium, current research at in the new millennium, special educators the National Institutes of Health and may wonder what the new century will George Washington University will not hold for them. In fact, special education only be realized, it will also transform the may undergo some of the most dramatic nature of special education, according to Pre-Convention Workshops changes it has seen since its inception. William Healey, professor at the University Your Ticket to In-Depth Medical technological advances, educa- of Nevada, Las Vegas. For example, the Learning 2 tional reform, and special education re- Genome Project, which is mapping the search are all combining to present new human DNA system, will help eradicate Getting to Canada It's some genetic syndromes such as Down Easier than You Think ways of viewing students with exceptionalities, new ways of teaching, and new re- Syndrome, Multiple Sclerosis, or Fragile Convention & World Con- sources. In short, special education will see X. As a result, fewer students will have gress Pre-Registration Form amazing changes. these genetic syndromes, and many Hassle-Free 13 Continues on page 9 75 Pre-Convention Workshops with the requirements to access the general education curriculum, how to en- Your Ticket to In-Depth Learning sure students progress, and how universal design can result in improved learn- C1EC's pre-convention workshops curriculum materials, as well as how to ing for all students. give attendees the opportunity to establish a systemic, district-wide ap- 14. Tools and Strategies for Planning gain a working knowledge of interesting proach to meet the needs of ALL stu- and Implementing Transition-Fo- topics and earn CEUs! Pre-conven- dents and address the mandates of cused Education and Services Mas- tion workshops will be held on Wed, IDEA '97 and Sections 504/508 in a ter the skills to help students transition April 5, 9:00 a.m. - 4:00 p.m. cost-effective and efficient manner. effectively from school to work or post- 1. Life Centered Career Education 8. Implementing and Evaluating secondary education and learn how to (LCCE) Learn how to develop les- Test Accommodations and Access to assess implementation, identify needs, sons and instructional strategies that the General Education Curriculum and plan effective transition services. focus on functional skills for students Learn strategies to assess students 15. Applying Wraparound Ap- in inclusive and self-contained envi- with disabilities on tasks that are criti- proaches through Schools: Intensive ronments. cal for success on large-scale tests. Fo- Interventions and Supports for Stu- 2. Beginning Reading Instruction cuses on basic skills in reading, writ- dents with Emotional and Behavioral Discover strategies to strengthen stu- ing, and mathematics. Disorders, Their Families, and Teach- dents' phonemic awareness, decoding, 9. Prize or Paradox: The Twice Ex- ers Discover how to build collabora- fluency, word recognition, and compre- ceptional Student Discover how to tive teams and wraparound plans among hension skills. Each strategy will be recognize the gifts in students with teachers, families, and community agen- modeled and practiced so you can apply disabilities, determine appropriate pro- cies; the connections between positive them immediately to your own teaching. grams to meet the needs of twice ex- behavior supports and wraparound serv- 3. Early Childhood Intervention: ceptional students, and identify strate- ices; and strategies to evaluate the effec- Learning Anytime, Anywhere, with gies to support them academically. tiveness of wraparound plans and teams. Anybody (Especially with Parents) 10. A Systematic Approach to Devel- 16. Achieving What Matters Most Master strategies to enhance fami- oping or Improving Inclusive School through the 7 Habits of Highly Ef- lies' use of natural environments as Programs: Lessons Learned Learn fective People Learn life manage- learning opportunities and learn how the elements of a quality inclusion pro- ment skills that will help you be more to develop plans and interventions to gram and analyze the needs of your productive at work and home. Partici- reflect this model. school in areas such as teacher/staff at- pants will learn how to balance all as- 4. First Steps to Success Find out titudes toward inclusion, organization/ pects of their life and make sure they how to provide effective interventions climate, and inclusive service delivery. achieve their most important goals. for preschool children who engage in 11. Educating Minority Exceptional 17. Applying Brain Research to dangerously aggressive behaviors Learners in the New Millennium Classroom Management and In- and change their behavior for life. An Find out what factors contribute to struction Gain the skills to de- overview of characteristics of children overrepresentation, as well as what is velop lessons that correlate to the way at-risk for antisocial behavior and the new in culturally sensitive referral and the brain naturally learns and teach- major components for intervention at assessment practices. ing strategies that engage students in school and home will be provided. 12. Alternate Assessments: Strategies a variety of learning modalities, as 5. With All Due Respect Learn for Including ALL Students in As- well as how the latest brain research practical strategies to improve student sessment Systems Experiment with about reading can inform classroom behavior, prevent conflict, and in- several tools to assess students and practice. crease student time on task. learn how states plan to determine stu- 18. Bringing the Hill Closer to Home 6. Developing Behavior Intervention dent progress toward standards through This workshop will demystify Plans Based on Functional Behavior alternate assessments. Participants will what's going on in Capitol Hill and the Assessments Find out how to con- take home examples of how to imple- federal agencies, and tell you how the duct behavioral assessments, identify ment alternate assessments at the class- issues that are hot today will affect you the functions of problem behaviors, room, school, and district levels. at home tomorrow. and write behavior intervention plans. 13. Accessing the General Curricu- 19. CEC/NCATE Folio Writer's 7. Accommodating Learning Needs: lum: Simpler Answers for New Ques- Workshop Learn the intent of par- Technology in Inclusive Classrooms tions in Educating Students with Dis- ticular standards, discuss frameworks Discover how to use computer- abilities Discover how to match in- to prepare folios and complete matri- based learning strategies to transform structional and assessment strategies ces, and present supporting evidence. 0 7 2 CEC TODAY JANUARY/FEBRUARY 2000 member benefits

Find What You Need at the CEC Expo AUenVoin Members Save [Ilioney

Experience the CEC Expo Chapter #117in New York! They are Maximize your membership discount and Did you know that CEC's Annual the Grand Prize winners in the 1999 save on registration fees by registering Convention & Expo is the world's Member-Get-A-Member (MGM) cam- before March 5 for the CEC Annual Con- leading special education convention paign. The Michigan CEC Federation vention & Expo and Special Education and expo? Experience the CEC Expo won for the most points for new mem- World Congress 2000. Use the registra- and learn about a variety of new and bers recruited, and the Buffalo State tion form in this issue of CEC Today, obtain the form from CEC's Web site, innovative teaching materials, re- College Chapter was selected in the www.cec.sped.org, or call CEC, 888/232- sources, and services. Don't miss random drawing of eligible applica- 7733. If registering by phone, please have The Red Zone Tech Zone, featuring tions. Both units will receive a trip to your CEC member identification number the most recent assistive, adaptive, and the CEC convention in Vancouver, and your VISA, MasterCard, or Discover augmentative technology as well as B.C., including one paid round-trip air- card information handy when you call. multimedia courseware and software. fare, hotel accommodations, conven- (Sponsored by IBM.) tion pre-registration, and an evening of Augusta, Ga., Area The Hands-On Tech Lab, the fine dining. The top 10-point winners Chapter #292 15.0 newest feature of the Red Zone Tech in the campaign are: Arizona State University Zone. (Sponsored by Apple Computer.) CEC Unit Points West Chapter #90 15.0

CEC's Surf City, offering expanded Michigan CEC Federation .. .57.0 University of Wisconsin, hands-on instruction in the technolo- Sault Ste. Marie, Ontario, Eau Claire, Chapter #518. .. .14.0 gies you need to know, as well as ac- Chapter #585 33.5 Illinois State University cess to your e-mail account at home. Idaho CEC Federation 28.0 Chapter #648 14.0 Technology and exhibitor show- East Stroudsburg, Pa., Georgia College and State case sessions and workshops, as well University Chapter #909 ... .21.5 University Chapter #996 ....14.0 as more than 200 poster sessions. Western Kentucky

CEC's Career Connections, the University Chapter #960 ... .18.0 Congratulations to all participating place to be if you're looking for a new University of Maine, units and members for making CEC a job! Will feature on-site job interviews, Farmington, Chapter #964...16.5 stronger organization.1:1 meetings with recruiters, and information about our resume database. The CEC Super Store, where you can check out the publications, products, and One World: Building Tomorrow Together / other resources offered through CEC. The New Millennium Holds Hope, Challenges for Put comfortable shoes, your re- Special Education / sume, and a shopping list on your Pre-Convention Workshops Your Ticket to packing list so you'll be ready for this In-Depth Learning 2 year's exciting CEC Expo! January/February 2000 Vol.6 No. 5 Member Benefits 3 Congratulations, MGM Campaign CEC Today is published 10 times a year, Jan/Feb, Winners! March, April/May, June, July, Aug., Sept., Oct., Nov. Advocacy in Action 41 and Dec., by The Council for Exceptional Children, Congratulations to the Michigan CEC 1920 Association Drive, Reston, VA 20191-1589. Student (EC Spotlight 6 Federation and Buffalo State College Telephone 888/232-7733, TTY 703/264-9446, Canada 7 f- [email protected], Web: www.cec.sped.org. CEC Todayisnot copyrighted. Members are Diversity 7 encouraged to copy and disseminate information in this Fabuflolla PlitesDHy Division Focus publication. lin Om ExhiM Ha011 CEC President: William K. Bogdan Professional Advancement / Executive Director: Nancy D. Safer Each day convention attendees will have Governance Update 11S Editor: Lynda Voyles the opportunity to win prizes in the Exhibit An Organization in Transition CEC Hall. Prizes include computers, IEP soft- Contributing Mors: Jacki Bootel, Public Policy; Jane Governance Restructuring ware dollar credits, basic and fundamental Burnette, Information Services; Margie Crutchfield, skills software, classroom materials, ma- Professional Standards; Kayte Fearn, Diversity; Anmarie Convention and World Congress Pre- nipulatives for your class, and professional Kailas, Conventions; Hannah Kerby and Sharon Riechmann, Registration Form Hassle-Free 18 Communications; Jay McIntire, IDEA Partnerships; Kathleen development products and services! McLane, Publications; Susan Simmons, Membership Calendar of Events 116

7 7 CEC TODAY JANUARY/FEBRUARY 2000 3 Advocacy in Action lence, the use of technology, and education curriculum and participation teaching conditions. Are you prepared in assessments. Annual Convention & Expo to effectively advocate for positive Led by Kenneth R. War lick, Director, outcomes on these and other issues? Office of Special Education Programs, De- Did you ever read something that made We'll show you how by illuminating partment of Education, Washington, D.C. you shout, "No way!" but didn't know what motivates policymakers, catches "IDEA National Activities: The Longitudinal what to do about it? Did you ever want their attention, and makes them re- Studies and National Evaluations" to let your Senator know that you sup- spond. We'll teach you how to frame ; April 6, 3:45 to 4:45 p.m. ported her position but didn't know how key issues and package pertinent in- to get in touch? Or, did you read about a formation as well as how to contact The U.S. Education Department's Divi- special education issue in CEC Today policymakers electronically, how to sion of Research to Practice administers that you'd like to share with your local write and format your messages to a series of longitudinal and national administrator, but you're not sure of the "pack the biggest punch," and how studies that cover the age span 0-21 as best way to do that? and where to gather the relevant re- well as the disability categories. These

If you're coming to CEC's conven- i sources from the Web. studies produce valuable information tion, CEC can help! Following are some about the performance of children with of the sessions that will give you the "What's Happening in Washington?" disabilities before, during, and after their April 8 9:45 to 10:45 a.m. strategies you need to effectively com- educational experiences. The studies municate your thoughts and positions to At this session, you'll hear an update focus on the individual child level and individuals who make policy decisions on activities in Washington, D.C. We'll larger policy issues. This session will ad- that could affect your life and the lives of discussIDEA,appropriations, gifted dress each of the studies currently under- your students. legislation, juvenile justice legislation,way or in the design phase. Elementary and Secondary Education Led by Louis C. Danielson, Director of "Bringing the Hill Closer to Home" Act reauthorization, Medicaid/SSI for Research to Practice, Office of Special Ed- April 5 (Pre-Convention Workshop #18) children, recent court cases, and non-ucation Programs, Department of Educa- This half-day workshop will demystify special education federal actions im- tion, Washington, D.C. what's happening on Capitol Hill and in pacting students with disabilities. Presented by Renee Bradley Special As- the federal agencies, give you the latest sistant, Research to Practice, Office of Spe- in-depth information and analysis on "The View from Washington" cial Education Programs, Department of Ed- April 6 9:45 to 10:45 a.m. policies affecting exceptional children, ucation, Washington, D.C. and show you how today's hot issues This session will explore major issues will affect you at home tomorrow. related to the implementation ofIDEA Attention All Children and Youth '97 and highlight the accomplishments Action Network (CAN) "Grassroots Advocacy" of IDEA. Participants will hear the Coordinators! April 7 1:00 to 4:00 p.m. perspective of the Office of Special If you currently represent your federa- State legislatures, local school boards, Education Programs on a variety of is- tion, division, province, region, or chap- and Congress are debating such topics sues and challenges to implementing ter as the CAN Coordinator, we want as classroom discipline, school vio- IDEA,including access to the general you! CEC will hold a 3-hour CAN meeting on Thurs, April 6, 12:30 to 3:30 FY 2000 ResCIISSigill Cuts Mc DNA p.m., during the CEC convention in Van- couver. In addition to our usual in-depth As part of the FY 2000 budget deal reached percent cuts to the followingIDEA Part D update of the issues, we're extending in November, the U.S. Department of Edu- support programs were made to previ- this meeting to include grassroots advo- cation (ED) and the Office of Management ously earmarked programs only, not to the cacy training tips and strategies that you and Budget (OMB) were authorized to de- entire programs themselves. can use back home to affect policymak- cide how to distribute a $112 million cut IDEA Research and Innovation: $75,000. ers at all levels. There will be time to among all programs as long as no program share and discuss issues of importance to was cut by more than 15 percent. ED and IDEA Technical Assistance and Dissemi- you with CEC's public policy staff and OMB have now finalized the rescission. The nation: $75,000. other coordinators. Do you have a CAN- complete ED funding table, showing final funding levels for all programs is available IDEA Personnel Preparation: $187,000. related problem that you'd like to share on the Web at www.ed.gov/offices/OUS/ with the group? Go ahead! Who knows? IDEA Technology and Media Services: 00Cong.pdf. You may find someone who's "been $113,000. there, done that!" and can provide you Based on information from ED and the Total IDEA National Activities: $450,000. with that perfect solution! 0 Committee for Education Funding, the 7.5

4 CEC TODAY JANUARY/FEBRUARY 2000 78 Convention & Expo, from page 1 Effective Practices for Children Don't miss Whittaker's inspiring ilmMed Speakers with Gifts and Talents and heartfelt address, where you will Improving Educational Opportu- identify with his determination to push CEC is pleased to bring convention at- nities for Students from Different forward despite "insurmountable" ob- tendees the country's leading visionaries Cultures stacles, challenges, or weaknesses that in special education. Their exciting pre- threaten to keep you or your stu- sentations give attendees up-to-date in- Convention Highlights dents from achieving your goals! formation they need to build a better world for their students. Tom Whittaker Keynote Professional Strands "Technology Solutions for Special Speaker CEC's professional strands give atten- Education" by Stanley S. Litow, IBM In May of 1998 Tom Whittaker defied dees in-depth information on specific Foundation (April 7, 9:45-10:45 a.m.) conventional wisdom when, as an am- topics of high importance to special putee, he climbed Mt. Everest. While educators. Strand topics include The technology boom has not left special the world may hail Whittaker's achieve- Including Students with Disabili- education behind! Stanley S. Litow, pres- ment in mountain climbing, that feat is ties in State and District Assess- ident of IBM's International Foundation and vice president of IBM's Corporate only a means to an end. Whittaker's real ments Discusses strategies to in- Community Relations, will give attendees work is showing other individuals with clude students with disabilities in state an overview of current technological so- disabilities how they, too, can reach and district assessments, including lutions designed specifically for special their dreams and change the world's making accommodations, current pol- education as well as a look into future ed- perception of those with special needs. icy and practice, and linking instruc- ucational technologies. Learn how spe- After an automobile accident left tion and standards to testing. Issues cial educators can use technology to run Whittaker permanently disabled, he such as diploma options and high IEP meetings (even with members off- fought pain, anger, and thoughts of sui- stakes testing will be addressed. site), communicate with other profes- cide to reclaim his dreams and identity. Behavioral Interventions and Sup- sionals, include other parties and non- Despite the doctor's prognosis that with ports Provides techniques to imple- educators in student evaluations, and de- the removal of a kneecap and the ampu- ment school-wide behavior support, as velop digital portfolios. tation of his right foot Whittaker would well as group and individualized inter- "What Works for AMID" by Peter S. never walk again, this courageous man ventions for students with high risk be- Jensen, M.D., Columbia University learned not only to walk but to enjoy haviors. Also shows how to develop (April 7, 2:30-4:30 p.m.) his favorite outdoor activities and functional behavioral assessments and completed a second master's degree. behavior intervention plans. Dr. Jensen, director of the Center for the Not content to stop there, in 1981 he Early Reading Instruction and 1 Advancement of Children's Mental Health and professor of psychiatry at Columbia founded the Cooperative Wilderness Prevention of Problem Behaviors University, will share the results of a re- Handicapped Outdoor Group Demonstrates essential instructional cent National Institutes of Mental Health (CWHOG). This unique volunteer or- strategies and curricula to teach young study on the effectiveness of various ganization introduces individuals with children to read and prevent antisocial treatments for children with ADHD. The disabilities to outdoor activities as a behavior as well as methods to de- study, the largest and most definitive means of physical and emotional reha- velop a school-wide approach to read- clinical trial ever conducted with children bilitation. Unlike other programs for ing instruction. with ADHD, compared the effectiveness individuals with disabilities, CWHOG Alternative Education Settings of several treatments drugs alone, be- demands that participants develop their Examines alternative education set- havioral therapy, the combination of the own excursions excursions based on tings, literacy programs, and teaching two, and standard treatments. their particular passions. Once people strategies for students placed in such "Students in Crisis" by Festus Obiakor, learn they can realize what they want settings and the skills teachers need to University of Wisconsin, Milwaukee recreationally, they can use the same work effectively with these students. (April 8, 2:30-4:30 p.m.) process to achieve any career goal they Universal Design Shows how dream of, says Whittaker. technology and digitized curricula can Dr. Festus Obiakor, professor at the Uni- "I want all individuals to realize meet the learning needs of all students. versity of Wisconsin, Milwaukee, will that the essence of leading a full life is Universal design allows students to discuss the different crises suburban students face. Attendees will learn about driving your own bus," said Whittaker. use their strongest learning mode the different stages of crisis, how educa- Whittaker continues to spread his when mastering curricula and frees tors can address these situations, and message and to drive his own bus. teachers from modifying curricula and crisis management plans schools can His new goal is to climb the seven materials for each student. put in place. highest summits in the world. Continues on page 14

79 CEC TODAY JANUARY/FEBRUARY 2000 5 student (nee spotlight

Schollarrship Dead [line How to Attend Convention Extended on aTight Budget The deadline for submitting applications for the $500 Student CEC/Black Caucus BY KRISTEN WALLITSCH Scholarship for an African American Stu- dent CEC member has been extended to Tancouver,B.C. Whata beautiful March 15, 2000. Submit completed appli- VV place! The first convention of the cations to Sara Conlon, CEC, 1920 Asso- new millennium is going to be one to ciation Dr., Reston, VA 20191-1589. To remember, but how can you keep this request an application or get more infor- chance of a lifetime from becoming fi- mation, contact CEC at 888/CEC-SPED ext. 412 or [email protected]. nancially overbearing? One of the ways that you can make going to the convention a possibility is members have to do toobtain money Student SesskIns by fundraising. There are many differ- so take it. Or, if acompany wants to ent options toexplore. Just pick the offer you gift certificates or other com- Don't miss these information-packed one that is best for you. pany services, accept these as well. sessions developed especially for our They can be used at a silent auction or students and beginning teachers at the Coordinate Bake Sales as prizes in a campus-wide raffle. 2000 Annual CEC Convention & Expo! mmm,mmm good! This is a tasty way to put money in your pocket and get Seek Out Company Fundraisers Friday, April 7 yourself a ticket to the 2000 convention. Some of the larger grocery stores offer Mentoring: Building Tomorrow's Profes- A bake sale is an "oldie but goodie." fundraisers at no cost to you except your sionals Together Have as many people as possible bake time. By buying a certain amount in gift Entering the Profession: Ways to En- and donate food to your chapter. Sell certificates you guarantee the store busi- hance Your Presentation these items in an active area on campus ness. In return, they give you part of the such as outside the cafeteria or near a profit of the sale. You can then sell these Taking Advantage of Leadership Oppor- popular study area, especially late at gift certificates to friends and family tunities to Develop Classroom Teaching Skills night when the "munchies" attack. members. People can help you out, and it does not cost them a thing. Survival Skills for the First-Year Special Ask Your School for Help Education Teacher Many colleges allocate funds for stu- Surf the Web dent travel or for student organizations Check out different sites on the Web to Saturday, April 8 on their campuses. Research these op- find new kinds of money-makers. You Student CEC: Learning and Growing as tionsand apply for the money. Theleast may discover things such as mini- Special Educators they can do is say no. grants or other opportunities to find A Personal Plan for Special Education Helpful hint: Sometimes the more ways to raise money. Teacher Longevity active your chapter is on campus the The quest for a fundraiser that fits moretheschool is willing to help you. you and your chapter is easy. The ac- Increasing Active Participation in Your By promoting CEC throughout your tual fundraiser can be harder and con- Student CEC Chapter campus, your chapter will become sume a lot of time. But when you think How to Survive Student Teaching in In- well known. If it is evident that your about the task at hand, keep in mind clusive Classrooms: A Student Teacher's chapter is doing good things, the the benefits of attending the CEC con- Perspective money-givers will be more willing to vention. The life-long friends, profes- andlearning expe- Joining Together Pre-Service and Mas- release the dough! Be an active part of sional interactions, ter Teachers through Online Mentoring your campus. riences are priceless. 0 ._J Accept ANY Donation Kristen Wallitsch is a student teacher Get Heady to Dancei Reaching out to companies in the com- at Cane Run Elementary School and munity can be a good way to collect do- attends Bellarmine College in Come to the Student CEC Dance at con- nations. Don't be specific about their Louisville, Ky., where she is a member ; vention, April 7 at 8:00 p.m., and dance donations accept anything! If a com- of CEC Chapter #605. She is also the night away with your friends and pany offers you money, that is great and vice-president of communications for maybe even some of the "big names" in will decrease the amount of work your Student CEC. I special education.

6 CEC TODAY JANUARY/FEBRUARY 2000 80 Getting to Canada Diversity Sessons It's Easier Than You Think Several CEC convention sessions will offer insight into the unique challenges faced by Don't Leave Home Without... border to "Why are you visiting educators and students from culturally and linguistically diverse backgrounds. Canada?" is, "I'm attending an educa- Some of these session titles include: Proper Identification tion convention." Evidence of citizenship, such as a Thursday, April 6 birth certificate, certificate of citizen- Converting U.S. Dollars into Canadian Identifying, Selecting, Evaluating, and ship, certificate of naturalization, or a Dollars Adapting Materials for Cultures and Lin- state birth certificate will be required. The Royal Bank foreign exchange of- guistics Sensitivity If these documents do not contain a fice at the International Arrival area at photograph, you may also be asked the Vancouver International Airport will Developing Rural Exceptional Educators for a driver's license or other identi- waive the Canadian service fee ($3.50) to Address Multicultural Students fication. You do not need a passport for any currency conversions for CEC. And "They" Thought "WE" Couldn't Publish or visa (although it is preferred), but They will also offer a 1/2 percent better you must have one of the items de- exchange rate than what is posted if you Free Appropriate Public Education for scribed above. identify yourself as a CEC delegate. Asian Origin Students with Disabilities For complete information on how, Teaching Accurately about Native Ameri- While in Canada, Keep Your Receipts! when, or where to obtain or renew a can and First Nations Cultures passport, visit the U.S. State Depart- Did you know travelers to Canada are Mancala and Sungka: Ancient Games ment Web site, http://travel.state.gov/ eligible to receive tax refunds on pur- with Multicultural Origins and Contem- index-services.html. chases over $50 CDN? The Goods and porary Classroom Applications Services Tax (GST) is a national 7 per- Checking Your Health Insurance Policy cent sales tax charged on all purchases Friday, April 7 Be sure to review your health insur- and collected by merchants. As a for- Preparing Culturally and Diverse Cre- ance guidelines before traveling out of eign traveler to Canada, you can realize dential, Master's, and Doctoral Candi- the country in the event you need med- significant savings by taking advantage dates in Special Education ical assistance. of this refund program. You qualify for a refund if you are not a resident of Saturday, April 8 Obtaining a Liability Insurance Card Canada; you have original receipts, the Multicultural Summit If you are planning to drive in Canada, combined total of all your receipts is a (9:45 a.m.12:00 noon) U.S. motorists are advised to obtain a minimum of $200 CDN, and each indi- Canadian Non-Resident Interprovince vidual receipt shows a minimum of Successful European-American Special Motor Vehicle Liability Insurance $50 CDN. Pick up a refund application Educators' Perspectives about Teaching Card. This card is available only in the booklet at any Information Counter in Culturally Diverse Students United States through United States the Vancouver International Airport or Cultural Diversity and the Transition insurance agents. at the Tourism Vancouver Booth that Process will be located in the CEC convention Packing Smart registration area. Issues, Attitudes, and Successful Inclu- sive Practices for Children with Diverse Vancouver is a casual town with mild Challenges weather year-round; layers and smart Canadian Outlets and Voltage casual clothes will see you through Outlets and voltage (110 or 220 volts) A School-Based Model to Examine Minor- most situations. The average daily are the same as in the United States. ity Disproportionality in Special Education high temperature in April is 58 F. Re- Visitors from other countries should member to bring an overcoat and an use adapters. The frequency of electri- umbrella. You will probably visit more cal current in Canada is 60 Hz. Usiing Prolad Funds to I than one location during each day. A tend Convenijon? For More Information

Other Helpful Tips Visit the CEC Web site, If you are using U.S federal grant funds to ; www.cec.sped.org or call toll free, travel to Canada, note that travel to Canada Stating Your Visit's Purpose 888/CEC-SPED. You can also visit the is treated the same as travel within the United States or to any U.S. territory (ac- Even if you are presenting at CEC's Tourism Vancouver Web site at cording to the U.S. Office of Management convention, the best response at the www.tourism-vancouver.org. and Budget Circular A-122). 81 CEC TODAY JANUARY/FEBRUARY 2000 7 * CASE * CCI3D * CEC-DR* CEC-PD * CEDS * DCCD * DCDT DDEL *

learning communities of ethnic minority Division Focus scholarly writers. (April 6, 9:45-10:45 a.m.)

DEC Is Part C Living Up to Expecta- CASE tions? Issues and Directions State- The Council of Administrators of funded evaluations of Part C are a rich Special Education source of information. This panel will high- CASE will announce its award winners and light issues emerging in three state evalua- newly elected officers at the CASE business tions and use these as a forum to discuss meeting in Vancouver. The ballot for CASE strengths, emerging issues, and potential officers is being mailed to all members in directions. (April 8, 8:30-10:30 a.m.) February, and the Professional Develop- ment Committee is currently reviewing the DLD Lessons Learned from Intervention CASE award nominees. Research in Reading: A Way to Go Before CASE is expanding its work with the Ele- We Rest This session will discuss condi- mentary and Middle School Technical Assis- tions that need to be in place for all children to acquire adequate reading skills and the re- tance Center (EMSTAC). This project is CEC-DR Methodological and Ethical studying effective large-scale delivery sys- Concerns in Longitudinal Research with sults of studies that say many children re- tems for professional development and Individuals with Disabilities An expert main poor readers even with intervention. technical assistance. CASE recently em- panel will explore the challenges and ethical (April 6, 1:15-3:15 p.m.) ployed a part-time consultant, Jo Paroz, to concerns in conducting longitudinal re- work with the EMSTAC project staff. search with individuals who are at-risk or DPHD/DVI Writing Health Care Plans for have disabilities. (April 6, 9:45-11:45 a.m.) Young Children with Special Needs This CEC-PD presentation will help practitioners more effectively meet the health care needs of young The CEC Pioneers Division CEC-PD CEC 2000 Pioneer Division children in inclusive settings through writing At a CEC-PD session on Thurs, April 6, from Showcase: Earl Campbell, Award-Winning health care plans, working with caregivers 3:45 4:45 p.m., Parthenia Cogdell will dis- Canadian Educator CEC-PD will highlight and professionals, and dealing with medical cuss the movement to desegregate CEC dur- the major contributions of Earl Campbell, an emergencies. (April 6, 8:30-10:30 a.m.) ing the late 1960s. Fred Weintraub will dis- internationally distinguished educator, includ- cuss CEC's role in becoming a advocate for ing his involvement in CEC and leadership in MRDD Defining and Classifying Mental children in the early 1960s. special education. (April 7, 2:30-3:30 p.m.) Retardation: An Update and Projections for CEC-PD will host its annual business the Future This session will focus on the meeting at the Terminal City Club on April 8 CEDS Bilingual/Other Language Special impact of the Luckasson (1992) definition at 5:00 p.m., followed by the gala dinner at Education Referrals: Assessment and Pro- and classification system in mental retarda- 6:00 p.m. To register, send a check for $36 gramming Issues This session will ad- tion. (April 6, 2:30-4:30 p.m.) to Andy Berg, PO Box 1074, Huntington dress what assessment personnel need to Beach, CA 92647-1074. consider when conducting nonbiased, comprehensive individual assessments of di- TAG Possibilities for Learning: A Teacher- verse populations. (April 6, 9:45-10:45 a.m.) Friendly, Student-Driven Tool for Differenti- Division Showcase Sessions ating Curriculum This extensive survey of CASE WhaVs New in Special Education student learning preferences, enables stu- DCCD A Progression of Phonological Law Renowned special education attorney, Skills Training and the Transition to Print dents to rate and select curriculum differentia- Art Cernosia, Esq., will provide an overview of Between 80-200 hours of phonological skills tion options before they design powerful, per- the key issues in special education law training is optimal for successful transition to sonalized learning experiences for them- court decisions, due process results, and is- print. Learn how this can be achieved in care- selves. (April 8, 8:30-10:30 am.) sues related to the 1997 IDEA amendments fully sequenced group activities that fit easily discipline, assessment, and the general ed- into the curriculum. (April 6, 2:30-4:30 p.m.) TAM Quality Indicators of Assistive ucation curriculum. (April 7, 8:30-10:30 a.m.) Technology Services This session will address the Quality Indicators of Assistive DCDT/DISES International Perspectives Implementing Positive Behavioral CCBD on Transition from School to Careers: Technology Services, which are descriptive Supports in Schools This session will de- What Can the United States Learn? A statements that school districts can use to scribe how schools have created cornprehen- panel of international leaders will present analyze and improve assistive technology sive, school-based systems to meet the needs perspectives on the career preparation/tran- services. (April 6, 8:30-9:30 a.m.) of staff, students with challenging behaviors, sition of youth in developed and developing and families. Will also address the effective- nations. (April 6, 8:30-10:30 a.m.) TED Teaching and Learning in Teacher ness of behavioral support teams, school- Preparation: What Do Standards Have To wide and classroom strategies, functional be- This session will explore and DDEL And "THEY" Thought "WE" Do With It? havioral assessments, individualized behav- Couldn't Publish This session will bring discuss the impact of teacher standards on ioral intervention plans, and intensive staff de- together an expert panel of successful ethnic teacher preparation and teacher educators in velopment activities. (April 6, 1:15-3:15 p.m.) minority authors to develop research and particular. (April 6, 9:45-11:45 am.)

8 CEC TODAY JANUARY/FEBRUARY 2000 82 * DEC * DOSES * DID * DPHD * Din * MRDD * TAG * TAM * TED *

Millennium,from page 1 children who suffer from a genetic syndrome will have their symptoms sally designed materials will "level the Distance education will further en- counteracted with treatments. To work playing field" for students with disabili- hance special education by helping to effectively with these students, special ties and allow them to flourish in the educate parents about disabilities; education teachers will need to work general education curriculum. bringing together parents, school staff, much more closely with physicians. At the same time, universally de- and support staff for conferences from Similarly, nanoscience, which signed materials will require educators different sites; and enabling teachers miniaturizes elements, will reduce to revamp the way they develop cur- to share methods and materials from significantly or eliminate other physical riculum goals. Educators will need to across the country. disabilities. Miniature computer vision design goals that are broad enough to Special Education Reform or hearing implants will enable students meet the full range of modalities and with these disabilities to see and hear. media, according to David Rose, co- The next millennium also will bring a Therefore, more students with low executive director of the Center for new emphasis on accountability, says vision or who are hard of hearing will be Applied Special Technology. Doug Fuchs, professor at Vanderbilt instructed in inclusive settings, and more Virtual 3-dimensional simulations University, Nashville, Tenn. teachers will be needed who know how will also allow students to experience the "We are at the point where a lot of to work with these disabilities. metamorphosis of a flower as it grows as stakeholders realize that the way in Another medical miracle that will well as the portrayal of abstract con- which accountability has been defined change the face of special education cepts. Again, this type of technology will for the past two decades, with insuffi- concerns the implanting of brain cells enable students with cognitive and phys- cient attention given to student out- to enhance intelligence. This "space- ical disabilities to master educational comes, is inadequate," he said. age" technique will require teachers to concepts that have seemed beyond their As part of its focus on accountabil- find ways to avoid learning interference reach with our current educational tools. ; ity, special education must define its between the child's old and new cells. Another tool students with special role, Fuchs added. Special education "While these phenomenal medical needs will have is "self-learning" and has swung from providing specialized advances may seem futuristic, they "self-care pockets" and implanted services to students with disabilities to are already here," said Healey. computers. With these devices, teach- ; providing a "watering-down" of the

ers will program and evaluate learning ; general education curriculum. Technological Advances and self-care programs based on each It is hoped that in the new millen- student's brain mapping as well as the nium special education will realize its

Technology offers its own revolution ; cause of the student's disability. role providing compensatory strate- for the education of students with dis- Finally, the next millennium will gies or remedial services. Currently, abilities. In the second millennium, our see distance education impacting spe- special education teachers are under current methods of teaching may well cial education. For instance, distance tremendous pressure to help students be obsolete. The textbook, for instance, ! education could be used to support master the content in the general edu- will be transformed to a digitized, to- special and general education teachers cation class. That goal is so time-in- tally accessible vehicle for learning by enabling a physical therapist or tensive, special educators often cannot through universal design. Universal de- other related service provider to look provide instruction in the student's sign means designing educational mate- in on a classroom and offer the teacher area of disability. Hopefully, in the fu- rials to present information in many dif- suggestions. Or, a school could hook ture special education will balance ferent ways. By using universal design, up to a children's hospital so that these two services. the information in a textbook would medical staff could be in contact with One factor that will likely help spe- also be presented in speech, in various ' a teacher immediately. In addition, cial educators fulfill these roles is the languages, with large print, with back- distance learning can be used to en- proliferation of research on learning grounds that can be changed for better able a homebound student to partici- that is becoming available. With new visibility, and with the material pre- pate and keep up with classes via knowledge about what works most ef- sented graphically. Through universally videoconferencing. fectively for students with specific designed materials, students with dis- Distance learning will afford the types of disabilities, special educators abilities can access information and ; additional benefits of allowing stu- will be better prepared to provide in- participate in classes using the modality dents with disabilities to review mate- tensive instruction in deficit areas. that best meets their needs. Thus, stu- rial as often as and whenever they "A special education teacher's dents can not only learn what is pre- want, to access entire lectures without worth may be measured by how sented more easily, they can also more relying on incomplete notes, or to quickly they can help accelerate learn- accurately demonstrate the skills and freeze a lecture or study a visual until ing," said Fuchs. knowledge they have gained. Univer- they understand it. Continues on page 15 83 CEC TODAY JANUARY/FEBRUARY 2000 9 professionag advancement

Gihr:ed Progyams Now Sessions Especially for Recruiters SeanhabDs Onlline At the CEC Annual Convention & departments of education, universities Expo, the National Clearinghouse and local school districts. The ERIC Clearinghouse on Disabilities for Professions in Special Education The Clearinghouse will provide each and Gifted Education announces the site with a public service announcement Gifted Education Searchable Online will present the latest information Database of selected gifted and talented about recruiting and supporting di- targeted to its population. programs in the United States. With the verse, well-qualified special education Representatives from Alabama will database, educators may gather infor- teachers and related services profes- discuss the implementation of their mation on a wide variety of service op- sionals. Following is an overview of plans through collaboration with the tions that match the needs of their stu- these exciting sessions. state education department and State dent populations. The database enables Improvement Grant, Southeast Re- professionals working in both general Teacher Retention Strategies gional Resource Center, and Histori- and gifted education to find current pro- The Clearinghouse will present a 2- cally Black Colleges and Universities grams and take advantage of research hour panel on teacher retention strate- in the state. findings and work that was accom- gies, focusing on support during a plished by those programs. teacher's crucial first year in the Recruitment Videos The Gifted Education Searchable Online classroom. Panelists will be from For the first time, the Clearinghouse is Database is available on the ERIC EC Web local school districts that have devel- offering school districts and Institu- site, http://ericec.org/gifted/gt-menu.htm. oped comprehensive support pro- tions of Higher Education an opportu- Additional program information will be grams including mentorships, training nity to air their recruitment videos on a added to the database as it is received. For series, and collaborative activities large centrally located screen without more information, contact ERIC EC at with universities. cost to the district for rental equipment. [email protected] or 800/328-0272. In addition, the booth will provide five The Recruiters Network short training and information sessions WENN Learn how you can use the Recruiter's on Thursday and Friday. Network tactics to increase awareness T Timms' Fon of special education as a profession. The Educators with Disabilities The Recruiters Network encourages Network A new service of the ERIC Clearinghouse The Educators with Disabilities Net- on Disabilities and Gifted Education allows experienced special educators to serve teachers to discuss professional issues as resources to career seekers in their work will hold its annual meeting dur- via e-mail. Do you have questions for communities. These special educators ing the convention. The Network will teachers in a specialty other than yours? let career seekers know what life in a welcome new members and identify Are there techniques you want to know special education class is really like its plans to expand its support for about? Want help with classroom prob- and how challenges are overcome. training and hiring persons with dis- lems? If so, SPEDEX is the place to go! abilities who wish to enter professions Recruitment and Retention Pilot in special education. SPEDEX is for teachers in all capacities Sites general and special education teachers, teachers of English as a second lan- The Clearinghouse will also feature its And visit the Clearinghouse's train- guage, and other specialists. By contact- national recruitment and retention pilot ing and information booth, located in the ing other teachers and specialists, you sites at a panel session. These sites are recruiter aisles of the expo center. 0 can get many perspectives and informa- collaborative partnerships among state tion on a question, issue, or problem.

Help us get some good discussions going by joining SPEDEX now and pass- Eallm CEUs Whfie Mandl-11g t[Te CIEC ConverficA ing the word along to your friends and Convention attendees can earn Continuing Education Units (CEUs) at the CEC Annual Con- colleagues. vention & Expo in Vancouver, B.C. in following two ways: Attend All Sessions within a Strand After you have attended your strand, complete How to Join an information form at the CEU booth in the convention registration area and receive your Send an e-mail to spedex-requesto certificate on site. You will receive one tenth of a CEU for each hour of the session at a cost lists.cec.sped.org. Leave the subject line of $2.00 per hour. blank and write "subscribe" in the body Attend a Pre-Convention Workshop Register for and attend a pre-convention work- of the message. shop to automatically receive 0.6 of a CEU. Go to the CEU booth in the registration area after your pre-convention workshop to pick up your preprinted certificate.

10 CEC TODAY JANUARY/FEBRUARY 2000 8 4 professionag advancement

Special Education World Congress The FamHy Haman Wietv.vk Nesents Bridges the Millenniums "Beeh Grroups and R EC and DISES will add a new di- erative Wilderness Handicapped Out- Ontrner Cmension to the 2000 CEC Annual door Group. Convention & Expo conference in In addition, dozens of SEWC ses- The Family Education Network will present Vancouver, B.C., this April with the sions will be included in the CEC con- a session at the CEC convention titled, Special Education World Congress vention program, April 6-8, including "Book Groups and the Internet." This session will offer an overview of the way vari- (SEWC), on April 4 - 5. Assessment of Students with Dis- ous online book groups can work in The opening session, April 4, will abilities Through "Learning Experi- and outside of the classroom and between feature John Visser, president of the ments: A New Approach Based on parent and child as well as suggestions National Association for Special Edu- the Work of Lubovsky," presented by to implement them. The session will also cational Needs of the United King- Vladimir Lubovsky, head of the Labo- demonstrate ways the Internet can en- dom. April 5 is packed with a full day ratory of Psychology of Children with hance and promote book groups by linking of concurrent and poster sessions, Disabilities at the Institute for Reme- to learning environments on the Web and plus a keynote address by Lena Saleh, dial Education, Russian Academy of engaging parents in the groups. former chief of the Special Needs Ed- Education, Moscow. Presenter: Sue Ritchie, Producer, Family ucation Division of Basic Education Putting Research, Policy, and Phi- Education Network. Ritchie was a class- at UNESCO's Paris headquarters. losophy to Work: Enabling theSys- room teacher for 20 years and a school ad- Saleh will bring delegates up-to-date temto Deliver Quality Services, pre- ministrator with expertise using the Web on the topic, "International Aspects of sented by Shirley McBride, director of for parent communication. Special Education." The SEWC's pro- Special Programs of the British Colum- gram will close and the CEC conven- bia Ministry of Education. OSEP and HOC Pvevilde tion will begin with a joint general For additional program information session with a keynote address by and registration fees, discounts, and dead- Access bl Funded Tom Whittaker, the first person with a lines, visit SEWC 2000 on the Web at Plicqed Resnagnes disabiltiy to reach the summit of Mt. www.cec.sped.org or call 8881232-7733.0 Everest and the founder of the Coop- Get connected to valuable resources by accessing the directory of grants funded by the U.S. Office of Special Education CEC to Combat Teacher Attrition by Programs. Mentoring First-Year Teachers The directory, Discretionary Projects Sup- ported by the Office of Special Education In response to national concerns about Evaluate MIP's effectiveness. Programs under the Individuals with Dis- rising attrition rates among special edu- Develop a Mentoring Induction abilities Education Act, Fiscal Year 1999, cation teachers and the lack of support Guide for School Districts, offering in- outlines the purpose, methodology, and for special educators, CEC will establish formation on budgeting and adminis- anticipated products for federally sup- and pilot national mentoring induction trative concerns. ported projects in five volumes: Vol.1: Research, Innovation, and guidelines for first-year special educa- Operate a companion system of on- Evaluation(Book #R5349) tors through its federally funded Men- going electronic supports, including a Vol. 2: Personnel Preparation (Book toring Induction Project (MIP). Web site. #R5350) MIP will employ the expertise of an Convene a National Mentoring Sym- Vol. 3: Technical Assistance, Dis- advisory committee comprised of re- posium to make recommendations re- semination, and Parent Information searchers, teacher educators, first-year garding mentoring. (Book #R5351) teachers, mentors, and other educa- Disseminate materials through CEC Vol. 4: Technology and Media Ser- tional officials and will work coopera- journals, ERIC, the Professions Clear- vices (Book #R5352) tively with CEC's CASE and TED di- inghouse, and CEC annual conventions. Vol. 5: State Improvement(Book visions. Through this collaborative ef- Look for information on the pro- #R5353) fort, MIP will ject's development in future issues of Order your copy from CEC by calling Develop a consensus document, CEC Today, at the CEC convention in 888/232-7733 or by accessing the order Mentoring Induction Principles and Vancouver, B.C., or contact the pro- form on the Web at www.cec.sped.org/ Guidelines. ject's principal investigator, Marlene bk/catalog/form.htm. Pilot the project in school districts White, at 252/328-1116 or whitem@ Cost:$9.00 per volume across the United States. mail.ecu.edu. 0

85 CEC TODAY JANUARY/FEBRUARY 2000 11 governance updArzte

An Organization in Transition further enable members to voice their opinions and provide feedback as CEC (EC and Governance Restruduring works on their behalf. Through technology, CEC will reach out to tap the BY WILLIAM K. BOGDAN in order to have an effective and effi- opinions of members. Through sur- As our delegates begin to prepare cient governance structure in place on veys, on-line threaded conversations, A..for this April's Delegate Assem- July 1, 2000. focus groups, discussion forums, and bly, it is critical that each of us become Web page information sharing, CEC familiar with the proposed governance How will the new governance members will be more informed. restructuring plan and the purpose of structure bring added value to CEC Also, the new Representative As- this important change. It is also imper- members? sembly will give members a stronger ative that we understand that "business CEC's leadership is manifested in the voice in establishing policy and direc- as usual" will not maintain CEC's work it does in public policy; advo- tion for the Board of Directors and leadership in the future. cacy; establishing standards for the CEC. The Representative Assembly Please take the time to talk among profession and practices in the field; will provide the forum for discussion, your federation, branch, and division developing and promoting quality debate, and identification of issues re- leaders to better understand the pro- products; and promoting equity in lated to the field. With this process, de- posal. Read the information shared services to students, families, and cision-making will be more under- with your federation, branch, and divi- members. To maintain effectiveness, standable and more observable. sion leaders. And, visit CEC's Web the manner in which CEC promotes its And at the federation, branch, and site, www.cec.sped.org, for articles, leadership position must be timely and division levels, parallel structures will charts, and answers to the most fre- relevant to its members. offer members a forum to contribute quently asked questions. CEC is at an Our current decision-making prac- to the larger voice of special educa- important crossroads. Actively join us tices are cumbersome and slow. When tion. Each member will have a voice in creating our future! our current system only allows for one in selecting CEC's leaders. This is the Following are answers to some of policy-setting meeting each year first time in CEC's history that mem- ou,r membership's most frequently (through the Delegate Assembly), bers can vote directly for Board of Di- asked questions. CEC cannot be as responsive to the rectors and officer leaders. Through field; and while we are not responding, restructured governance, CEC mem- Has CEC developed a transition plan other organizations are filling the gap. bers will have more involvement in to convert from the current CEC's value to its members rests the important decisions CEC needs to governance stnicture to the proposed with our ability to meet their needs. make. And with that involvement, new structure? One way to do that is by promoting members will feel that CEC is truly As with all transitions, there is a pe- practices and policies that guide the their organization. 0 riod of time when we become uncer- field and support the work and posi- tain about the implementation of a new tion of practitioners. To do that, a gov- William Bogdan is the 1999-2000 CEC

structure. This is true for CEC. If the ernance structure needs to be fluid and ' President and assistant superintendent Delegate Assembly approves the gov- accountable. CEC must have in place a of the Hamilton County Educational ernance changes, the new structure structure that brings value to its mem- Service Center in Cincinnati, Ohio. will take effect July 1, 2000. The Gov- bers, and the proposed governance ernance Standing Committee has de- structure will do this. veloped a transition plan that will Classified Ad allow us to move from the old gover- How will our members' voices be nance structure to the new plan. heard? Sound Reading from ISRP The The plan has been distributed to the By introducing a more flexible gover- Ithaca Sound Reading Program as- presidents and governors of each of nance structure that includes the use of sures that struggling readers learn the CEC's federations, branches, and divi- technology, each CEC member will strategies, including phonemic aware- sions and is available for your review have a vehicle to express his or her ness, of fluent readers. Not phonics, from your unit leader or from CEC thoughts and opinions. but a scientifically designed program (Karen Ulans, 888/CEC-SPED ext. Structures must also be in place at proven to end reading difficulties for 487, [email protected]). the local, regional, state, and provin- most LD students, ages 7 to 17, for Please review the plan so you may cial levels that will give each member $20. The missing piece in most read- be more fully aware of the transition a strong voice. ing programs. ISRP, 379 Turkey Hill plan that will need to be implemented Several additional structures will Rd., Ithaca, NY; 800/716-2887; www.SoundReading.com.

12 CEC TODAY JANUARY/FEBRUARY 2000 86 CEC Convention and CEC/DISES World Congress Megierarroon GuideDlines Pre-Registration Form Hassle-Free ilidormdion Please register only once! This pre-reg- Register now for the 2000 CEC Annual Convention & Expo One World: Building istration form must be postmarked no Tomorrow Together at the Vancouver Convention Centre in British Columbia, later than March 5, 2000. Canada, April 5-8, and the preceding Special Education World Congress, April 4-5. Confirmation letters will be sent out Please completely and clearly type or print the information requested below. within 15 business days after receipt of Your badge and confirmation information will be taken directly from this form. full payment.

Print Your Name and Address Here: H00246 Pre-Registration Rates & Payments See page 14 for a complete listing of rates. First Name Last Name Badge Name Pre-registrations may be paid in U.S. or Position and School District or Organization Canadian dollars. Attention Canadian Constituents: If you Address are paying by personal or bank check, please pay the CDN$ amount listed. You City State/Province Zip/Postal Code may be billed any variance in the exchange rate at the time of processing. Area Code/Daytime Phone # Country Attention foreign constituents: If paying by credit card, please pay the US$ amount FAX Number, including area code E-mail Address listed. Fees will appear on your statement in your currency at the prevailing ex- If CEC member, please provide CEC ID number change rate on the day of processing.

Please Register Me for the Following (see page 14 for prices): Cancellations/Refunds/ la. Special Education World Congress (SEWC) Returned Checks Pre-Registration (April 4 - 5) la. $ Cancellation requests must be received OR in writing before March 5, 2000. Refund lb. Pre-Convention Workshop Pre-Registration (April5): checks will be issued after May 21, 2000. Choice #1 or Choice #2 lb. $ A $30 administrative cancellation fee will (Workshop numbers are listed on page 2.) be deducted from refund checks. A $25 fee will be applied to all returned checks. 2. Convention Pre-Registration (April 6 -8): 2.$ Accessibility Assistance at Convention 3. Educational Site Visits* If you require accessibility assistance, Tour # # Attending x $22 (USD)/$33 (CDN) per person =3a. $ call 703/264-3516. Tour # # Attending x $22 (USC)/$33 (CDN) per person =3b. $ *For a description of educational tours offered call CEC, 888/232-7733, Group Rates & Housing Information or see the CEC Web site, wwwcec.sped.org. See the CEC Web site, www.cec.sped.org, or call CEC Constituent Services, 4. Teacher of the Year Luncheon 888/CEC-SPED, for more information. # Attending x $30 (USD)/$45 (CDN) per person = 4. $ Send Registration to: 5. 2001 Gala By Mail CEC 2000 Convention P.O. Box 79026 # Attending x $20 (USD)/$30 (CDN) per person = 5.$ Baltimore, MD 21279-0026

TOTAL DUE (from above in U.S. or Canadian Dollars) By Phone 888/232-7733 or (laORlb+2+3a4-3b+4-1-5 = TTY: 703/264-9446 LI Check (payable to CEC) 0 VisaCI MasterCard 0 Discover OR Credit Card # Expiration Date or Purchase Order # By FAX 703/264-9494 Signature Date

CEC TODAY JANUARY/FEBRUARY 2000 13 Attendee Pre-Registration Rates SEW( & CEC Annual Convention & Expo Rates increase 20% after March 5, 2000.

Pre-Convention IDEA Folio Writers Convention CEC Member SEWC Workshops Workshop #18Workshop #19 Pre-Registration Type April 4-5 (#1-#17 April 5 April 5 April 5 April 6-8

US$ CDN$ US$ CDN$ US$ CDN$US$CDN$ US$ CDN$

Member 109 162 130 193 65 97 250 371 189 281

Nonmember 119 177 165 245 83 123 400 594 249 370

New 65 97 250 371 269 399 Member* Student 59 88 100 149 50 74 99 147 Member

Student 69 102 120 178 60 89 129 192 Nonmember

Life/Ret/ 54 80 100 149 50 74 150 223 95 141 Assoc

*Includes membership for one year!

Convention & Expo, from page 5 cation and Student Success Gives The software correlates with standards instructional practices for native stu- and popular textbooks. Participants re- Paraeducators and Teachers in In- dents, as well as information concerning ceive a free copy of the software. clusive Settings Focuses on training the differing strengths and weaknesses Hands-on Lab IntelliTalk II: and policy issues regarding the paraed- of Native and non-native students. Also The Next Generation in Word Pro- ucator's role. And addresses standards, addresses the knowledge systems, cul- cessing Demonstrates how to cus- supervision, and ethics regarding the tural values, and learning styles that tomize writing activities to meet the use of paraeducators for instruction. should be considered when determining needs of individual students. Com- OSEP Strategic Directions interventions. bines text, speech, graphics, and sound Highlights the Office of Special Educa- Asians and Pacific Islanders: Cul- to improve reading and writing skills. tion Program's priority areas early turally Responsive Services and Is- The Comprehensive Data Manage- intervention for infants, preschool sues Discusses strategies for assessment, Reporting, Referral, Evalua- services, opportunities in elementary ment, placement, instruction, programs, tion, Placement, IEP Solution by school concentrating on early reading and services for families at various Tranquility A comprehensive, flex- and behavior, access to the general ed- junctures of the acculturation process. ible, student information/IEP software ucation curriculum, and graduation and * Participants can earn CEUs for at- program that can be customized. The access to higher education. tending strands. program interfaces with existing stu- Educating Children with Autism dent information systems to maintain Presents new findings on autism, Expo Excitement and report against district-wide records. including methods to blend interven- What You Need Now: New Soft- tion goals into natural environments, Technology Resources ware to Facilitate the Reading inclusion, and teaching social skills to Meeting Standards with Intelli- Process by WYNN A new reading children with autism. Tools Math Shows how to use the software program that combines verbal Future Improvement of Native Edu- computer to teach basic math skills 88 Continues on page 15

14 CEC TODAYJANUARY/FEBRUARY 2000 Millennium,from page 9 Special Events Finally, special education will see a strategies that allow students to use continued emphasis on self-determina- taped textbooks more effectively. Awards Ceremony tion. In addition to helping students Teach Me, I will Remember: Sim- overcome their deficit area, special ed- ply Phonics: Discover the Easy Two- Help us celebrate those who have ucators will help students learn how to Step Decoding Process A 77-les- made outstanding contributions to spe- learn. Special education teachers will son multi-sensory approach, complete cial education, as well as the students teach students different ways to access, with diagnostics, to teach reading, with disabilities who have made sig- process, and recall information, says writing, and spelling that incorporates nificant achievements in their lives. Pat Beckman, facilitator for the Jor- direct instruction. The following awards will be pre- dan, Utah, School District's School-to- Kids Love It! Learning Games for sented at the CEC Awards Ceremony, School Project and CEC's 1999 Skill Development in Multi-Age Fri., April 7 at 1:30 p.m., before the Clarissa Hug Teacher of the Year. Classrooms Shows different ways Delegate Assembly: The millennium. The very word to engage other students while work- J. E. Wallace Wallin Special Educa- conjures visions of hope and prosper- ing with a small group. Also gives ex- tion Lifetime Achievement ity. For special education and the stu- amples and shows how educational Clarissa Hug Teacher of the Year dents it serves, the millennium pro- partner activities and games develop CEC Outstanding Leadership duces visions of students who are able and maintain critical thinking, read- CEC Special Education Research to succeed beyond their dreams, who ing, language arts, math, and social CEC Outstanding Public Service can learn and demonstrate all their po- studies skills. CEC Unit Awards tential, and who will enter the work- Teaching through the Senses CEC Yes I Can! Student Awards force as contributing citizens we all Demonstrates that arts-based instruc- Student CEC Awards look to with admiration and respect. El tion is another way for students to learn and express themselves. Atten- Teacher of the Year Luncheon Convention & Expo,from page 14 dees will receive lesson ideas devel- One of our most popular events is the oped by special education teachers annual Teacher of the Year Luncheon, and visual input to enhance reading. and a complimentary package of to be held on Sat., April 8 at 11:30 a.m Teachers can tailor information to meet Crayola products. to 1:15 p.m. The luncheon offers atten- students' individual processing styles. Everyone Can Make Music: dees a wonderful opportunity to cele- Inclusion through Adaptive/Assis- Music Activities to Promote Devel- brate the exceptional work of CEC's tive Technology by IntelliTools opment in Students with Severe Dis- federation and division teachers of the Assistive products that promote inde- abilities Shows how music in all year. In addition to meeting these out- pendence, inclusion, and accessibility. forms enhances the development of standing special educators, attendees All participants receive the Intel li- language, cognitive skills, social/emo- are treated to an inspiring address by Tools Teacher Resource CD-ROM. tional growth, and motor skills. our keynote speaker as well as enter- Helping Middle School Students tainment. Order tickets by calling Surf City Master Essential Reading Skills 888/232-7733, check Teacher of the CEC is expanding its hands-on in- Shows how sequenced lessons com- Year Luncheon on your registration struction in Web technology at CEC's bined with direct instruction helps form, or access CEC's Web site at Web center, Surf City. Attendees can students reading two or more years www.cec.sped.org. learn not only the basics of surfing the below grade level grow 15-18 Web but can also delve deeper into months a year. Includes strategies for CEC Gala and Silent Auction Web offerings. New sessions include teaching comprehension and decod- Nothing brings people together like "Web 202" for advanced Web tech- ing skills. good old fashioned fun, and that's ex- niques, "Tapping the Internet," and Turn LD Students into Writers: actly what you'll have at CEC's culmi- demonstrations of IEP software. Note Taking, Paragraph Writing, nating activity our show-stopping Essay Writing Demonstrates tech- gala. Old and new friends take this op- General Special Education niques to teach and reinforce note tak- portunity to let their hair down and Resources ing and writing skills along with their "wild side" emerge for an Best Practices: Using Taped Text- strategies.to.intproye reacling,coimpre- 1 syening of dining, dancing, and enter- books as an Accommodation for,StuT..,thension throughinote,taking,.and !:,tainment. Plus, you can bid on a cor- dents with Learning Disabilitiesk ing. Includes a variety of graphic nucopia of exciting items at the CEC hands-on workshop that shows hoyaoj ganizers and aids that enhance thel.,:if Auction. 0 use tape players and navigate taped writing process and games that teach _al vi textbooks. Also demonstrates listening and reinforce concepts: i 31513 10ai

CEC TODAY JANUARY/FEBRUARY 2000 15 CALENDAR OF C emt febmagy march March 23-25, 2000 February 20-22, 2000 March 2-3, 2000 Missouri CEC Federation Conference, "All Aboard! for the 21st Century." Tan Alabama CEC Federation Conference. New Mexico CEC Federation Conference, Tar A Resort, Lake of the Ozarks, MO. Con- Bryant Conference Center, Tuscaloosa, AL. "Back to the Future." Hoffmantown Baptist tact Linda Giger, 803 Sycamore Drive, Contact: Polly Parrish, 6800 Bayou Run, Church, Albuquerque, NM. Contact: Nancy Rolla MO 65401, 573/364-1329 (0), Spanish Fort, AL 36527, 334/626-3480, e- Kilpatrick, e-mail: [email protected]; or 573/364-0235 (H), FAX 573/364-0794, e- mail: [email protected]. Kathie Good, 126 W NM 267, Portales, NM 88130, 505/359-0897, e-mail: jbkid@pdr- mail: [email protected]. February 24-25, 2000 pip.com. Keynote speaker: Dr. Humor. Manitoba CEC Federation Conference, "Celebrating Exceptional Children." Inter- March 2-3, 2000 april national Inn, Winnipeg, MB. Contact: Kim Arizona CEC Federation Conference, April 4-5, 2000 Campbell, Box 81, Grp 326, RR 3, Selkirk, "Meeting the Challenge: Standards- Special Education World Congress 2000. MB R1A 2A8, Canada, 204/669-4490 (0), Based Education for All." YWCA Leader- Vancouver, BC. Contact: CEC, 1920 Asso- 204/757-4597 (H), FAX 204/668-9343. ship Development Center, Phoenix, AZ. ciation Drive, Reston, VA 20191-1589, Contact: Jane Williams, ASU West Cam- 888/232-7733, e-mail: conteduc© February 24-26, 2000 pus, College of Education, Mail Code 3151, cec.sped.org. "18th Annual Midwest Symposium for PO Box 37100, Phoenix, AZ 85069-7100, Leadership in Behavioral Disorders." 602/543-6448 (0), FAX 602/543-6350, e- Hyatt Regency Crown Center, Kansas City, 1souacon.,,, April 5-8, 2000 mail: [email protected]. MO. Contact: Kirsten McBride, PO Box of" CEC Annual Convention 40001, Overland Park, KS 66204, 913/492- March 2-4, 2000 & Expo. Vancouver, BC. 8755, FAX 913/492-2546. This is a CCBD- Kentucky CEC Federation Conference, Contact: CEC, 1920 As- approved regional activity. "Working Together for All Children." Ex- wo09 sociation Drive, Reston, ecutive Inn, Louisville, KY. Contact: Bar- Mae f Thntorruto 77,artber VA 20191-1589, February 25-26, 2000 Ayr". AM bara Ungvary, 151 S. Locust Hill Dr., Lex- PlacomenW11..1. 888/232-7733, e-mail: South Carolina CEC Federation Confer- ington, KY 40517, 606/381-3546 ext. 1302 [email protected]. ence, "Facing the Future Together." (0), 606/335-9196 (H), FAX 606/381- Ocean Dunes/Sand Dunes, Myrtle Beach, 3560, e-mail: [email protected]. SC. Contact: Beverly Neal, 160 Wylie may Street, Chester, SC 29706, 803/635-3225 March 15-16, 2000 May 5-6, 2000 (0), 803/385-3479 (H), FAX 803/635- New Hampshire CEC Federation Confer- CCBD Fourth Biennial Southeast Regional 4825, [email protected]. ence, "Legal Update, Promising Prac- Conference, "Addressing the Needs of Stu- tices." Sheraton, Portsmouth, NH. Contact: dents with Emotional or Behavioral Disor- February 28-29, 2000 Dawn-Marie Neuguth, PO Box 966, Minnesota CEC Federation Conference, ders in the New Millennium." President Amherst, NH 03031, 603/673-8944 ext. 333. "Visions for the New Millenium." North- Casino-Broadwater Resort/East, Biloxi, MS. land Inn, Brooklyn Park, MN. Contact: Jan March 17-18, 2000 Contact: John Sachs, CCBD Southeast Re- Manchester, 8703 Kimbro Ave N., Stillwa- Iowa CEC Federation Annual Conference, gional Coordinator, University of South Al- ter, MN 55082, 651/293-8923 (0), "Recognizing Diversity," Savory Hotel in abama, Department of Special Education, 651/439-1376 (H), FAX 651/228-4731, e- Des Moines, Des Moines, IA. Contact: Sue UCOM 3808, Mobile, AL 36688-0002. mail: [email protected]. Cutler, Morningside College, Sioux City, IA, 712/274-5106 or 800/831-0806.

GOUNGIL EXGEPTIONALC-HILDREN NONPROFIT 1920 Association Drive ORGANIZATION U.S. POSTAGE Reston, VA 201 91-1 589 PAID RICHMOND, VA PERMIT NO. 930

lu1.111 111,1 AlJT0 ..4000#140010*******14443140 5-DIGIT 20191 00/004 0031

D 0 007522 VOL. 6 No. 6 @MEM I1CG3 MEMBERS CIMECOUNCIL EXCEPTIONALCHILDREN MARCH 2000

Last Chance tr ConvenVon and OSEP Provides Solutions to Improve World Congressi Student Behavior There's still time! Make your plans now to attend these two ational education experts as well as par- While setting up behavioral intervention exciting events in Vancouver, Nents and their children identified solu- plans in schools is a daunting and complex British Columbia. tions and approaches to improving behavior in task, summit panelists identified several char- our schools at the summit "Better Behavior, acteristics of successful programs. April 4-5 CEC/DISES Better Schools," coordinated by the U.S. Of- Special Education World fice of Special Education Programs (OSEP). A Successful Behavior Plan Congress Behavioral disruptions reduce time stu- Each school and situation requires its own Share ideas and discuss im- dents spend on academics, and schools lack approach to encouraging positive behavior. portant trends and issues the systems and programs to deal with poor According to Sugai, research shows that for with international leaders in behavior, said George Sugai, co-director of any approach to work best, it should feature special education. the Center on Positive Behavioral Interven- the following: tions and Supports, University of Oregon, Eu- Active, positive administrator/leadership. April 5-8 CEC Annual gene, and member of the Oregon Federation. Team-based planning, implementation, and Convention & Expo Sugai encourages all schools to "work problem-solving. For elementary grades, Get the latest research and smarter, not harder" use pre-existing re- teams can be based on the grade levels. For trends in special education sources to determine what they are currently middle and high school, teams can center on through dynamic workshops, doing, abort failing programs, and free up re- content areas. Parents must be on the teams! educational sessions, and skill- sources to implement new strategies. Continues on page 5 building strands.

Registration Contact CEC for the latest in- Report Gives Unbalanced Impression of formation, 888/232-7733, TTY: 703/264-9446, or service@ Special Education Practices

, cec.sped.org. Or, see the CEC Web site, www.cec.sped.org. Xecently released report, Back to School serious charge that must be remedied. CEC n Civil Rights,by the National Council further supports the report's recommendation for Disabilities (NCD) cites the federal govern- that the federal government take strong meas- ment and all50 states for non-compliance with ures to ensure that states and districts that vio- the Individuals with Disabilities Education Act late IDEA take immediate corrective action. (IDEA). CEC appreciates the work that went However, the report may give an unbal- into the report and fully supports the need to GEC and FamilyEducation anced impression of the current state of spe- Network Forge an Exciting ensure that the civil rights of children and cial education. For example, the report fails New Partnership 11 youth with disabilities must be protected. to differentiate between widespread viola- However, CEC believes the report and its rec- tions and isolated probleMs within a state. Delegate Assembly to Elect ommendations should be critically examined. In addition, the report appears to give in- GEC Officers in April 12 stances of non-compliance, such as failing An Unbalanced Perspective IDEA A Quarter-Century to provide an appropriate education to chil- Retrospective 14 CEC agrees with the report's findingthat in- dren with disabilities, the same weight as stances of non-compliance in every state is a Continues on page 9

91 State Farm Good Neighbor Award Martha Shields Shields' students also write political action letters and discover how they Shields Conneds Her Students can connect their lives to the legislative workings of the U.S. government. to the World Coupled with advanced science experiments, Shields' students use a vari- Global Rivers Environmental Education ety of technologies throughout their ex- Network, is an international database of perience. They record their activities stream water quality assessment results. with digital, 35mm, and video cameras. Students across the United States con- Back in the classroom, students incor- duct chemical and biological analyses porate these recordings into various por- of the earth's river waters and then sub- tions of their PowerPoint presentations mit their findings to the database to be and political and environmental posters. used in statistical reports that support For many of Shields' students, these environmental advocacy activities. field trips also provide valuable social Decked out in hip-wading boots and experiences that some have never had. rom the city streets of downtown life vests, Shields' students collect Some students have never been to a FBangkok, Thailand, to the bounti- mayfly larva, crustaceans, and other state park. Others have never been on a ful rivers of western Ohio, Special Ed- macroinvertebrates in nefs. They iden- family picnic or gone on a hike. Like a ucator Martha Shields has been reach- tify, classify, and count each sample. river, Shields' innovative teaching ap- ing students for nearly 30 years with Students then put the count into a for- proach flows into her students' think- her innovative approach to teaching. mula to determine how clean or pol- ing and connects them to their world In the early 1970s, Shields taught luted the river is. While students con- throughout their lives. general education curriculum to mili- duct chemical and physical tests of their tary personnel and their families sta- river samples, they learn how to con- How to Start Project GREEN in tioned in Bangkok. After students told duct safe science experiments and dis- Your Classroom her that finally they were able to suc- cover that "looks can be deceiving" To start a similar program in your ceed in school because they could un- very clear water can be very contami- school, contact Earth Force at derstand her clear instruction, Shields nated, and very muddy-looking water 703/299-9400, e-mail: earthforce@ was inspired to explore more innova- can actually be very pure in quality. earthforce.org, fax: 703/299-9485, tive teaching strategies beyond the Web: www.earthforce.org/green, or multimodality approach and one-on- Science Lessons that Teach mail: Earth Force, 1908 Mount Ver- one, individualized classroom instruc- Much More non, 2nd Floor, Alexandria, VA 22301. tion techniques she was already using. Due to the nature of the work, students You can also e-mail Shields at Today, Shields is an intervention spe- learn more from Project GREEN than [email protected]. cialist for inclusion in the science pro- they bargained for. They learn to work gram at Baker Junior High School in as a team to accomplish common The Award Fairborn, Ohio. In this role, she not only goals. They also develop stronger The State Farm Good Neighbor Award reaches her special education students communication skills with each other for special education was developed in with hands-on, contextual activities, but and with their teachers. cooperation with CEC. Each of the 12 she "levels the playing field" for them Because students learn at all levels recipients receives a $5,000 check by providing them with rich outdoor ex- from simple recall of necessary informa- payable to the educational institution of periences in which her students shine. tion to analysis and synthesis of the data the recipient's choice, recognition in na- "The learning disabilities that seem students can apply the experience to tional publications, and a commemora- to 'glare and blare' in the classroom real-life situations. For example, stu- tive plaque at a special ceremony at his seem to 'disappear' or at least 'fade' in dents grasp how different parts of the en- or her school. Shields will give her the field!" said Shields. vironmental chain affect each other. $5,000 award to her school to purchase "If we shut down factories, then we technological equipment that will con- Project GREEN 101 lose jobs and increase unemploy- tinue to "level the playing field" for her Since 1991, Shields has brought the dy- ment," they say. "If we increase fac- special education students. namic hands-on activities of Project tory environmental-care costs and CEC congratulates Martha Shields GREEN to her students by way of an taxes, product prices increase. If we do on her innovative contributions to the annual field trip and subsequent class- nothing to help the environment, education of exceptional children and room activities. Project GREEN, a health problems intensify." youth. ID 92 2 CEC TODAY MARCH 2000 member benefits

(EC @ Your Service! Keep Your ffembershOp Make Your Career Connections Ihnlormation Up-ito-Dge Help us better serve you by keeping your EC brings members several out- Consultant, Trainer, and Expert CEC membership record up-to-date. Fol- Cstanding online features to help Witness Directory low these tips when submitting your you advance your career, find qualified membership application or renewal: colleagues, and access a network of ex- This directory provides an online list- Print all information clearly. pert special educators. CEC's Career ing of special education consultants, Fill out forms completely. Connections is the only jOb bank on the trainers, and expert witnesses from Include your CEC membership identification number. Internet devoted exclusively to special such varied professional backgrounds If using your home address, please do education professionals. Members can as teaching, administration, support pot fill in your school or agency name. access three programs: services, and others. Provide your office, home, and fax Job Match. The directory allows you to cus- numbers plus your e-mail address. (This Resume Match. tomize your free search for the right in- information is not provided to outside CEC Consultant, Trainers, and dividual. Unlike printed directories, you vendors.) Expert Witness Directory. can define the criteria used to locate con- When renewing, use the same name as Access these features from the CEC sultants. For example, you can search by on your original membership. Our data- Web site, www.cec.sped.org, by select- specialty, license and certifications held, base cannot match given names with ing "Career Connections" on the sidebar. expert witness experience, geographic nicknames, such as "Robert" to "Bob." location, or keyword. The database also Moving? Please give us your new address so that your publications and other Job Match includes detailed descriptions of services materials will be properly routed to you. Job Match is an online, searchable list- offered by each participant. Only CEC ing of job vacancies in all areas of spe- members are eligible to be listed in the For any changes in your membership, cial education. Job seekers can easily database. 0 contact GEC's Constituent Service Cen- look for a job by searching company/ ter at 888/CEC-SPED or service@ school location, job setting, required CEC Career Connections is managed cec.sped.org. areas of expertise, age group of student by Resume-Link, the leader in resume Thank you for helping us serve you body, or keyword in the job descrip- referral database services. better! tion. Hiring organizations can post their positions at a cost much less than traditional recruiting methods. CEC members can search this database for OSEP Provides Solutions to Improve free! Listings are added weekly, so Student Behavior make this site one of your bookmarks. Report Gives Unbalanced Impression of Special ResumeMatch Education Practices

ResumeMatch is a searchable database March 2000 Vol. 6 No. 6 Shields Connects Her Students to of resumes submitted by special edu- the World 2 cators interested in employment in all CE( Today is published 10 times a year, Jan/Feb, March, April/May, June, July, Aug., Sept., Od., Nov. Member Benefits 3 areas and settings. Employers search and Dec., by The Council for Exceptional Children, this resume database to find qualified 1920 Association Drive, Reston, VA 20191-1589. Advocacy in Action 4 Telephone 888/232-7733, EY 703/264-9446, professionals. Use this member benefit Student CEC Spotlight 6 to find your next career opportunity. [email protected], Web: www.cec.sped.org. This service is free for CEC members (EC Todayisnot copyrighted. Members are encouraged Canada 7 to copy and ifisseminate information in this publication. registering online! Your resume will Diversity 7 reside in the database for one year, and CEC President: William K. Bogdan you will be contacted after six months Executive Director:Nancy D. Safer Division Focus Editor:Lynda Van Kuren to update your information if neces- Professional Advancement 110 sary. A confidentiality feature allows Contributing Editors: Jacki Bootel, Public Policy; Jane Burnette, Information Services; Margie Crutchfield, Governance Update .11.2 candidates to select up to three schools Professional Standards; Kayte Fearn, Diversity; Anmarie or organizations to exclude from re- Kallas, Conventions; Hannah Kerby and Sharon Member to Member 24 IDEA AOuarter-Century Retrospective viewing their resume. Riechmonn, Communications; Jay McIntire, IDEA Partnerships; Kathleen McLane, Publications; Susan Calendar of Events 116 Simmons, Membership

CEC TODAY MARCH 2000 3 93 Advocacy in Action continue efforts to reduce class size by Parent Training hiring 100,000 new highly qualified and Information 26.0 President Clinton Highlights teachers. Technology and Media 34.5 Education for His Last Year CEC has been working diligently as If approved, the administration's part of the Committee for Education FY 2001 budget request would pro- In his final State of the Union address,Funding in advocating for improved vide an average of $827 per child President Clinton highlighted a num- educational programs for all children, under Part B (state grants), and states ber of education issues that are re- and we will continue to do so as the would receive 13 percent of their aver- flected in his FY 2001 budget. Al- 106th Congress works through the FY age per pupil expenditure. though the president's initiatives do 2001 budget process. While CEC is encouraged by the con- not specifically target children with tinued increases in funding for Part B special needs and those with gifts and Clinton's FY 2001 Budget Request over the past few years, we will continue talents, any additional funding for edu- Includes Small Increases for to push for full funding of Part B in sup- cation programs that would positively Special Education Programs port of the resolution passed by CEC's impact students would directly benefit President Clinton released a $41.1 bil- Delegate Assembly in April 1999. students with exceptionalities as well. lion federal budget for education in FY For Section 619, preschool grants, The largest expansion ever of after- 2001 the largest jump in discre- the president's request for level fund- school and summer school programs, tionary spending in the history of the ing fails to keep pace with the growth to ensure that every child in every fail- U.S. Department of Education. This in the program. An increasing number ing school can get extra help to meet budget includes a total of $6.4 billion of children are served under this pro- high standards. for special education programs, a 5.5 gram each year, so state and local gov- The largest increase in Head Start in percent increase over the FY 2000 ernments are picking up the remaining U.S. history and a $600 million Early level. Following is the administra- costs of this critical program. Learning Fund to improve child care tion's FY 2001 budget request for spe- For Part C, the amount requested falls quality and early childhood education cial education programs under IDEA far short of addressing the need for serv- for children under five years old. (in millions): ices. Expert evidence has shown the vital A dramatic increase in accountabil- State and Local importance of the earliest possible inter- ity in public schools by doubling fund- Grant Program $5,280.0 vention for infants who have disabilities ing to turn around low-performing Preschool Grants or who are at risk of developing them. schools and rewarding states that im- (Section 619) 390.0 Although the president recom- prove academic achievement. Early Intervention Program mended small increases for several of A $1 billion teacher quality initia- (Part C) 383.6 the support programs under Part D, CEC tive, "Teaching to High Standards," to IDEA Part D Support Programs knows that these programs are critical to help states and districts recruit, train, State Improvement Grants ... .45.2 the overall success of our nation's stu- and reward good teachers. Research and Innovation 74.4 dents with special needs. To that end,

A substantial increase in funding to State Technical Assistance...53.5 CEC will distribute its book, FY 2001 Federal Outlook for Exceptional Chil- dren, to members of Congress earlier CEC, PACER, and HAWSE Honor Mationa0 than usual this year. This book provides LeOsliators and Sonia° Educatkpn Advocates in-depth information on each of the programs under IDEA, as well as CEC's Members of the Senators Trent Lott of Mississippi and Tom funding recommendations. 106th Congress Daschle of South Dakota sponsored the re- CEC's Headquarters staff and our celebrated this ception along with CEC, the National Asso- Children and Youth Action NetwOrk past year's public ciation of State Directors of Special Educa- policy accom- tion, and the Parent Advocacy Coalition for (CAN) coordinators will distribute the plishments for Educational Rights Center. book to Congress and other interested children with ex- persons during the next few months. We Senators Tom Harkin of Iowa, Jim Jef- ceptionalities at a will again meet with members of Con- fords of Vermont, and Paul Wellstone of reception held in gress during the upcoming CAN Work- Minnesota; representatives Steny Hoyer of their honor in shop/Legislative Summit, to be held in Sen. Tom Harkin, D- Maryland, Dale Kildee of Michigan, Jim Washington, D.C., Iowa, addresses fellow Nussle of Iowa, and John Porter of Illinois; Washington, D.C., from July 15-18, late January. At- advocates. and disability advocate Justin Dart cele- 2000. For more information about this tending legislators brated with the gathering of educators and important meeting, contact CEC's Pub- reinforced their intentions to continue advocates during the evening's festivities. lic Policy Unit at 703/264-9498. El pushing for effective legislation.

4 CEC TODAY MARCH 2000 9 4 Better Behavior,from page 1

Long-term commitment and high pri- school contexts are ority given to improving behavioral Be respectful. ResounestooBattu support. Be responsible. Behruhr h&MOOS Functional approach to problem-solv- Be there. Be ready. ing and action planning in all settings. Follow directions. CEC's Safe Streets, Safe Schools Research-validated practices. Hands and feet to self. Initiative

A systems approach. Address the The SCC which includes teachers, ; Join CEC and numerous organizations parts as well as the big picture. administrators, and parents designed al and individuals in this initiative to pro- Data-based planning and decision- training program that they conduct at the mote school and community safety by making. beginning of each school year. Students providing alternative programs and sup- A full continuum of behavioral support. learn how these expectations apply in all ports for students who engage in dan- contexts, including the classroom, hall- gerous behavior rather than expelling or Build a Culture of Competence ways, cafeteria, bus area, and media cen- suspending them. The initiative also pro- A school that enables students to ac- ter. The SCC meets regularly and re- poses that alternative programs address tively participate in controlling the cli- views outcome data twice a month, students' educational, psychological, mate can successfully implement its be- which they incorporate into the daily op- and/or mental health needs. havior intervention plan, says Sugai. eration of the school. If you or your organization would like to "When all kids know the rules, kids With the program in place, Fern join this initiative, contact CEC, 703/264- can use the rules with each other, be- Ridge Middle School has seen a 68 per- ; 9409, [email protected], or see the cause kids know other kids know the cent reduction in discipline referrals Web at www.cec.sped.org/pp/safe.htm rules," said Sugai. over the past four years. In addition, for more information. Programs that have met the most teachers, staff, and students use consis- OSEP Center on Positive Behavioral success have been led by teams of edu- tent expectations, students are held ac- Interventions and Supports (PBIS) cators who countable, and teachers can be proac- Actively teach how to be respectful. tive. And now that the number of office OSEP established the PBIS center to give Define behavior expectations and referrals are not so overwhelming, schools information and technical assis- post them clearly around the school. Greene can follow up with at-risk stu- tance to identify, adapt, and sustain effective school-wide disciplinary prac- Monitor student behavior and follow up. dents and engage with them personally tices. For more information, contact PBIS Acknowledge and reward appropriate to let them know they are important. at Behavioral Research & Training, 5262 behavior. University of Oregon, Eugene, OR 97403- A Family Approach to Challenging , 5262; 541/346-2505; fax: 541/346-5689; A Case Study Fern Ridge Middle School Behavior [email protected], or Web:

Several years ago, Fern Ridge Middle Summit panelists also discussed the Re- 1 www.pbis.org. School in Elmira, Ore., faced more than gional Intervention Program (RIP), which I

7,000 discipline referrals in one school makes families and parents the primary i Fern Ridge Middle School's "High year reaching more than 100 a week at change agents in a student's behavior. Five" Program times. Students were not learning in this "Challenging behavior is a family The High Fives are basic expectations negative environment. Staff members problem and a family solution to it is that apply to all students, teachers, and were working against each other, and at- best," said Matthew Timm, director, staff in all aspects of school life. For a risk students spent more time in the of- Early Childhood Intervention Study, brochure or more information, contact fice or out of school than in the class- Tennesee Voices for Children. the School Climate Committee, Fern room. And parents felt unwelcome. In place since 1969, RIP has seen its Ridge Middle School, 88831 Territorial Road, Elmira, OR 97437; 541/935-8230; Susan Taylor Greene, principal of the strategies positively impact the lives of or fax: 541/935-8234. school and member of the Oregon Feder- families and their children well into ation, gathered a group of her colleagues adulthood. RIP encourages parents to Regional Intervention Program (RIP) and garnered the support of PBIS to State expectations in advance. change the school's environment. To- Catch their children being good. RIP is a parent-implemented program for families with concerns about their gether they established the "High Fives" Present limited, reasonable choices to. young child's behavior and trains family and the School Climate Committee help children learn responsibility. members to work directly with their own, (SCC). Say when. children. For more information, contact The High Fives are clear expections Stay in control. Decide whether to re- RIP, 3411 Belmont Blvd., Nashville, TN educators established for the entire spond or ignore particular behavior. 37215; 615/963-1177; fax: 615/963- school community. These expectations Wait for neutral time. 1178; [email protected]; or Web: of all students, faculty, and staff in all www.tyc.state.tx.us/prevention/rip.htm.

Continues on page 15 1

95 CEC TODAY MARCH 2000 5 student cac spodighg

CEC & FEC Pub ler 'Re Chapter #960 in Kentucky [Imbrue Member 13eneMs A Student (EC Chapter Success Story BY KRISTEN WALLITSCH of thejob fair was to invite students The Foundation for Exceptional Children (FEC) was restructured on December 1, Much hard work andtime goes with special needs, who will soon be 1999, to coordinate CEC and FEC's efforts into creating a successful chap- looking for work, to the college for a to provide the very best for our members ter. Looking back on all the accom- fun day of learning about interview and the youth we serve. FEC will continue plishments that have occurred and job skills. Nearly 200 students many of its current programs, such as the through the work of Student CEC from 12 area high schools attended Yes I Can! student awards and the teacher members is a wonderful feeling. But the fair. The Corvette Museum even mini-grant program, as well as enhance how do chapters accomplish so donated a Corvette for the day to use many of CEC's activities. much? I would like to share with you in photographs, and the local news FEC will sharpen its fundraising through the story of one successful chapter station covered the event on the private individual donations, corporate/ and the reasons why it has accom- evening news. business grants and sponsorships, funds plished so many of its goals. Western Kentucky's Student CEC from other foundations, fundraising activi- Chapter #960 from Western Ken- chapter is also working with college ties connected to CEC membership, a tucky University has been working students in Austria. The Austrian stu- planned giving program, and an endow- hard over the last few months fulfill- dents tell of their experiences as they ment fund. FEC will also raise funds for ing an agenda it set during the summer get closer to entering the field of spe- CEC sponsorship of programs, projects, before school began. cial education in their country. product development, professional devel- Chapter #960 began the year with a Along with all of the wonderful ac- opment activities, and the improvement of membership drive. They invited cam- tivities taking place because of Chap- standards for the field. pus members for coffee and doughnuts ter #960's initiative and commitment, CEC will continue to raise external funds in the morning and pizza and soda in they still manage to have biweekly through grants and contracts as well as the afternoon. During the day's events meetings. It is hai-d for many college joint ventures with other associations many people stopped in to hear what students to fit meetings into their busy and organizations. With this cooperative they had to say during presentations schedules, but Western Kentucky's fundraising effort, CEC and FEC will be given by current CEC members. As a loyal members find the time. able to expand programs, professional result of their teamwork and dedica- Because of student chapters such as development experiences, and technical assistance for members, while also con- tion, they increased their membership Western Kentucky University, the tinuing to recognize students with ex- by about 25 members. spirit of CEC is alive on many college ceptionalities and the innovations that Keeping membership uppermost in campuses. The effortild hard work enhance their education. their minds, they moved on to their of all Student CEC chapters does not next project. The chapter was given go unnoticed, and they make a differ- the chance to work a concession stand ence in the lives of children all over TAKE IT FOR during football season. The money the world. Thank you Student CEC! 0 (1)-romle they raised will be given to an organization of their choice that benefits Kristen Wallitsch attends Bellarmine Model Gifted and Talented Programs children with exceptionalities. College in Louisville, Ky., where she is The Education Department (ED) invites ap- Chapter #960 continued their hard a member of CEC Chapter #605. She plications under the Jacob K. Javits Gifted work by implementating their next is also vice-president of communica- and Talented Students Education Program big project, the Job Fair. The purpose tions for Student CEC. to build K-12 schools' capacity to serve the needs of students with gifts. ED will favor projects serving students left out of tradi- Shodeni CEC "Flanks Ns ANisms tional gifted and talented programs. Eligi- bility: State and local education agencies, Many unforgettable events and activities It takes a great deal of time and commit- higher education institutions, and other occur within Student CEC chapters, but ment on the advisors' part to make a suc- public and private entities. Deadline: April how does it all begin? It couldn't happen cessful chapter. This all happens simultane- 24. Contact: Kelley Berry, ED/OERI, 555 without the help of Student CEC advisors. ously with all of their other responsibilities New Jersey Ave., NW, Washington, DC Every Student CEC chapter has an advisor piled high on their desks. Student CEC ex- 20208-5645, 202/219-2096, fax: 202/219- who is a member of the college where each tends a warm and heartfelt thank you to all 2053, [email protected], or see the chapter exists. Advisors help make deci- Student CEC advisors. Without your sup- Web, www.ed.gov/funding.html. (CFDA sions and provide experienced opinions port and guidance, many of the chapters #84.206A) about occurrences within each chapter. would not be where they are today.

6 CEC TODAY MARCH 2000 9 6 canada

(EC Welcomes You to Vancouver! MINficadkilva0 SummiR

BY HELLEN BOGIE Converdian John RalstonSaul as stating that "the n Canada's West Coast, nestled central quality of the Canadian state is its The 2000 Multicultural Summit will be Obetween the rugged Rocky Moun- complexity. It is a strength and not a held on Sat., April 8, 2000, in Ballroom A tains and the brilliant blue Pacific weakness that we are a permanently in- of the Vancouver Convention Centre. Ocean, you'll find a city that defies complete experiment built on a triangu- Summit participants will discuss the ed- categorization Greater Vancouver. lar foundation aboriginal, franco- ucational needs of culturally and linguis- Vancouver is a unique blend of cos- phone and anglophone. Grand Chief tically diverse populations in Canada as well as CEC's proposed diversity goals. mopolitan amenities, natural splen- John Kelly spoke of the circle of the The proposed goals have been devel- dors, and cultural attractions. The Ojibway Nation as getting bigger and oped from work conducted at previous scenery is unmatched, as are the recre- bigger, and "although you may feel that multicultural summits and input from the ational opportunities. In no other city you have nests somewhere else, in real- CEC Executive Committee, the Ethnic and can you go snow skiing in the morn- ity you are right here with us." Every- Multicultural Concerns Standing Com- ing, take a balmy walk on the beach in body who attends the World Congress mittee, and division presidents. the afternoon, and enjoy celebrated and the CEC convention will be part of live entertainment in the evening. this "circle." Vancouver is truly a spectacular The CEC convention provides us Donl Miss ithis Fairs meeting location for CEC. The city is with the opportunity to rejuvenate, share CEC/DDEL Municultrai safe and clean, with streets and city ideas, socialize, and discover the latest Symposium parks in full blossom with 40,000 cherry offerings in the field of special educa- trees. This setting provides a time for tion. We can build our expertise and take CEC and DDEL will hold its biennial "reflection" of the past year as well as an away a better understanding of why we Symposium on Culturally and Linguisti- inspiration for the gathering of informa- do what we do and become motivated cally Diverse Exceptional Learners this tion and ideas to plan for the future an once again to take on the challenges we fall in Albuquerque, N.M., at the Hyatt appropriate time to get off the treadmill face. This is what gives our organization Regency Albuquerque. Two full-day pre- and re-energize with friends and peers in its resonance, its depth, and its strength. symposium institutes will be offered on October 11, followed by the symposium the field of education. Canada is a nation of dreams, a coun- on October 12 and 13. I feel that it is particularly apropos try with the reputation of dreaming life that at this time in CEC's history, as we into being. Journey to Vancouver and Contact CEC for more information, are at a major crossroads in determining experience the openness and adventure 888/232-7733 or e-mail: conteduc@ our future, we meet in Vancouver, of this beautiful city and its peoples. 0 cec.sped.org. Canada. In her inaugural address to the Canadian nation in October 1999, Gov- Hellen Bogie is CEC's president elect 1vlD Caiis to. Papers ernor General Adrienne Clarkson quoted and program chair of the 2000 CEC Avaiiabiei Eftdive Staiegies Cf Regratitars anal Jail Seekers t Submit your proposals for the CEC/DDEL 2000 Symposium on Culturally and Lin- Be Preseided aR CEC's Convention guistically Diverse Exceptional Learners and 2001 CEC Annual Convention & Expo. The National Clearinghouse for Profes- Education Programs and other sources. Both calls are available on the CEC Web sions in Special Education (NCPSE) will site, www.cec.sped.org, or by calling CEC, offer a host of sessions for recruiters and Which Special Educators Stay in the 888/CEC-SPED. job seekers on April 6 and 7 in Vancouver. Field? ... And What Keeps Them There? Look at the profiles of special educa- Following are a few helpful hints for de- How Do School Districts Hire and Keep tion teachers who choose to remain in veloping your proposal: the Special Educators They Want? special education. Address all of the selection criteria de- Hear the recruitment and retention strate- Where Are Special Education Prepara- lineated in the Call for Papers. gies being used at district and state levels. Describe learner outcomes in bulleted tion Programs? Learn to navigate the Tools for Employers and Job Seekers Institutions of Higher Education Special sentences that include skills, knowledge, Explore the NCPSE Web site with its job Education Database. and/or attitudes participants will be able to banks, licensing agencies, and salary data. demonstrate after attending your session. For more information, visit NCPSE's ex- Complete each section according to Where is the Money to Become a Special hibit in the convention center or contact the instructions. Educator? Explore the Internet to find NCPSE, 800/641-7824, TTY: 703/264- Review your proposal completely be- money from the federal Office of Special 9480, or [email protected]. fore submitting it to CEC!

9 7 CEC TODAY MARCH 2000 7 * CASE * CCI3D * CEC-DR * CEC-PD * CEDS * DCCD * DCDT * DDEL *

Waterfront Hotel. In addition to the DCDT Division Focus board meeting on April 5, DCDT will host a subdivision luncheon for state DCDT leaders on Thurs., April 6, from 11:00 a.m. CASE 1:00 p.m. State DCDT leaders should con- The Council of Administrators of tact their regional subdivision representa- Special Education tive if interested in attending this event. On We need to hear from you! What are you Fri., April 7, DCDT will hold its annual busi- are facing in your job? What struggles are ness meeting from 6:007:00 pm. Follow- you grappling with? What kind of resources ing the business meeting, DCDT will host a do you need? Call the CASE office with your social from 7:309:30 p.m. DCDT invites issue, 800/585-1753. all interested persons to attend the business The CASE Board of Directors met in meeting and social. Times and locations for Biloxi, Miss., this past October with the all DCDT events will be posted on the Wa- support of the Mississippi CASE Subdivi- terfront Hotel television monitor. Be sure to sion. We learned a great deal about what stop by the DCDT display and information each provincial and state CASE leader be- CEC Past President Linda Marsal is running table, which will be located in the conven- lieves are the critical issues facing the field. for vice-president, the secretary nominee is tion center exhibit hall. Blending this with information provided Ann Bleakly, and the nominee for member- through your CASE Unit's annual report, we at-large (U.S.) is Bill Vickers. DDEL have been able to direct our various com- Gerry Reynaud has become the CEC-PD The Division for Culturally and mittees to tackle several different areas. You registered agent after the death of former Linguistically Diverse Exceptional will see the results of our work in the next CEC President William Johnson. Learners few months. The special historical collection of the DDEL's Professional Development, Publica- Please stay in touch with us. We need to CEC Archives was recently enriched by tions, Finance, Research, Professional Stan- hear from you if we are to provide you with book donations from Fran and Leo Connor's dards, and By-Laws committees are dis- the leadership and support our mission professional collections. Members whci cussing agendas and goals for their com- statement describes. wish to contribute books to the collection mittees and all of DDEL as we step into the are reminded that the collection primarily next century. To find out more about joining CEC-DR consists of books written prior to 1940. one of these committees, e-mail elbamc@ The Division for Research CEC Archivist June Robinson currently email.sjsu.edu. seeks books written by CEC presidents. CEC-DR has a number of exciting events DDEL has developed its Web page, Send books to CEC Archives, 1920 Associa- planned for the CEC Annual Convention & www.unm.edu/cecddel/ddel, under the tion Dr., Reston, VA 20191. Expo in Vancouver. Among the scheduled leadership of Diane Torres Velasquez. We Pioneer and former CEC President Judy presentations are an invited session featuring thank all those who supported its develop- Dale received the Kerry Brown Distinguished CEC Research Award winner Barbara Keogh; ment and updating. Lay Service Award, the highest award given a featured presentation by last year's winner Subdivisions carry DDEL's torch into to a layperson by the Universal Fellowship of of the Distinguished Early Career Research state and local communities. Last fall, Cali- Metropolitan Community Churches. Award, Michael Wehmeyer; and the CEC-DR fornia DDEL hosted several presentations showcase session on longitudinal research and meetings during the state conference to with individuals with disabilities, including CEDS assist local professionals dealing with issues speakers Barbara Keogh, Sharon Vaughn, The Council for Educational and challenges related to diversity in the Russell Gersten, and Cindy Bernheimer. Diagnostic Services schools. DDEL's Ohio subdivision is currently Division members should look for fur- Mark your calendars for CEDS' annual con- reorganizing to enhance professional devel- ther convention details in the CEC-DR ference, "Cultural Diversity and Assess- opment opportunities in their region. newsletter, FOCUS.on Research, as well as ment," November 2-4, 2000. The confer- check the convention program for places ence will take place in the Hanalei Hotel in DISES and times for the CEC-DR business meet- San Diego, Calif. For more information, The Division of International ing, social, and presentation of the 2000 contact Sandra Miller at 616/895-3344, e- Special Education and Services Early Career Research Award. mail: [email protected], or see the CEDS DISES now operates two international e- Web site: www.unr.edu/unr/colleges/educ/ CEC-PD mail networks. The original International Li- ceds/indexceds.html. The CEC Pioneers Division aison Network now includes more than 110 participants from non-U.S. countries and Attention Pioneers! The date and time DCDT expands every month. The new U.S. Inter- for the Pioneers Showcase honoring Earl The Division on Career national Linkage Network consists of indi- Campbell in Vancouver has been changed! Development and Transition viduals in the United States who are inter- The session will be on Thurs., April 5, from ested in international special education and 8:30-10:30 a.m. DCDT will host a number of important wish to connect with their counterparts Ballots have been mailed to CEC-PD events during the CEC convention in Van- members to vote for future division leaders. couver. All DCDT events will occur at the Continues on page 9

8 CEC TODAY MARCH 2000 98 THE COUNCIL FOR EXCEPTIONAL CHILDREN

1920 ASSOCIATION DRIVE (703) 620-3660 (VOICE) RESTON, VIRGINIA 20191-1589 (703) 264-9494 (E6x) (703) 264-9446 (TTY) WWW.CEC.SPED.ORG

March 2000

Dear CEC Member,

The Council for Exceptional Children (CEC) is proud to announce our recent partnership with Family Education Network (FEN). This partnership addresses the needs and concerns of parents of exceptional children and the educators who serve them both. FEN is an online community of parents, teachers, and schools dedicated to children's learning. The network includes familyeducation.com for parents, teachervision.com for teachers, and myschoolonline.com for school-home communication.

Current joint projects between PEN and CEC include special CEC features on familyeducation.com and a guest expert spot for Dr. Mary Ruth Coleman, president of CEC's Association of the Gifted and specialist on dual exceptionalities..At a time when Internet technology is becoming an integral part of special education, we are very excited about the opportunities that this collaboration presents.

Family Education Network is offering special free services for CEC members, including user- friendly web development tools teachers can use to build a Web site for their classroom. A classroom Web site keeps parents and students updated on assignments, in-class activities, and upcoming events. Also, teachers can use their Web sites as a place to communicate legislative information to parents and make them advocates for special education. To learn more about building your own class Web site, visit familveducation.com/signup/cec or call 800/498-3264.

Family Education Network will join CEC at the upcoming 2000 CEC Annual Convention & Expo in Vancouver, B.C. (April 5-8). You can learn more about classroom Web sites at the FEN booth and also by attending the FEN workshop, "Book Groups and the Internet," on April 8.

Regards,

Nancy D. Safer Jonathan Carson Executive Director CEO The Council for Exceptional Children FamilyEducation Network

Supplement toCEC Today

Serving special educators and students since 1922 99 * DEC * DOSES * DLD * DPHD * Din * MRDD * TAG * TAM * TED *

Division Focus,from page 8 Report,from page 1 around the world. Contact DISES President proceduralviolations, such as improp- ensure adequate individualized educa- Judy Smith-Davis at [email protected] for erly filing an IEP. tion programs (IEPs) for their students. more information. Finally, and perhaps most disap- The report goes on to state that in An online international newsletter will pointing, the report disregards the ex- spite of the violations, ED has failed to soon be available thanks to our liaisons cellent services most students with ex- impose the sanctions that are within its submitting news. In addition, the printed ceptionalities receive and the many power, such as withholding a state's version of the newsletter includes articles advances states have made toward funds or referring cases of non-com- on special education issues in other countries, announcements of international con- providing high quality services in spe- pliance to the U.S. Department of Jus- ferences, and other items of international in- cial education. tice. Instead, ED has emphasized col- terest. DISES is also creating cooperative "The report inadvertantly makes it laboration with the states through activities with CEC divisions and other or- appear that quality special education technical assistance and developing ganizations for the long term. services to students is the exception, corrective action plans or compliance rather than the rule," said Nancy D. agreements. TAG Safer, CEC's executive director. "On the Due to non-compliance and a lack The Association for the Gifted one hand, where problems are occuring of substantive federal sanctions, NCD At the TAG Symposium 2000 on April 5 in and students are denied protections and said, "Children with disabilities and Vancouver, B.C., the TAG Action Agenda on needed services, we must be sure that their families are required far too often Diversity will be released. Diversity in gifted remedies are speedy and effective. to file complaints" to obtain the appro- education has been TAG's focus during the "On the other hand, non-discrimi- priate services and supports to which last several years. TAG is leading the field in natory reporting of special education children are entitled under IDEA." ensuring that gifted students from culturally compliance issues can present a false and linguistically diverse and economically impression of the very good work that Different Views disadvantaged families as well as students is being done with children with dis- Though widespread non-compliance with disabilities and gifts can access appro- abilities in our schools. It undermines with IDEA is a cornerstone of the re- priate gifted services. The TAG agenda moves the field from conversation to action! the work we do in the eyes of the pub- port, some educators take issue with Come and join the movement at the TAG lic and families." that assertion. They say the report fo- 2000 Symposium. The cost is $25, and reg- cuses on small details and misses the Report Highlights istration forms can be obtained by contact- big picture. ing Elaine Dumasat at 501/663-7180, Although the NCD report authors ac- It doesn't take much to be in non- 501/324-2314, or 4516 I Street #1, Little knowledge that current U.S. Depart- compliance, says Kelly Evans, special Rock, AR 72205. ment of Education Secretary Richard education 504 coordinator for the Riley has been more aggressive in his Salem-Keizer School District in TED efforts to monitor special education than Salem, Ore., and CASE board of gov- The Teacher Education Division all his predecessors combined, NCD ernors representative. For instance, one TED announces two workshops at beautiful says the federal government is still fail- record may be completed incorrectly, resort locations this summer. One working to do its part to ensure compliance and a state is guilty of non-compliance. shop will take place in Bar Harbor, Maine, on with IDEA. As a result, non-compliance "But if you look at the general pic- June 13-14, 2000. The other will be in to some extent can be found in every ture, the spirit of the law, we are doing Breckenridge, Colo., on August 3-4, 2000. state. According to the report pretty well in terms of giving kids op- The workshops will model case-based Forty-five states, or 90 percent, portunities, access, and appropriate teaching while exploring two themes rele- failed to ensure that local education education," Kelly said. vant in education today. Case discussions will focus on power and influence in special agencies (LEAs) were complying with Others say the report focuses on the education as well as the issues and impact the law. past rather than on the new direction of standards for students with disabilities, Forty-four states, or 88 percent, failed special education is taking with the teachers, and teacher educators. These in- to ensure that LEAs were providing ad- reauthorization of the Individuals with teractive sessions will provide participants a equate transition services to facilitate Disabilities Education Act. stimulating opportunity to learn more about students with disabilities' access to "P.L. 94-142 (Education for All a powerful teaching strategy. work or post-secondary education. Handicapped Children Act of 1975) To register, contact Kathryn Forty states failed to ensure that stu- was about access, and federal and state Markovchick, 207/685-3171, fax: 207/685- dents received a free and appropriate monitoring systems were designed to 4455, or e-mail: mesupport_network@ public education. assure access," said Martha Brooks, manchesteru42.k12.me.us. Teams of two While 36 states did not adequately Deleware state director of special edu- or more from the same district or university are encouraged to attend and will be offered follow the law's least restrictive envi- cation and member of CEC Chapter a discounted registration. ronment requirements, 22 states did not Continues on page 15

CEC TODAY MARCH 2000 9 10 0 professional advan,cement

Don Rf convenUon National Professions Clearinghouse

The CEC Annual Convention & Expo promises a wealth of outstanding sessions and Announces New and Improved Web Site workshops on the latest research and he National Clearinghouse for Job Seekers and Employers," includ- strategies on topics such as discipline, Professions in Special Education ing job banks, employment clearing- technology, and assessment. But there's T much more to convention that you don't (NCPSE) has enhanced its Web site, houses, and resume boards. want to miss. Be sure to sign up for: www.special-ed-careers.org, to offer Career Choices Offers career expanded information resources about profiles that include descriptions of re- Pre-Convention Workshops Choose the special education profession. lated services professions, working among 19 dynamic pre-convention Connections Newsletter Focuses conditions, education requirements, workshops to develop your professional on issues relevant to teacher recruit- labor outlook, and personal profiles of knowledge on such issues as improving ment, training, or retention. The spring practicing professionals. Also links to behavior in schools, using technology in the classroom, conducting better as- 2000 theme is "Telling Our Story: The state licensing agencies and their re- sessments, implementing more effective Hard Work of Recruiting to Our quirements for obtaining a state teach- inclusion programs, and learning how to Field." The fall 1999 theme was ing license. balance your professional and personal "Mentorships: Contributing to Teacher And stay tuned for upcoming en- life. (April 5, 9:00 a.m.4:00 p.m.) Competency and Satisfaction." This hancements to the Web site, including free digital newsletter is easy to sub- The NCPSE Documents Library Teacher of the Year Luncheon Get to A collectionof all of NCPSE's in- know CEC's teachers of the year person- scribe to and is posted April 1 and No- ally and professionally as you enjoy fine vember 1 of each year. formation products in a ready-to-print cuisine and the good company of your Featured Professional High- format. colleagues at this special event. (April 8, lights an individual special educator An updated database of Institu- 11:30 a.m.1:15 p.m.) practicing in the field, including a pic- tions of Higher Education (IHE) ture and audio detailing each day's Will allow search capabilities by state, CEC Gala After you've learned the lat- work as well as job satisfaction. area of training, academic level, and est information and networked with col- Provides keywords. leagues and leaders in the field, kick back Educator Resources and relax at the CEC Gala. Bring your links to hundreds of "Resources for friends to sample cuisine from all over the world and dance the night away! (April 8, 7:00 p.m.12:00 midnight)

Leisure ToursWhile in beautiful Van- OSEP Begins the Year with New Director couver, get out and about to see British vices and later the Office of Learning Columbia's glorious sites. Take a city tour; Kenneth Warlick, former associate visit the mountains for breathtaking commissioner of the Kentucky Depart- Programs Development. During this panoramic views of the area's beautiful ment of Education began his post as time, he designed a plan to improve re- countryside; wonder at the lush gardens; director of the Office of Special Edu- lations between the state education de- and learn about British Columbia's culture, cation Programs (OSEP), U.S. Depart- partment and various child-parent ad- history, and architecture. (Various times ment of Education, on January 3, 2000. vocacy groups. He also completely re- before and after the convention.) Prior to joining OSEP, Warlick vised the special education code to clearly distinguish between best prac- Educational Site Visits You've made served as director of the Inclusive the trip, now take advantage of local Large Scale Standards and Assessment tices and legal mandates. Later, he knowledge by visiting the area's innova- Group within the University of Ken- helped implement the Kentucky Edu- tive educational programs. Learn how tucky's Interdisciplinary Human De- cation Reform Act, a major legislative local schools and programs are promot- velopment Institute in Lexington. In package intended to improve the qual- ing safe schools, managing inclusion that position, he headed work on alter- ity of Kentucky's schools. programs, providing resources forstu- nate assessments for special needs Warlick brings to OSEP his overall dents with visual or hearing impair- populations and helped develop alter- philosophy that all children can learn ments, and more. (April 6 and 7, 8:45 nate assessment principles in Massa- at high levels when given time, appro- a.m. and 12:30 p.m. departures) chusetts, New Hampshire, North priate instruction, and informed advo- Contact CEC for rates and detailed infor- Dakota, and Tennessee. cacy. mation for any of these special activities, Warlick was the associate commis- Warlick holds a Ph.D., M.A., and 888/CEC-SPED, [email protected], sioner of the Kentucky Department of B.A. in education from the University or Web: www.cec.sped.org. Education from 1991 to 1998, heading of North Carolina in Chapel Hill. 0 the Office of Special Instructional Ser-

10 CEC TODAY MARCH 2000 1 0'1 professional advancement

(EC and FamilyEducatioi Network Forge Lit Centsuied Cavaarr an Exciting NewPartnership Effincalln Wedmhops May 4-5, 2000 n our increasingly fast-paced world, templates to type in classroom events, where we often struggle to maintain showcase student achievement, and Register now for CEC's Life Centered Ca- I reer Education (LCCE) workshops. Reg- communication between home and post homework in just a few minutes. istrants can choose "LCCE for Students school, the power of the Internet is A classroom Web site is an easy, time- with Mild Disabilities" or "LCCE for Stu- making teachers' lives easier. With this saving way to keep busy parents up-to- dents with Moderate Disabilities." in mind, we are proud to announce a date on classroom activities to rein- partnership between CEC and Family- force learning at home. Where Education Network (FEN), the largest Articles, Experts, and More The Silver Legacy Resort K-12 network on the Web. This part- 407 North Virginia St. nership is a great opportunity for CEC On familyeducation.com you'll find Reno, NV 89505 and FEN to raise awareness of excep- informative, timely articles about a tionalities and provide the resources wide range of parenting and develop- Registration Fees parents and educators need to make mental concerns, including a whole $235, CEC Members sure all children reach their potential. channel devoted to hot issues in spe- $285, Non-Members cial education. You'll also find a panel Bridging the Gap between School of experts on giftedness and learning How to Register and Home disabilities, including guest expert Pre-register before April 27 by contacting CEC and FEN aim to connect parentsMary Ruth Coleman, president of CEC, 888/232-7733. Or see the Web, and educators across the country to CEC's Association of the Gifted. www.cec.sped.org. Participants can reg- each other and a variety of valuable re- ister on-site, but space is limited! sources through FEN's network of The Tools for Classroom Success Web sites. Each Web site Are you a teacher looking for new re- myschoolonline.com, familyeduca- sources? On teachervision.com you'll tion.com, teachervision.com, and find an online community of teachers Lamm ahno.fi U.S. Gilled infoplease.com focuses on a differ- who share ideas, advice, and experi- Nograms Onlqns ent aspect of helping students achieve ences. Learn what works from teacher in and out of the classroom. reviews of lesson plans, enrichment Find the latest research findings, service options, and information on current pro- "CEC is very excited to enter into a activities, and curriculum and assess- grams through the Gifted Education partnership with the FamilyEducation ment materials. Then share your own Searchable Online Database at Network," said Richard Mainzer, CEC's classroom tips with teachers who face http://ericec.org/gifted/gt-menu.htm. assistant executive director of profes- the same challenges as you. sional standards and practice. "Our al- You may search the database by state, liance is an important step in bringing All the Knowledge You Need read the project description, nominate a quality information about education to A great resource for educators, par- program, or complete the questionnaire the parents and families of children with ents, and students, infoplease.com is for nominated programs to submit your entry. For more information, contact the disabilities and gifts and talents." one of the largest collections of refer- ERIC Clearinghouse on Disabilities and ence materials on the Internet. Search A National Network of More than Gifted Education, [email protected] or almanacs, encyclopedias, and home- 800/328-0272. 9,000 Schools work help to find the information you The largest community of school, need when you need it. teacher, education, and community group Web sites on the Internet Looking into the Future Thank You9 HOcrullft myschoolonline.com provides the As technology becomes a greater part CEC thanks the Microsoft Corporation opportunity for parents and educators of everyday life, the Internet becomes for its generous donation of software to to exchange information about what is a critical education tool. As we head upgrade servers at CEC Headquarters, happening in their schools and commu- into the 21st century, we look forward including CEC's accounting and mem- nities. Educators can easily create their to the possibilities for using the Inter- bership database systems. own Web sites with Class webCreate net to enhance parent-school commu- With this enhanced technology, CEC from myschoolonline.com. With Class nication and boost student achieve- Headquarters looks forward to serving webCreate, teachers can use simple ment that this partnership offers. 0 our members better.

102 CEC TODAY MARCH 2000 11 governance update.

Delegate Assembly to Elect CEC Officers cepting attitudes are needed investments in the lives of exceptional youth." in April Governor-at-Large, 2000-2003, EC's Delegate Assembly will vote Burdick On Behalf of the Field Two Unspecited Seats Cthis April on several candidates "Iwill continue to press for full fund- for positions on CEC's Executive ing of IDEA. Improving teaching con- Richard Foti Committee one first vice president ditions is a critical need for our field. Principal, Trusty Elementary School and two governors-at-large will be An action plan will be developed to Fort Smith, Arkansas elected. Following are brief descrip- address this concern and remediate A CEC member since 1987, Richard tions of the professional and organiza- those factors that impact us all." Foti currently serves as governor for tional contributions of those candi- the Arkansas Federation on the CEC dates whose names will appear on the Kathleen S. Puckett Board of Governors and is a member official ballot along with each candi- Associate Professor of Special Education of the Ad Hoc Committee to Audit date's self described goals and objec- University of Tennessee at Chattanooga the November 1999 Board of Gover- tives for CEC and the field. A CEC member since 1973, Kathleen nors minutes. He organized the Puckett currently serves as the Ten- Arkansas CASE Subdivision and First Vice President, 2000-2004 nessee Federation governor on the served as its first president. He also CEC Board of Governors and is a planned the state conference and Janet C. Burdick member of the CEC Professional De- served in nearly every position in the Director, Special Services velopment Standing Committee. Pre- Arkansas Federation. Buhl School District, Buhl, Idaho viously, she served the Tennessee Fed- A CECmember since 1978, Janet Bur- eration as president, president elect, Foti On Behalf of CEC dick currently serves as governor-at- treasurer, and political action network "I will work tirelessly to promote CEC large on the CEC Executive Commit- coordinator. She was also faculty advi- as the premier organization represent- tee. Previously, she was president of sor for Student CEC Chapter #1040 at ing persons with exceptionalities as the Idaho Federation and a member of the University of Tennessee in Chat- well as the professionals who serve the Governance Standing Committee, tanooga, president and president elect them. CEC stands at a crossroads in to which she currently serves as the of Tennessee Chapter #98, and regis- governance at this time, weighing a executive committee liaison. tration chair of the Tennessee Joint ponderous national board (governors) Conference on Disabilities. and a delegate assembly, which repre- Burdick On Behalf of CEC sent all constituencies and segments of "It would be mypersonal goal to con- Puckett On Behalf of CEC the organization, versus a much trim- tinue the strong leadership from which "My goal as first vice president is to mer and sleeker representative body, CEC has benefited to lead our associa- expand CEC's influence and leadership which can move positions through tion into the next century. Critical in North America and internationally. very efficiently and effectively, but

areas include increasing membership During my term in office, I will work 1 which lacks grassroots representation. through relevant, responsive services to move the organization and gover- Leadership at this crucial time should

and planning for the future needs of nance of CEC towards realizing the po- I be forward-thinking, yet rooted in the our organization by focusing on the tential of operating as a knowledge- needs and desires of the people served core purpose of why CEC exists. Re- based community of special educators. by the organization. I will work to in-

structuring is only the tip of the ice- CEC should be the organization that : elude all interested parties at the table

berg in meeting the needs of our mem- teachers everywhere turn to for leader- 1 to ensure a smooth transition to an or- bers. It is critical that this occurs ship and support in meeting the needs ganization of the new millennium." through ongoing communication so of exceptional children worldwide." that all have accurate information con- Foti On Behalf of the Field cerning the proposed plan. Ongoing Puckett On Behalf of the Field "I will continue the dialog exploring strategies for recruitment/retention of "I would work through CEC to cele- the conditions of special education culturally and linguistically diverse brate the lives of individuals with dis- teaching begun during the previous professionals should be developed as abilities in schools, communities, and year. In addition, CEC will keep its well as strategies to meet the needs of families. I believe that advances in our position strong with legislators, guard culturally and linguistically diverse knowledge of human potential, coupled against harmful legislation, and en- students with exceptionalities." with support offered through assistive sure that funding will continue for technology, teaching methods, and ac- special education programs." Continues on page 13

12 CEC TODAY MARCH 2000 103 CEC Officers,from page 12 Jamie Hopkins Katherine I. Good Coordinator, Special Education as governor for the Kansas Federation Special Education Teacher, James Forest Hills School District, Cincinnati, Ohio on the CEC Board of Governors. Previ- Elementary School, and Resource Faculty, ously, she served as president of Kansas Eastern New Mexico University A CEC member since 1969, Jamie Hop- Chapter #982 and as president, presi- Porta les, New Mexico kins currently serves as governor for the dent elect, vice president, and secretary Ohio Federation on the CEC Board of for the Kansas Federation. A CEC member since 1990, Katherine Governors and is a member of the CEC Good currently serves as governor for Membership and Unit Development Kersenbrock-Ostmeyer On Behalf of CEC the New Mexico Federation on the CEC Standing Committee. Previously, she "As an officer on the Executive Com- Board of Governors. Previously, she served as chair of the CEC Human mittee, I will work to maintain CEC as served on the CEC Governance Study Rights Task Force; on the CEC Conven- a viable organization for the future Task Force; as president and secretary tion Program Advisory Committee; as an organization whose mission will for her New Mexico Chapter; as gover- president, president elect, past president, continue to put exceptional children nor, president, and secretary/treasurer of and secretary of the Ohio Federation; as first in its values and purpose. To New Mexico Student CEC; and as pres- president, president elect, and member- achieve this goal, I will strive for an ident, president elect, secretary and con- ship chair of Ohio Chapter #11; and as organization that, in addition to its stitution & bylaws chair for the New president of the Miami University Stu- mission, is also consumer-oriented Mexico Federation. dent CEC Chapter. (i.e., promoting improved working conditions for special educators), qual- Good On Behalf of CEC Hopkins On Behalf of CEC ity-driven (i.e., encouraging every "As governor-at-large my goals would "I want to see CEC become the leading member to find better ways of doing focus on the continued improvement of authority in the education of children things), and globally focused (i.e., sup- CEC as a leading educational organiza- with exceptionalities and attract and reporting international memberships as tion. Governance restructuring; deter- tain members who feel that involvement well as positioning CEC as a corner- mining the most effective use of the talin CEC is the most important thing they stone in the construction of education ent and professionalism held within can do to significantly impact the lives in a transnational world)." CEC's units, chapters, and divisions; and of children and young adults. I believe celebration of the individuality within this commitment and membership in- Kersenbrock-Ostmeyer On Behalf of our organization would all be areas of volvement is declining because we are the Field work that would directly tie into the im- not providing members with what they "As an officer on the Executive Com- provement of CEC. I would encourage feel is important. CEC is a diverse or- mittee, I will work on behalf of the field the celebration of all fields of special ed- ganization, and we need to respect this to encourage the families I serve, my ucation. Supporting, retaining, and re- diversity and give members services colleagues, and elected officials to cruiting practicing classroom teachers that keep them coming back for more. never stop affirming the 'dream' the into our membership will be a driving In addition, I feel a formal mentoring dream that all children are entitled to force as I work within CEC governance." program to recruit and train CEC lead- quality education and opportunities to ers should be developed in order to pro- meet their maximum potential." Good On Behalf of the Field vide a more diverse leadership base and "My impact on the field of education, involve more members in planning and Voting Procedures currently, is one student at a time. How- developing the services members need." These candidates will appear on the of- ever, as a governor-at-large, I would ficial ballot this April and be voted on continue to support the research and Hopkins On Behalf of the Field by the Delegate Assembly. Additional evaluation of the conditions of teaching "Greater involvement in an organiza- nominations may be made by petition, special education. Students with special tion like CEC will lead to greater which may be presented by any 25 or needs are the reason we are all in this knowledge of best practices which more CEC members. Each petition field and must be kept at the center of will, in turn, lead to greater support for must carry the minimum information everything we do. CEC does and can individuals with exceptionalities." determined essential by the Delegate continue to have a major impact on the Assembly, as requested on the Nomi- field of special education. As a mem- Katherine Kersenbrock-Ostmeyer nee Biographical Information Form. ber, or as an officer, it is my obligation Assistant Director of Special Education For more information, contact CEC to my chosen profession to push for rel- Northwest Kansas Educational Service Governance Coordinator Karen Ulans, evant professional development cur- Center, Oakley, Kansas 703/264-9487, karenucec.sped.org, riculum materials, and the wealth of A CEC member since 1984, Katherine or fax: 703/620-4334. 0 knowledge CEC can offer to the field." Kersenbrock-Ostmeyer currently serves

104 CEC TODAY MARCH 2000 13 member go member

IDEA A Quarter-Century tion's opposition and began to discuss key aspects of the bill with me, includ- Retrospective ing the fundamental concepts of the legislation defining an "appropriate BY EDWIN W. MARTIN administration's policy, was that the education," the individualized eduea- Delta Airlines flight 1716 was education of children with disabilities tion plan, and provisions involving scheduled to leave John F. was not a federal responsibility. It "mainstreaming," as it was then Kennedy Airport in New York for should be left to the states. known. We put together a common un- Denver at 6:00 p.m. I was at the gate For more than a decade, parents of derstanding of the bill's intent. waiting to board with the "Business- children with disabilities and organiza- Elite" passengers (courtesy of fre- tions serving these children had pre- Returning to 1999 quent-flier miles), and found myself sented an opposing view. They knew, After dinner was completed, President the first person admitted. As I entered from painful experience, that no state Ford rose from his seat and strolled the plane, I was surprised and a bit had even come close to educating all its forward. When he returned, I decided baffled to see four men already settling children with disabilities. Millions of to speak to him. I wanted to talk about into seats or in the aisle. Sixteen years children were inappropriately educated P.L. 94-142, the Education for All in Washington, D.C., provided memo- or excluded entirely from the schools. Handicapped Children Act of 1975. I ries that were instantly integrated and At that time I was serving as the di- asked him if he had any memories of "Secret Service" flashed into my con- rector of the federal Bureau of Educa- signing the act. He smiled and said, sciousness. As I scanned the group, I tion for the Handicapped and acting "Well, those were pretty busy times as recognized former President Gerald deputy U.S. commissioner of educa- you recall, and it was 40 years ago." I Ford seated in the window seat. tion. OMB asked the Department of thanked him and returned to my seat, He seemed frail. His color was a bit Health, Education, and Welfare and hoping that the "40 years" was a delib- gray, and, of course, he was 23 years the Office of Education (its sub-com- erate exaggeration or just a slip of the older than when I last saw him in per- ponent) to prepare a veto message for tongue. son. I moved to my seat, debating on the president. The task was delegated I also left unsaid my key recollec- whether to speak to him. to me. However, in my current and tion of the signing. There was no cele- earlier positions, I had advocated for bratory bill signing at the White House Looking Back to 1975 an expanded federal role for 10 years. as there often is. Instead, the message It was the late fall of 1975. Congress I could not, in conscience, draft a veto the White House released when the had finally completed action on the message and, thus, declined. president signed P.L. 94-142 was the joint version of S.6 and H.R. 70, a new As a government executive, I was in OMB "veto message," detailing bill that would, if signed by President a unique situation. I had been promot- doubts about the legislation but with Ford, change the future for America's ing a piece of legislation, giving the added words, "I am reluctantly children with disabilities. For more speeches around the country calling for signing it." than three years, Congress had studied, a national goal of "Education for All a a a discussed, debated, and modified these Handicapped Children," working with A few weeks after this meeting, the bills bills that promised to greatly congressional aides on philosophy and U.S. Department of Education an- expand federal funding for the educa- details of the bills and testifying before nounced that more than 6 million chil- tion of children with disabilities, pro- Congress as the executive branch's ex- dren had received special education vide children and their parents with pert on disability. For at least the last with assistance from the "Education new protections under the law and, if part of that process, the administration for All Handicapped Children Act," the states agreed to accept federal had officially opposed the bill. now called the Individuals with Dis- funds, guarantee every child with a As Congress was completing its abilities Education Act. CI disability access to the public educa- consideration of the bills, the House tion system. Select Education Subcommittee Edwin W. Martin served as the govern- Not everyone favored this legisla- wanted to discuss the pending legisla- ment's highest ranking executive re- tion. There had been opponents during tion with the administration's educa- sponsible for special education under the hearings, and a handful of conser- tion officials and asked me to partici- 1 four presidents. He was the nation's vative republicans voted against the pate. This hearing would give the ad- first Assistant Secretary for Special Ed- bills in each House. More importantly, ministration a chance to present, once ucation and Rehabilitative Services. the president's Office of Management more, its opposition to the bills. In the He is currently president elect of CEC's and Budget (OMB) opposed the legis- extraordinary session that followed, Division of Learning Disabilities. lation. Their policy, which became the the committee ignored the administra-

14 CEC TODAY MARCH 2000 105 Better Behavior, from page 5 The RIP staff helps parents adopt cusing on providing high standards for Authorizing the Department of Jus- these strategies by setting up mentor- special education. tice to investigate and litigate IDEA ing relationships whereby veteran "A growing number of states, violations. family users of RIP guide new fami- schools and districts are aggressively Developing objective criteria for lies through the process. ensuring both compliance and the pro- defining exactly what constitutes a "sub- While the program boasts statistics vision of quality services for chil- stantial non-compliance" under IDEA. that prove the program works, RIP's dren," according to Judith Heumann, Using Part B (state grant) funds to

impact is exemplifed in the lives of for- 1 assistant secretary to the Office of build the Department of Justice's and mer RIP participants Rosemary Ragan Special Education and Rehabilitative ED's enforcement, complaint-handling, and her daughter Beth Kator. Ragan, a Services in a statement issued in re- and technical assistance infrastructures. single parent of two children, brought sponse to the report. Using Part B funds to increase free or her daughter to RIP in the early 1970s. Another ommission of the NCD re- low-cost legal advocacy services to stu- Not even three years old, Kator battled port is that it fails to.take into account dents with disabilities and their parents. her mother over everything. the federal government's new moni- Forming an advocacy and technical "She wanted affection but pushed toring system, which was developed in assistance system in each state. me away if I got too close," Ragan 1998 after extensive input from advo- Funding appropriate training for par- said. "After going through the pro- cacy organizations and members of the ents, agents in the juvenile justice sys- gram, my perception of her actions disability community. In addition to , tem, and members from culturally and changed. I had to change to better af- more effective monitoring procedures, linguistically diverse groups. fect her behavior. I wasn't a bad par- ED's enforcement options were However, there are concerns that ent, and she was not a bad child." strengthened and ED has ongoing dis- these recommendations would shift Kator, who is now a wife and cussions with the Department of Jus- due process from the community and mother, told attendees about her rage tice concerning its findings. state to the federal level, add bureau- as a young child. ED has already seen positive re- cracy, and rely heavily on adversarial "I remember feeling completely out sults from its new monitoring system approaches to resolving issues. of control and full of rage rage that is as well as increased involvement of While the NCD report draws atten- like a boiling pot of water; if you leave parents, advocates, and other state tion to important civil rights issues, it alone, it will explode," Kator said. agencies in the monitoring process, ac- CEC hopes that future recommenda- Kator's mother taught her about cording to Heumann. tions not only guarantee the civil choices and their subsequent conse- "One state has revised its funding rights of children with disabilities but quences or rewards. Kator also learned formula removing incentives for re- are also consistent with IDEA's goal of that if she made good choices, she could strictive placement, and another state providing a quality education, to each manage her own behavior. Because of has revised its monitoring system to student with a disability. El those lessons, Kator said she was even- better ensure that services were re- CEC will hold a special session on the NCD tually able to learn how to manage her ceived and rights were provided at the report at its 2000 Annual Convention & Expo, emotions and stabilize her life. 0 April 5-8, in Vancouver For a copy of the report, local level," Heumann said. call 202/272-2004, e-mail [email protected], or To learn more about positive behavioral in- Adding to the argument that the see the Web, www.ncd.gov/news/r00-283.html. terventions for students and schools, see the states are, in general, doing a good job CEC Web site, www.cec.sped.org, and select the upholding the civil rights of their stu- IDEA Partnerships marker on the sidebar You Letter to the Editor can find information on social skills instruction, dents with disabilities and providing positive behavioral instructional supports, them with an appropriate education, Having been involved with your Coun- schoolwide behavioral assessments, and youth one must consider the 6 million stu- cil since undergraduate school in the with disabilities in the juvenile justice system. dents receiving special education serv- late 1970s, I'm writing my first letter ices. Of those, only a small fraction to you. After reading "Teaching A Report, frompage 9 enter into due process proceedings. Look at Teachers' Responsibilities Today" (November/December 1999), #781. "IDEA '97 is about results for Recommendations all I could think was what a shame students with disabilities." The NCD report recommends.a "more your publication dedicated 2/3 of a Additionally, the report does not,..acz'` 7' agyessive, &edible, and meaninkfid,: pageto such a caustic perspective of a ". knowledge that many states and/orlis- federal approach" to.enforcing;IDEA,-; .-derrfanding yet wonderful profession. tricts found to be non-complaint have including - -,Thomas J. Beese Jr addressed the problem, and they are not Creating ,a.federal complaini-han, Director of Pupil Services only taking a pro-active approach to en- dling procesJ s to address:stte óal t Montgomery Township Schools suring IDEA compliance but are also fo-. systemic violations. . Skillman, N.J. s tJ

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106 CEC TODAY MARCH 2000 15 CALEINMR OF C caveat

april tact: CEC, 1920 Association Drive, Re- august April 4-5, 2000 ston, VA 20191-1589, 888/232-7733, e- August 3-4, 2000 Special Education World Congress 2000. mail: [email protected], Web: TED Workshop, "Using Cases to Explore Vancouver, BC. Contact: CEC, 1920 Associ- www.cec.sped.org. Current Issues in Special Education." Vil- ation Drive, Reston, VA 20191-1589, May 5-6, 2000 lage at Breckenridge, Breckenridge. CO. Con- 888/232-7733, e-mail: CCBD Fourth Biennial Southeast Regional tact: Kathryn Markovchick, 207/685-3171, [email protected]. Conference, "Addressing the Needs of FAX 207/685-4455, or e-mail: mesupport_ [email protected]. (A re- April 5, 2000 Studehts with Emotional or Behavioral peat of the June TED workshop). TAG Symposium. Peter Wall Institute for Ad- Disorders in the New Millennium." Presi- vanced Studies, Rooms 307 & 309, Univer- dent Casino-Broadwater Resort/East, Biloxi, sity Center, 6331 Crescent Rd., University of MS. Contact: John Sachs, CCBD Southeast odober Regional Coordinator, The University of British Columbia. Contact: Marion Porath, October 11-13, 2000 -South Alabama, Department of Special Edu- Faculty of Education, University of British Co- CEC/DDEL Symposium on Culturally and cation, UCOM 3808, Mobile, AL 36688- lumbia, 2125 Main Hall, Vancouver, BC V6T Linguistically Diverse Exceptional Learn- 0002. Conference sponsored by the Al- 1Z4 Canada, 604/822-6045, FAX 604/822- ers. Albuquerque, NM. Contact: CEC, 1920 abama and Mississippi CCBD Subdivisions. 8227, e-mail: [email protected]. Association Drive, Reston, VA 201 91- May 19, 2000 1589, 888/232-7733, e-mail: The New Jersey CEC Federation Annual [email protected]. Spring Conference "Challenges of the New October, 12-14, 2000 Millennium." Sheraton Woodbridge Place MRDD's 7th International Conference, Hotel, Iselin, NJ. Contact: Pat Brandon, St. "Many Roads: Different Directions." Hol- Joseph's School for the Blind, 253 Baldwin iday Inn-Inner Harbor, Baltimore, MD. Con- Avenue, Jersey City, NJ 07306, 201/653- tact: Val Sharpe, 410/480-9667, e-mail: 0578, Web: http://www.cec.sped.org/ [email protected]; or Tom Wood, 5337 NewJersey. Country Oaks Drive, El Paso, TX 79932, April 5-8, 2000 915/747-5572 (0), 915/581-4261 (H), FAX CEC Annual Convention & Expo. Vancou- june 915/747-5755, e-mail: [email protected]. ver, BC. Contact: CEC, 1920 Association June 13-14, 2000 Keynote speakers: Temple Grandin, Ann Drive, Reston, VA 20191-1589, 888/232- TED Workshop, "Using Cases to Explore and Rudd Turnbull. 7733, e-mail: [email protected]. Current Issues in Special Education." At- October-25-28, 2000 lantic Oakes-by-the-Sea, Bal Harbor, ME. .; California CEC Federation 50th Annual may Contact: Kathryn Markovchick, 207/685- Meeting and Special Education Show- May 4-5, 2000 3171, FAX 207/685-4455, or e-mail: case, "Taking Reform into the New Mil- CEC Life Centered Career Education [email protected]. lennium." Doubletree Hotel, 2001 Point (LCCE) Workshops, "LCCE for Students me.us. Workshop will also be held August West Way, Sacramento, CA 95815. Con- with Mild Disabilities" or "LCCE for 3-4, 2000, in Breckenridge, CO. tact: Marion England, 1010 S Street, Students with Moderate Disabilities." Sacramento, CA 95814, 916/443-1838. The Silver Legacy Resort, Reno, NV. Con-

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

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)07476 lidahrt6Olideur.aulffildultellhbadr 107 Volt. 6 No. 7 APRIL/Mor 2000 WWW.CEC.SPED.ORG

KollticuElhiral SymposOum CEC's 2000 Convention it Expo Shapes a

Visit sunny Albuquerque, New Future for Special and Gifted Education N.M., and attend the CEC/DDEL Symposium on Culturally and Linguistically Diverse Learners.

Pre-Symposium Institutes October 11,2000 Promising Practices in Reducing Disproportionate orRepresentation An Assessment and Inter- vention Model for Language Minority Learners

Symposium October 12-13, 2000 Diversity in the New Millennium EC's 2000 Convention & Expo, held in There Are No Excuses!! CVancouver, B.C., on April 5-8, set the Post-Symposium Institute stage for exciting new developments for spe- Imagine a man physically de- October 14, 2000 cial educators and students with disabilities stroyed. His knees are shat- Building Trust and gifts and talents. Session leaders, invited tered, his foot amputated, and (Franklin Covey Workshop) speakers, and exhibitors led attendees into the his strength reduced to that of For more information, con- future as they demonstrated groundbreaking a child. The doctors say he tact CEC, 888/232-7733 or technologies and strategies for students; gave will probably never walk [email protected]. practical but innovative advice on how to again. Imagine the despair this man encoun- achieve goals and objectives, and explored ters as he tries to absorb the fact that his once trends and advancements that will impact robust body, the body that scaled mountains, every student and teacher. Amidst the lively can no longer support him. That he is help- exchange of information, attendees took the less, no longer in control. That he must de- time to recognize their colleagues who have pend on others to attend to his basic needs. excelled in their field, celebrate our work, and This man, Tom Whittaker, CEC's Discipline/Violence 5 forge new professional and personal friend- keynote speaker, recently climbed Mt:

Assessment 5 ships. In all, CEC's 2000 Convention & Expo Everest and broke all records as he is the was a most fitting tribute to the new milIen- first person with a disability to do so. ADHD Treatments 7 nium and its promise of a future that accepts, Through his accident, Whittaker learned

Reading 9 includes, and recognizes children with excep- that society can steal the dreams of people tionalities and their talents and contributions. with disabilities. It defines what people with The Law and You 15 Following are highlights from soine of the disabilities are capable of, provides ready- most popular convention sessions and events. Continues on page 5 108 State Farm Good Neighbor Award Gale Chance Chance also knows what it is like to raise a child with a disability. Along with Turning Soda Cans into School Pride her husband of 10 years, Chance raised an adopted daughter who is deaf/mute, School-wide participation in can legally blind, and has Cerebral Palsy. collection as well as Earth Day poster With her deep understanding of stu- contests is sustained through a number dents with disabilities, their parents' sit- of incentive programs. Classes that uations, and her commitment to their bring in the most cans in a week may success, Chance is generating pride and win a pizza party or a social with energy in her students, as well as in their cookies and punch. Chance and her families and the community. students also offer prizes that cost nothing. With a music pass, a class can Advice for Teachers listen to music all day. If a class is With a class of 16 students, all at dif- granted a baseball cap or sunglasses ferent levels, Chance needs a way to pass, students wear their favorite hats keep order in her classroom. To do ow can a soda can, a hat, and an or sunglasses inside the classroom. this, she engages her students first Hinnovative teacher transform an The program not only boosts the thing in the morning with individual- inner-city school into a field of gar- self-esteem of Chance's special educa- ized activities she has planned for the dens? Ask the students at Cussetta tion students, it also increases parental week. Road Elementary School in Colum- involvement and connects her students "You've got to be ahead of the bus, Ga., and they'll tell you that it is to the community. Parents and grand- kids," Chance said. all part of Special Education Teacher parents help collect cans and tend the At the beginning of the school Gale Chance's campus-wide beautifi- gardens, and recycling center employ- year, Chance teaches her students to cation program. ees encourage her students to calculate pick up their folder each morning and their earnings. begin working independently on as- A Recycling Program that signments based on a previous day's Cultivates Gardens Challenges Overcome lesson. Because her students are not Chance's 3-year-old Community Pride Some may find it hard to believe that waiting for instructions, Chance can Program has turned her special educa- Chance, a 24-year teaching veteran assist each student on newer, more tion students into campus leaders and with a 6-year degree, dropped out of challenging assignments. brought her school and community to- high school in the 10th grade. gether. The students pick up trash around "I never cared for school or fit in," The Award the school grounds and supervise the Chance said. The State Farm Good Neighbor Award collection of aluminum cans throughout After passing her GED, Chance for special education was developed in the school. Chance's students count, struggled to balance life in her early cooperation with The Council for Ex- chart, and collect the cans for each class; 20s as a single parent, textile worker, ceptional Children. Each recipient re- and then they load them onto her truck to and community college student. ceived a $5,000 check payable to the take to the recycling center. From her early experiences, Chance educational institution of the recipi- The money the students raise can relate to her students, as well as ent's choice, recognition in national through can recycling is used to beau- their parents. Because many of her stu- publications, and a commemorative tify the campus, and several classes dents come from single-parent homes plaque at a special ceremony at his or have adopted areas of the school and Chance knows first-hand how hard her school. grounds to landscape and maintain. that can be, she developed a unique way Chance donated the money to her Cussetta Road Elementary School stu- to keep in touch with her students' par- school to purchase picnic tables and dents have planted a butterfly garden, ents message books. To start each Georgia native plants and trees for a designed an azalea garden, and createdy day, students write a motivational sen- special "reading garden" her students a path of various shapes with railroad' tence. Chance adds comments to their are designing. She hopes to purchase ties that they decorated with flowers. In books reflecting on how the day went. enough picnic tables to accommodate the future, Chance hopes to landscape a Students earn points if their parents sign an entire class. walking trail of native Georgia trees to off on them, and some parents write CEC congatulates Gale Chance on help her school's students become more messages to her. her innovative contributions to the edu- familiar with theit region's plant life. "It's a great way to keep communication of exceptional children and cation open," Chance said. youth. 0

2 CEC TODAY APRIL/MAY 2000 109 member benefits

Attention Unit Officers! Take Specria0 Offer to. Advantage of CEC Resources Graduating Students CEC membership helped you in school. Help CEC Headquarters Get Your Now let CEC help you with your career. To ease the transition, CEC has a special Unit the Information It Needs tive Summit will be held July 15-17, with visits to Capitol Hill on July 18. offer for graduating students. Become a professional member and save $20.00 Connect with CEC by E-mail The Leadership Institute will enhance the effectiveness of unit leaders, on your professional dues! CEC Headquarters will improve com- provide information about CEC's pro- By maintaining your membership, you will munications with units by distributing grams and activities, and develop col- continue to have access to the schools important information, including the laboration between and among CEC and administrators who are looking to newsletter Membership Matters, by e- and its units. CEC mailed information employ people just like you. You will also mail. To help CEC help you, please to current division and federation presi- continue to receive CEC Today, TEACHING designate one officer as the "primary" dents, presidents elect, and vice presi- Exceptional Children, and Exceptional Children information that will enhance e-mail contact for your unit on the dents in May. For more information, call your career. Plus, you can take advantage 2000-2001 officer identification form. CEC toll free at 888/CEC-SPED or see of opportunities to grow professionally In addition, pldase provide the the CEC Web site: www.cec.sped.org. through conferences and conventions. name, CEC member identification The CAN Workshop/Legislative number, and e-mail address of each of- Summit will provide political action in- To take advantage of this special offer, ficer and committee chair. This infor- formation and training on the programs you must have been an active student mation will help CEC headquarters and initiatives that affect special educa- member within the last academic year, disseminate information that is perti- tion. CAN workshop information will and your membership must not have lapsed more than 90 days. This offer nent to each officer's position. be sent to current CAN coordinators, cannot be used with any other offer. but the workshop is open to all CEC Submit Officer Identification Forms and members. For more information, con- Look for this special offer on the back of Annual Reports tact Careen Platten at 703/264-9498, e- your student dues renewal notice or call The 2000-2001 officer identification mail [email protected], or visit the CEC toll free at 888/232-7733. We look and 1999-2000 annual report forms CEC Web site: www.cec.sped.org.0 forward to welcoming you as a new CEC professional member! were sent to all unit presidents in May. Officers can also access the forms on the CEC Web site, www.cec.sped.org, in the Unit Information section. Offi- cers' lists are due to CEC Headquarters CEC's 2000 Convention & Expo Shapes a New by July 1, 2000, and annual reports are Future for Special and Gifted Education 1 due by September 1, 2000. Send forms to [email protected], Fax: Turning Soda Cans into School Pride 703/758-1896, or mail to Unit Develop- April/May 2000 Vol. 6 No. 7 Gale Chance, CEC's State Farm Winner 2 ment, CEC, 1920 Association Dr., Re- Member Benefits 3 ston, VA 20191-1589. If you have any CEC Todayis published 10times a year, Jan/Feb, March, April/May, June, July, Aug., Sept., Oct., Nov. Advocacy in Action 4 questions, call 888/232-7733 or e-mail and Dec., by The Council for Exceptional (hildren, [email protected]. 1920 Association Drive, Reston, VA 20191-1589. Student CEC Spotlight 6 Telephone 888/232-7733, TTY 703/264-9446, Learn Effective Leadership Skills [email protected], Web: www.cec.sped.org. Diversity 7 this Summer (E( Todayis not copyrighted. Membersare encouraged Division FocusI Division and federation officers will to copy and disseminate information in this publication. Professional Advancement 10 meet in Washington, D.C., for the an- CEC President: William K. Bogdan nual Leadership Institute and Children Executive Director: Nancy D. Safer Member to Member 12 Editor: Lynda Van Kuren and Youth Action Network (CAN) Speaking Out 114 Contributing Editors: Jacki Bootel, Public Policy; June Workshop/Legislative Summit in July. Heart, Soul, and the Council for Exceptional Burnette, Information Services; Margie Crutchfield, Children Division officers will meet July 14-15, Professional Standards; Kayte Fearn, Diversity; Anmarie and federation officers will meet July Kailas, Conventions; Hannah Kerby and Sharon Calendar of Events 116 15-16. The CAN Workshop/Legisla- Riechmann, Communications; Jay McIntire, IDEA Partnerships; Kathleen McLane, Publications; Susan Simmons, Membership

110 CEC TODAY APRIL/MAY 2000 3 What You Can Do sault or threaten to assault an- Advocacy in Action other individual. The amendment Contact your senators' offices and tell would destroy the Individuals with them to oppose cessation of educa- CEC Opposes Amendments Disabilities Education Act's (IDEA's) tional services and support amend- Allowing Schools to Expel provisions on disciplining children ments that ensure all children receive Students with Disabilities with disabilities. Ashcroft is planning appropriate educational services. You to offer the amendment to either the can reach them by calling the Capitol CEC is fighting to ensure children Senate's ESEA reauthorization bill switchboard, 202/224-3121, or access- with disabilities who exhibit danger- (S.2) or the Senate's FY 2001 appro- ing the Web, www.senate.gov or ous behavior continue to receive edu- priations bill. www.visi.com/juan/congress. Or, con- cational services. While CEC believes CEC strongly opposes Ashcroft's tact Ashcroft's office directly at that school should be safe for all chil- amendments for the following reasons: 202/224-6154 or fax: 202/228-0998. dren and youth, it does not condone It requires all schools to develop ending educational services for chil- policies to end educational services for Senate and House Funds for IDEA dren who exhibit dangerous behavior. students with disabilities. Too Low, Says CEC Rather, CEC believes these children It fails to distinguish between threats CEC is lobbying both the House and should continue to receive appropriate and actual acts of violence in terms of Senate to increase appropriations for educational and mental health services cessation of services. IDEA programs. In early May, the so they can grow into productive citi- It fails to account for a student's dis- House and the Senate Labor, HHS, and zens. However, to ensure the safety of abling conditions and its impact on his Education Subcommittees wrote their all, these children may need to be edu- or her behavior. fiscal year 2001 appropriations bills. cated in an alternative setting. In addition, CEC is against three The total amount appropriated for The latest battle in this controver- new provisions included in Ashcroft's IDEA programs under the House bill is sial issue concerns an amendment by amendment. The provisions $6.55 billion, an increase of $510 mil- Sen. John Ashcroft, R-Mo., that re- Eliminate special educators' and lion over last year; and the Senate has quires that schools develop policies parents' roles in determining what are appropriated $7.35 billion, an increase that allow schools to expel and stop appropriate alternative placements for of $1.31 billion over FY 2000 levels. all services for young children and such children. CEC contends that these funds are youth with disabilities. The amend- Eliminate time limits for alternative woefully inadequate given the rising ment, the "School Safety Act of 2000" placements. number of student enrollments and re- (S. 2517), applies to students with dis- Eliminate impartial expedited hear- forms required under IDEA '97 and is abilities who bring or threaten to ings when parents request one in disci- asking for a substantial increase in fed- bring a weapon or illegal drugs to pline situations. eral funding. school or a school function or who as- CEC Pushes for Increased Funding for Gifted Programs Producers from 60 BRUHN Read WI CEC's CrMcosm CEC is also working for more funding Evg Doaccuratte SpedaH Educefion Coverage for the Javits Gifted and Talented Act. Gifted and talented education pro- CEC received the following response to its In Lance Landers case, we pointed out grams have been severely underfunded letter criticizing the March 5 60 Minutes seg- that he had never seriously hurt anyone. ment, "Lance Landers," for its inaccurate with virtually no increases, and if they portrayal of special education. For the origi- Special education has enriched the lives of are to continue and be expanded nal letter, see the Web, www.cec.sped.org. millions of children, and we certainly sup- upon there must be an increase in port it.I thought you'd like to know that funding. To regain the momentum that the viewer response to the story has fo- has been lost over the past several cused on the need to help students like April 4, 2000 years, an appropriation of $60 million Lance. We have also received several calls is needed in FY 2001. That breaks out Dear Ms. Safer: from parents of children with emotional disabilities asking for help, and I have re- to $10 million for Research and Devel- I appreciate all of the time you spent with ferred them to your organization. Thank opment and $50 million for the pro- me on the telephone regarding the Lance you again for all your time and assistance. posed State Block Grant under ESEA. Landers story. I wanted to respond to your For more information, see the CEC letter and explain that our story focused Sincerely, Web site, www.cec.sped.org, or call on one particular student in one particular Jennifer Breheny CEC's Public Policy Unit, 888/CEC- school, not all special education students. Associate Producer, 60 Minutes SPED. El

4 CEC TODAY APRIL/MAY 2000 l I Convention,from page 1

made programs instead of letting these Make behavioral instruction proac- Reilly also said that educators should individuals choose their own path; holds tive. Educators should give direct in- pay attention to any feelings of unease low expectations for their achievement, struction in appropriate social behavior, they may experience with a student. In (giving praise for mediocre perform- model appropriate the behavior, give stu- such instances, the educator should refer ance instead of expecting the best); and dents opportunities to practice the be- the student for evaluation and seek help limits their experiences under the guise havior and become fluent at it, and give from other professionals. of protection or safety, Whittaker said. positive feedback. 1 Rather than allowing society to dic- Provide a continuum of instructional Assessment tate his dreams and goals, Whittaker behavior support. The intensity of inter- Since the passage of IDEA '97, states set out to accomplish his dreams. He vention must increase as the intensity of have been struggling to enact the man- first envisioned his future, then deter- problem behavior increases. Schools date that they must include and report mined what he needed to get there. can't throw simple solutions against the scores of students with disabilities And, he decided, there were no ex- complex problems, such as using parent in state- and district-wide assessments. cuses for him not achieving his goals. volunteers to manage students who are While only 23 states know how many He couldn't blame society or anyone chronic behavior challenges. Schools students with special needs are included else. If he was to achieve his dream, it should use individuals who know the in broad-based assessments, others was up to him to make it happen. strategies to address those problems. have the information but lag behind in Armed with his dream and sheer Use data-systems to guide decision- analyzing it, according to Sandy determination, on his fourth attempt making. These systems should inform Thompson from the National Center on Whittaker summitted Mt. Everest. staff as to what is currently in place, as Educational Outcomes. However, with "Dreams are what can totally trans- well as what is and is not working. The the data available, we know that the form a life," said Whittaker. "Dreams data should be applied to the school's number of students included in assess- are the essence of a free society, the goals for its students. ments vary greatly, ranging from one privilege to dream and the freedom to state that includes all students with dis- make that dream come true. This is The Surprise Killers abilities to a state that includes only true for all people." CEC attendees also learned about stu- 15% of such students in assessments. dents who have a hidden potential for States also report differences in Session Summaries violence and suicide. Thomas Reilly, how the scores for students with dis- professor at Chicago State University, abilities are used. Most use the scores DisciplineNiolence stressed the need for educators to be for state-wide policy decisions and to Preventing violence and discipline prob- aware of "quiet," anti-social students target low-performing schools for ad- lems in our schools calls for comprehen- who suddenly erupt, killing them- ditional funding. They are also used to sive, school-wide programs, specialized selves and/or others. guide decisions about curriculum or interventions for students who need ad- These unidentified students have instruction, general school reforms, ditional help, and educators who make often experienced a high degree of re- and individual student issues, such as an effort to connect with each of their jection, said Reilly. They become such graduation or promotion. students, said presenters at the CEC con- non-entities, their teachers and peers, vention. Specific guidelines follow. and even family members, do not know Sticky Issues them. To fend off their alienation, they One assessment quandary special edu- Instituting School-wide Behavioral may join a deviant peer group such as cators are trying to navigate is high Supports, by George Sugai, University of the "trench coat mafia" referred to in stakes testing. Currently, 19 states use Oregon the Columbine High School deaths. exit exams, which students must pass to Develop a team-based approach to To help such students, Reilly recom- graduate, and many more are planning using and evaluating best practices. The mended that educators make it a point to to institute such exams. While some teams should include an administrator, support the rejected student and establish special educators fear students with dis- grade level or department representation, credibility with him or her. Strategies to abilities will fail exit exams and be un- individuals with expertise on behavioral do so include greeting each student re- able to graduate, others warn that high strategies and issues such as psycholo- spectfully; treating each student with re- stakes testing can be used as an excuse gists and other support staff, and a par- spect and dignity even when there is a to exclude students with special needs ent. The administrator must actively sup- classroom disturbance; and providing from state-wide assessments. In addi- port the staff by providing budget, addi- relevant instructional material that is age tion, such tests may exacerbate the tional staff, and resources. appropriate, well-paced, and at an appro- drop-out rate of students with disabili- Adapt and sustain research-validated priate academic level. ties, according to Lou Danielson, Di- practices Continues on page 7

CEC TODAY APRIL/MAY 2000 5 student eec spotlight

SCE Beds Oticons SCEC Convention Wrap-Up A Time

Incoming Officers of the Student CEC Executive Committee (July 1, 2000 of Fun and Learning for All June 30, 2001) are: showed up, many of whom partici- President pated in the "alligator dance." The Jennifer Weaver, Towson University, dance floor was breaking it down to Maryland the tunes of "Taking Care of Busi- President-Elect ness." We were glad to see that many Gregory Pennerman, Bethune Cookman of the the dancers were not just stu- College, Florida dents, but professionals as well. Just proves that "old" CEC members can Vice President of Committees still boogie! Kimberly Mayfield, University of San The "Student Spot" is the Student Francisco, California CEC booth that is annually held at the BY KRISTEN WALLITSCH Vice President of Programs convention center. The booth pro- Chad Clayton, Western Kentucky Univer- One more year of successful stu- vided information about student con- sity, Bowling Green, Kentucky dent activities at the international vention events. The booth also had a convention has come and gone. This message notebook for students to ' Vice President of Communications Cynthia Remedios, University of Win- year's student events turned out to be communicate with each other nipeg, Winnipeg exceptionally exciting. throughout the convention. Thank you To start out the week, the Student to the extraordinary volunteers who Canadian Student Liaison CEC Board of Governors met on manned the booth. Mike Mann, University of Winnipeg, Wednesday and Thursday. These two Saturday night was the gala. Al- Winnipeg days were packed with business items though this event is not sponsored by for discussion that turned out to be a Student CEC, it is a wonderful oppor- SCE Mud Recip'ients lot of fun! Elections were held for the tunity for all student CEC members to 2000-2001 Executive Committee get together, celebrate surviving the members, and with the new enthusias- convention, and begin to prepare for Scholarship Winners tic people who were elected it looks CEC's next convention, Kansas City! Student CEC Ethnic Diversity Scholarship like an exciting year is coming. We hope to see you at all of next Sonia Martinez, University ofOregon, Thanks to our Canadian friends, years' Student CEC convention Eugene, Oregon Mario Beaudet, Cynthia Remedios, events. Remember, all are welcome, Student CEC/Black Caucus Scholarship and Mike Mann from Winnipeg, Man- not just students! Tara D. Layne, University of Illinois at Ur- itoba, the Canadian student event bana-Champaign turned out to be a great success!! On Thanks to those who participated in Thursday night, Student CEC mem- the student CEC events and to those Susan Phillips Gorin Award bers came together and brought a T- who helped plan them. Student CEC Maureen Norris, professor, Bellarmine shirt with them from their hometown. extends a special thanks to Leyton College, Louisville, Kentucky The T-shirts were put into a pile, Schnellert and Faye Karvat from the names were drawn and everyone went Local Arrangements Committee and Outstanding Student CEC Member of home with a new shirt. To top off the Laura Wilbur, Vice President of Pro- the Year Award evening, we were sent on a scavenger grams, who made all these activities Suzanne Aeschliman (Graduate), Univer- hunt all over Vancouver. possible. The Student CEC Executive sity of Central Florida, Cocoa, Florida On Friday, the Committee Interest Committee hopes to see you next year because we areall "Goin' to Kansas Patricia McCrea (Undergraduate), Grand Meeting enabled students to join com- Valley State University, Allendale, Michigan mittees and take an active role in Stu- City,"and we hope you are too!! El dent CEC. We are excited by the large Student CEC Graduation Award number of student CEC members who Kristen Wallitsch attends Bellarmine signed up for committees! College in Louisville, Ky., where she is ; Suzanne Aeschliman (Graduate), Univer- sity of Central Florida, Cocoa, Florida That evening, Student CEC hosted a member of CEC Chapter #605. She "Mambo into the Millennium," a is also vice-president of communica- Jody Weiland (Undergraduate), Univer- dance for which the proceeds help tions for Student CEC. ; sity of Wisconsin, Oshkosh, Wisconsin fund the Black Caucus and Ethnic Di- versity scholarships. A huge crowd

6 CEC TODAY APRIL/MAY 2000 113 divern

Diversity Issues Tadded at Convention [IfallHficulkgrall abase

t the recent CEC Annual Conven- Summit attendees also made signif- The Early Childhood Research Institute Ation in Vancouver, attendees partic- icant progress on CEC's Diversity on Culturally and Linguistically Appropri- ate Services (CLAS) needs your help to ipated in many excellent diversity activ- Plan. Members suggested activities to continue its work increasing awareness ities. In addition to the sessions address- implement CEC's diversity goals. For of cultural and linguistic diversity in early ing the needs of students from diverse more information or to participate in : childhood special education. backgrounds, CEC held its seventh an- this effort, contact Kayte Fearn at nual Multicultural Summit. 703/264-9450 or [email protected]. CLAS Field Validatots Wanted! This year's summit held a special In addition, summit attendees also CLAS Field Validators will receive an treat, as Lesra Martin made a guest ap- focused on the needs of Canadian First honorarium for completing the following pearance. Martin "RAISED" Hurricane Nations people and the Inuits. activities: Carter from his prison grave and went And, attendees developed working from illiteracy to giftedness when a agendas for the coming year at several Respond to a short questionnaire re- group of Canadians taught him to read. division Multicultural Concerns Com- garding materials addressing topics in early childhood, special education, and Martin completed law school and has mittee meetings as well as at meetings diversity. just resigned from his position as a pros- of the Division for Diverse Excep- ecutor to go on the speakers' circuit. If tional Learners, the Ethnic and Multi- Validate a list of questions and prac- you missed Martin's presentation at the cultural Concerns Committee, and cau- tices on specific topic areas, such as convention, make sure you attend CEC's cus meetings (Black, Asian Pacific, transition, child guidance and discipline, Multicultural Symposium in Albu- Hispanic, American Indian, Gay/Les- assessment, and visual impairments. querque, N.M., October 11-14, where he bian/Bisexual/Transsexual, Educators If you would like to be a CLAS Field Valida- will be the keynote speaker. with Disabilities). El tor, contact Rob Corso, 800/583-4135 or [email protected].

Convention,from page 5 students may not receive accommoda- Materials Wanted! tions in the workplace, and those who Doyou have materials that can be used rector of Research to Practice at the don't need them shouldn't grow depend- with children from birth to five years of U.S. Department of Education. ent on them, said Danielson. age from culturally and linguistically di- Special educators are also worried verse backgrounds? Effective Treatments for ADHD that their students will be unable to meet Do you have materials that can be used state standards. However, Danielson said In general, a combined therapy using with families from culturally and linguis- that if teachers and parents expect stu- medication and behavior therapy or med- tically diverse backgrounds? dents with disabilities to live and work in ication alone outperforms behavioral their communities, we must be sure they therapy in treating ADHD, but one must Do you have materials that can be used to prepare personnel who will work with have the skills and knowledge to do so. look at the child's characteristics to deter- these children and families? The key is to ensure our students get the mine the best type of therapy for ADHD, resources they need to master the re- said Peter Jensen, director of the Center Do you have materials for young chil- quired subject matter, he added. for the Advancement of Children's Men- Q dren, families, and personnel that are ef- Another problem is that states and tal Health, in an invited session at the fective across cultural and linguistic legislatures are looking to high stakes CEC convention. Jensen reported the re- backgrounds? testing as a means to enact negative con- sults of a national study comparing vari- If you answered "yes" to any of these sequences for teachers and schools. ous treatments for ADHD. questions, submit your materials to "Punishment is not an effective way Further study results are: CLAS! to change behavior," said Danielson. "It For children with anxiety and ADHD, Send materials to Bernadette Knoblauch, takes a teacher's job, which is already a a combined therapy worked best. CLAS Institute, CEC, 1920 Association challenge, and makes it less desirable." For children with aggressive/opposi- Dr., Reston, VA 20191-1589. For more Over-use of accommodations is also tional behavior and ADHD, a combined information, call 888/CEC-SPED or see a concern. Special educators may over- therapy or medication worked better than the CLAS Web site, http://clas.uiuc.edu. accommodate on state-wide assess- behavior therapy alone. ments, thinking the accommodations For children with ADHD or conduct "can't hurt." However, providing ac- disorder, behavior therapy only ; CLAS is a collaborative project funded by , commodations that aren't needed are an- showed no gains. the Office of Special Education Programs ; tithetical to independence. Furthermore, at the U.S. Department of Education. Continues on page 9

114" CEC TODAYAPRIL/MAY 2000 7 * CASE * CCBD * CEC-DR * CEC-PD * CEDS DCCD * DCDT * DDEL *

DCDT will sponsor an international confer- Division Focus ence in Denver, Colo., in October 2001. The Colorado Department of Education is assisting DCDT with conference planning and logistics. CASE More information about these conferences The Council of Administrators of will be highlighted in the DCDT newsletter, or Special Education see the DCDT Web site, www.cec.sped.org. The CEC convention was an outstanding success for CASE attendees! Highlights included DOSES the CASE reception hosted by The Psycholog- The Division of International ical Corporation, the CASE member breakfast Special Education and Services co-sponsored by American Guidance Ser- Two distinguished DISES members received vices, and HOSTS (Helping One Student to major awards at the CEC convention. Succeed). There were also two special speak- Vladimir Ivanovich Lubovsky of the Russian ers at the CASE annual meeting: Tracey O'Dell Academy of Education in Moscow received from the Ontario Ministry of Education and DISES' first Lifetime Achievement Award. Ken War lick, director of the U.S. Office of Spe- member-at-large (U.S.). DISES Executive Committee member cial Education Programs. CEC-PD presented Bill Heller with the Ro- Shirley McBride was honored with CEC's Election results are in: On July 1, 2000, maine Mackie Award for his exemplary serv- Outstanding Public Service Award. This Brenda Heiman will assume the post of presi- ice to special education. award is presented annually to an individual dent elect; Beth Lowman, treasurer; Thomas CEC-PD is proud to report its member- whose governmental or political activities Jeschke, governor; and Emily Collins, repre- ship growth is the largest division percent- have enhanced the education of students sentative of CASE units. In addition, Joe 1 age increase from March 1999 to March with exceptionalities. McBride is the Direc- Ovick will chair the Policy and Legislation 2000.1f you have been a member of CEC for tor of Special Programs at the British Co- Committee, and Jim Chapple will chair the over 20 years or are retired, you should have lumbia Ministry of Education. Professional Development Committee. received a postcard or letter inviting you to At its annual meeting, CASE honored join. Send in your membership today! DVI Luann Purcell with the Harrie Selznick Distin- I The Division on Visual guished Service Award and recognized Dave CEDS Impairments Damgaard of Wisconsin with the CASE Out- The Council for Educational standing Administrator Award. Diagnostic Services At the CEC convention, DVI hosted the Helen Keller Art Show. This art exhibit will tour na- CEC-DR Don't miss the CEDS annual conference, Cul- tionally, and the individual art pieces are tural Diversity and Assessment, Nov. 2-4, The Division for Research available for purchase. Contact Madelyn 2000, at the Hanalei Hotel in San Diego, Calif. Jones, 205/838-6341 or mcjones@ehs- CEC-DR presented the 2000 Distinguished Alba Ortiz will deliver the keynote address, inc.com, for further information about be- Early Career Award to Ron Nelson at CEC's "Assessment of Linguistically and Culturally coming a host site or to make a purchase. convention. Nelson, a professor of emo- Diverse Learners: From Traditional to Best DVI members led workshop and poster tional and behavioral disorders at Arizona Practices." For hotel reservations, call sessions on a variety of vision-related top- State University, will be invited to deliver an 800/882-0858. For registration and informa- ics, including writing health care plans for address at the 2001 CEC convention. The tion, contact Sandra Miller, 616/895-3344, young children with special needs, effects award of $1,000, co-sponsored by the Don- Fax: 616/895-2330, e-mail: millers@ of the Braille code on phonological decod- ald D. Hammill Foundation, recognizes an gvsu.edu, or visit the CEDS Web site at ing, orientation and mobility needs of the individual who has made outstanding scien- www.cec.sped.org. blind multi-disabled child, education and tific contributions, in basic and/or applied needs of teachers working with deaf-blind research, within the first 10 years following DCDT children, and the role of pictures in support- completion of the doctoral degree. The Division on Career ing literacy activities. CEC-DR is updating e-mail records. If you Development and Transition The DVI Web page is currently under did not receive the DR Update e-mail about construction. Contact DVI Secretary L. voting and CEC convention proposals dated At the 2000 CEC Convention, DCDT spon- Penny Rosenblum, [email protected], 4/21/00, send a brief e-mail message stating sored two showcase sessions. The first ses- to suggest interesting links and topics. "update DR" to membership chair Manuel sion, "International Perspectives on Transi- Barrera, [email protected]. tion from School to Careers: What Can the U.S. Learn?" featured speakers from the MRDD

1 CEC-PD 1 United States, Canada, South Africa, and Tai- The Division on Mental The CEC Pioneers Division wan. The second showcase session, "Transi- Retardation and Developmental tion Curriculum, Benchmarks, Standards, and Disabilities CEC-PD announces its 2000-2001 officers: the Individualized Education Program: Can There is still time to register and submit your Linda Marsal will begin service as vice pres- We Do it All?" focused on the complexities of call for papers for MRDD's biennial confer- ident on July 1, Ann Bleakly will continue as merging high-stakes testing and state stan- secretary, and Bill Vickers was elected ence, Oct. 12-14, 2000, in Baltimore, Md. 1 dards with formal transition planning.

1 8 CEC TODAY APRIL/MAY 2000 1. r * DEC * DISES * DLD DPHD * DVI * MRDD * TAG * TAM * TED *

Keynote speakers include Temple Grandin and Ann and Rud Turnbull. For more informa- jority of young children learn to read, but Basic Skins *ger Eerily tion, contact Tom Wood, [email protected], or we do not know how to prevent reading Reading Success Val Sharpe, [email protected]. difficulties in all children, according to Joe Torgesen, professor at Florida State Mastering the Alphabetic Writing TAG University. Another major problem is System The Association for the Gifted that we still do not know how to help Print Awareness Awareness that It's time to take action! The TAG Board re- non-readers master this essential skill print exists, and there is a reason for print. leased its action agenda, Diversity and De- once they have progressed beyond the Alphabetic Understanding Under- veloping Gifts and Talents: A National Action third grade. This is problematic, for it is Plan. The plan outlines strategies to move standing that the letter system has a, at the fourth grade that reading moves to purpose and that letters correspond to gifted education forward through the com- expository writing, which gives students bined efforts of individuals, organizations, specific sounds. Children must become the information they need to master con- policymakers, communities, and families. automatic and fluent with the alphabet. tent, said Edward Kame'enui, professor Phonological Awareness Three action areas have been targeted: Awareness ,that particular sounds make up words. preparing teachers, developing appropriate at the University of Oregon. Non-readers, learning environments and curriculum, and also lose essential vocabulary acquisi- Phonological Recoding and Decoding The ability to take in sounds, map them recognizing student potential. Go to the TAG tion, which is often correlated with intel- through visual representation in one's Web site, www.cectag.org, to read the plan. ligence, Kame'enui continued. To help ensure young students learn head, and go back and forth between the visual and auditory representation of to read, schools must take a proactive Convention, from page 7 sounds, letters, and print. approach, recommended reading ex- Though the study shows that medica- perts. First, they must consistently de- Comprehension tion is effective for children with ADHD, liver quality reading instruction in Awareness of Story Grammar many parents and educators are still re- kindergarten through second grade. Knowledge of the inherent structure of luctant to use it. As a result, children may Torgesen recommends using phonemi- stories: character, problem, resolution to receive.lower dosages than they need to cally explicit instructional approaches, problem, initiating events, themes. suppress their symptoms, Jensen said. He as they have the strongest impact on Familiarity with a Wide Range of Vo- also countered the argument that placing reading growth. Second, schools must cabulary Words. children on Ritalin or other medication provide more intensive, explicit, and Ability to Understand Written Text for ADHD may lead to substance abuse. supportive instruction for children who Identify the main idea, predict plot turns. "Long-term use of medication reduces are at risk of reading difficulty. Third, the risks (of substance abuse)," Jensen schools should employ an assessment said. "Children get into substance abuse system that gives educators feedback 5 &age ffedei to° through delinquency. With proper med- on each child's mastery of the basic Heading Atilasierry ication, kids make it in the real world." reading skills, such as alphabetic under- by Edward Kame'enui Jensen warned that the study's con- standing, phonological awareness, and clusions embodied "average" results fluency, on a weekly or monthly basis. Assess all students on reading skills. and do not determine what treatment "We can't wait until the end of the Identify the students needing strategic will work best for any individual child. year to decide if kids are making intervention (those one standard devia- To determine the best treatment for a progress," Kame'enui said. "We need tion below what is expected); identify the child with ADHD, one museconsider assessment systems giving feedback on students needing intensive intervention (those having little or no awareness of all factors, such as whether the child kids' behavior in reading on a moment- the alphabetic writing system). has anxiety or if there are circum- by-moment basis." Analyze the data and base the reading stances occurring in the home that may Providing Access to the General system on the data (reading goals, core affect the child, Jensen said. He con- curricula, how much time should be allo- Education Curriculum cluded by recommending that each cated for students who need a "double child with ADHD receive an intensive Giving students with disabilities access or triple dose" of reading instruction, evaluation and frequent monitoring to to the general education curriculum en- how to group students). ensure the most appropriate treatment. tails major shifts in the way teachers ap- Set goals for each student 'and moni- proach instruction, said Victor Nolet, tor students' progress. Reading professor at Western Washington Uni- Evaluate interventions. While we have made great strides in versity. First, both general and special learning how to teach children to read, education teachers need to be able to share decision-makingon assessment the battle is far from over. Researchers communicate and work effectively with and instruction. And third, they must have identified methods that help the ma- other professionals. Second, they must Continues on page 15

116 CEC TODAY APRIL/MAY 2000 9 professiona§ advancement

ne Continuing New (EC Governance Policy Gives EducMion You Kok Members More Voice Get the training you need to stay ahead of the curve! CEC brings in the experts and give members a direct vote for to discuss cutting-edge issues in a vari- their leadership. ety of formats. Check the "Training and Under the new structure, all mem- Events" section of the CEC Web site, bers will be eligible to serve as a unit's www.cec.sped.org, for more details or representative to the Representative call CEC, 888/232-7733. Assembly, which will identify, discuss, and recommend positions on issues re- Web Course Assessing One and lated to special education including All: Educational Accountability for those that impact educators to the Students with Disabilities In a historic move, the CEC Board of Board of Directors. Fall 2000 Delegates passed the proposed new In addition, members may serve on Spring 2001 governance policy for the association. project teams, task forces, and work CEC's Web-based trainers, Steve Elliott Under the new, streamlined gover- groups. These groups allow members and Jeff Braden, have developed a 16- nance structure, CEC will be able to to help shape policy on issues that are week Web course based on the book by respond more quickly to issues and important to them, but members' com- the same name, to be published by CEC in concerns in the field. In addition, CEC mitment of time and energy will be May. Complete the course at your own will be able to learn and use member limited. pace via the Web using your own com- input when advocating for federal pol- Look for more information on this puter, and obtain CEUs for a semester- icy and local legislation, involve mem- exciting change in the next issue of length course. Registration opens this fall. bers when developing CEC positions, CEC Today. 0 Telephone Seminar Adapting Curricular Materials for the Inclusive Elementary Classroom World Congress Opens New Doors to December 6, 2000 International Special Educators Telephone Seminar Adapting sion and the many ways it has changed Curricular Materials for the Inclusive special education. Visser also cautioned Secondary Classroom that globalization does not mean same- February 7, 2001 ness, for sameness can result in conven- Learn specific techniques and strategies ience and blandness and special educa- to adapt standard curricular materials for tion focuses on finding differences. elementary or secondary school students The World Congress's second with mild cognitive disabilities. Get the keynote speaker, Lena Saleh, former latest best or promising practices in a The Special Education World Congress, chief of UNESCO's Special Needs Edu- teacher-friendly format. These 90-minute held just prior to the CEC Annual Con- cation, also stressed the fact that special seminars are based on the best-selling vention, broke new ground as it brought education is facing the same challenges ERIC/OSEP mini-library, Adapting Curric- together more than 500 special educators and enjoying similar triumphs across the ular Materials. Each site registration fee world. As a field, we have much to be includes one copy of the mini-library. from around the world. As these international educators discussed new develop- proud of as we look to the future. Telephone Seminar Promising ments, trends, and concerns about special In addition, inspiring addresses were Practices in Reducing education in their own countries, they given by Vladimir Ivanovich Lubovsky, Disproportionate Representation also learned that we all share many of the of the Russian Academy of Education, same issues, regardless of our nationality. Moscow, and Shirley McBride, director March 7, 2001 Highlighting the program were inter- of the Special Programs Branch in the Learn about what is being done to reduce national special education leaders. In his British Columbia Ministry of Education. disproportionate representation in special keynote address, John Visser, president Lubovsky shared new work being done education. Find out about effective prac- of the National Association for Special in Russia on student assessment, and tices being used around the country and Education Needs and president-elect of McBride gave insights into developing how you can use them in your situation. CEC's Division of International Special and maintaining special education pro- Education Services, focused on inclu- grams and practices. 0 1 1 10 CEC TODAY APRIL/MAY 2000 professionag advancement

(EC Honors Its Teachers of the Year CIEC 1icis You Four ENdUng Fraddin-Covey letter from B.C. Education Minister Penny Priddy. Workshops

Teachers in Attendance You've heard about it. Now it's your chance to expand your horizons through four life- Nancy Barnett changing Franklin-Covey workshops of- Clarissa Hug Teacher of the Year fered through CEC during the next year. (Indiana Federation) Deborah Brackins Building Trust Georgia Federation October 14, 2000 Maria DeLuca Albuquerque, New Mexico CEC's 2000 Clarissa Hug Teacher of the Pennsylvania Federation Year Nancy Barnett shares a special moment with CEC President Bill Bogdan. Linda Harris Power Principles Missouri Federation November 19, 2000 EC recognized several outstand- Matthew Jennings Williamsburg, Virginia Cing teachers at its third annual New Jersey Federation Teacher of the Year Luncheon at the Debbie Johnson 7 Habits of Highly Effective People CEC convention. Family members, Illinois Federation January 12-14, 2001 colleagues, and CEC and community Rene Layman New Orleans, Louisiana leaders joined in celebrating their ac- Mississippi Federation complishments. Linda Sellars 4 Roles of Leadership Mel Cooper, luncheon keynote British Columbia Federation June 22-24, 2001 speaker and Canadian business leader Martha Wiley Chicago, Illinois and broadcaster, captivated the audi- Ohio Federation ence with his uplifting words and For more information, contact CEC, 888/232-7733 or [email protected]. sense of humor. "Believe in what you do, and you will be successful and happy," he said. TAKE IT FOR Cooper also encouraged audience members to take themselves less seri- orange ously by laughing at their mistakes and enjoying even e Come On Over and Do Something Ini- the smallest tiative Sears, Levi's, and Do Some- Martha Wiley, Ohio Teacher, of the Year, and thing are sponsoring youth-led efforts to accomplishments they friends take the keynote speaker S advice and improve the community. Fifty grant win- enjoy life. ners will each receive $500 to fund their and their stu- community service projects. Deadline: dents make. July 1. Applications must be submitted These moder- online. Eligibility: Individuals 18 years ate gains build old or younger. Groups can apply as the foundation long as one contact person is identified. for their stu- Contact: www.dosomething.org: dents' future Special Education Technical Assistance Matthew Jennings, New and longlasting Jersey Teacher of the Year, and Dissemination Program The Edu- receives his award from success, he cation Department will grant funds to a President Bogdan. said. program that improves early intervention, Each educational, and transitional services for Teacher of the Year in attendance re- We're so proud ofyou, Debbie Johnson of Illinois. children with disabilities. Deadline: July ceived a commemorative statue and an 17. Eligibility: State and local education engraved brass nameplate. In addition, To learn more about the Clarissa Hug Teacher agencies, institutions of higher education, U.S. teachers received a letter of con- of the Year Award, go to the CEC Web site, private non-profit agencies, and Indian gratulations from U.S. Education Secre- www.cec.sped.org, in the "About CEC" sec- tribes and organizations. Contact: ED tary Richard Riley. CEC's British Co- tion or call 888/CEC-SPED. x491. Publications Center, 877/433-7827, www.ed.gov/legislation/FedRegister/ lumbia Teacher of the Year received a announcements. (CFDA 84.326J)

118 CEC TODAY APRIL/MAY 2000 11 member go member

Meet the 2000 (EC Award Recipients dents also learn that though they are disabled, they can give to others. They EC honored its 2000 award recipi- Wallace's commitment to special ed- participate in a number of community Cents at a special awards ceremony ucation is further reflected in his dy- projects, including delivering quilts held during the CEC Annual Conven- namic leadership in the field. He has led they have made to children with tion & Expo in Vancouver, B.C. Please major university special education pro- AIDS. Her students also use some of join us in congratulating these out- grams for more than 30 years and the store's profits to buy toys they do- standing contributors to individuals served on the boards of key organiza- nate to Toys for Tots. with exceptionalities. tions, including CEC's Division for In addition to her accomplishments Children with Learning Disabilities and in the classroom, Barnett has also Gerald Wallace the Council for Learning Disabilities. worked extensively with her fellow 2000 Wallin Life- Though Wallace's many accom- educators. She has presented work- time Achievement plishments extend beyond the class- shops at state and local CEC confer- Award room, he is still a "teacher." Current ences, universities, and the Governor's and future special educators and re- Council on Disabilities. CEC is proud to searchers regard Wallace as their role Barnett has received numerous hon- present Gerald Wal- model, mentor, and friend. ors for her innovative and successful lace as its 2000 J. E. Wallace is currently the director of programs, including the State Farm Wallace Wallin Special Education the Ph.D. in Education Program at Good Neighbor Award, the Ellison Ex- Lifetime Achievement Award recipi- George Mason University in Fairfax, ceptional Award, Children's Charities, ent. Wallace's groundbreaking work Va. Community Foundation, Learn & Serve has significantly impacted the instruc- America, and Youth as Resources. tional strategies we use today. Nancy Barnett Congratulations to Nancy Barnett. Wallace began his career in 1963 as 2000 Clarissa Hug She exemplifies the "I CAN" attitude a teacher, and his desire to improve the Teacher of the Year of our exceptional teachers. education of children with disabilities Award has never wavered. A cornerstone of Daniel Hallahan his work concerns the use of assess- Nancy Barnett, 2000 Research ment to design instruction. One of Wal- CEC's 2000 CEC Award lace's most respected works on assess- Clarissa Hug ment, the Comprehensive Receptive Teacher of the Year, specializes in Daniel Hallahan and Expressive Vocabulary Test turning "I Can't" into "I Can." This has not only been (CREVT), is used internationally to extraordinary special education one of the most pro- identify students who are below their teacher from Muncie, Ind., used a gut lific researchers and peers in vocabulary proficiency. feeling, $2,000 from a federal grant, scholars in special education for more In addition, Wallace led the way in and $5,000 of her own money to de- than two decades, he has also been one increasing public awareness and un- velop the I CAN Work Project for her of the most influential. Through his derstanding of learning disabilities. He high school students. outstanding research and continual em- developed and produced Characteris- Barnett's I CAN Work Project inte- phasis on classroom practice, he devel- tics of Learning Disabilities, one of grates math, science, and English to oped the underpinning and much of the the first nationally distributed PBS teach business and employment skills impetus for instructional strategies that programs on learning disabilities. to students with disabilities. Her stu- are considered "best practice" today. Wallace also helped shape the field dents, who run the business, staff as Hallahan's contributions to special through his prolific writing. His many jobs as possible. education have and continue to renowned textbooks, Learning Dis- After high school, some of Barnett's change not only the way students with abilities: Concepts and Characteris- students are placed in jobs in the com- learning disabilities are taught but also tics, The Educational Assessment of munity or in the school. Others may what they are taught. He was one of Learning Problems: Testing for Teach- work in sheltered workshops or partici- the first in the field to identify processing, and Teaching Students with pate in the Beyond I CAN Project, a ing deficits in children with learning Learning and Behavior Problems, follow-up program Barnett developed disabilities, especially in the area of have provided practical and profes- for students over 21 who are interested selective attention. His determination sional training for thousands of school in running a business with the skills to translate his findings into classroom personnel for more than two decades. they learned in high school. practice has led to many of the tech- Under Barnett's leadership, her stu- niques we use to help children become 119 12 CEC TODAY APRIL/MAY 2000 more strategic learners. Techniques geted national issues to be addressed, levels, including school boards, parent such as self-monitoring, highlighting, saw that position papers on vital issues and professional organizations, and the and organizational training owe their were written, insisted that DLD have a members of the British Columbia genesis to Hallahan. national voice, and frequently provided Provincial Government. Hallahan also has authored some of that voice. Johns also has led two addi- McBride has served as the Director

the most influential books in special ed- 1 tional divisions, CCBD and CEC-PD, of the Special Education Programs ucation. His text, Psychological Foun- ensuring they, too, played a leading Branch within the British Columbia dations of Learning Disabilities, is an role in special education policies. Ministry of Education for the past 12 acknowledged classic in the field, and Johns has also been in the forefront years. In this position, she has been in- Exceptional Learners.. Introduction to of legislative action at the local, state, strumental in providing background in- Special Education, which Hallahan co- and federal levels. In addition to acting formation for provincial policy makers, authored, is the most widely used text- as a Children's Advocacy Network as well as clarifying issues related to book in introductory courses at univer- representative, Johns testified before special education for government deci- sities throughout the country. the Illinois legislature and city council, sion-making. Her leadership and stew- In addition, Hallahan has mentored both of which adopted an ordinance on ardship have led British Columbia into generations of researchers, many of truancy. an era where "inclusion" is accepted whom are now among those contribut- Johnslias further served CEC in and practiced daily in school communi- ing to the improvement of special edu- numerous other capacities, including ties across the province. cation practices for children with dis- member of the Board of Governors McBride has provided unparal- abilities. and chair of the Advocacy and Gov- leled leadership in promoting effec- Currently, Hallahan chairs the De- ernmental Relations, CAN Handbook tive, equitable, quality, professional, partment of Curriculum, Instruction, Revision, and Delegate Assembly and accountable services and pro- and Special Education at the Univer- Audit committees. She has contributed grams for children and youth with ex- sity of Virginia, where he also founded extensively to the Illinois Federation, ceptionalities. During her current and directed the Learning Disabilities receiving its Outstanding Leadership tenure as director of special educa- Research Institute from 1977 to 1983. Award in 1987. As further testament to tion, she has served on the British Co- Hallahan's work has changed the Johns' service, she was named "First lumbia Commission on Education. course of special education research Lady of the Federation" in 1993. She also participated in the Develop- and resulted in improved classroom Johns' leadership extends beyond di- ment of Interministerial Protocols for practices for children with learning rect service to CEC. She has co-authored the Provision of Support Services to disabilities, attention deficits, and be- three books on behavior disorders and Children and the publication of havioral problems. Few researchers has written and contributed to a number British Columbia's Special Education leave a legacy as extraordinary as that of well-respected journals. She is also a Services Manual of Policy Proce- of Daniel Hallahan. popular speaker who has presented dures and Guidelines. keynote addresses and led numerous Since 1970, McBride has served in Beverley Johns workshops on behavior disorders. leadership capacities in various or- 2000 Outstanding Congratulations to Beverley Johns ganizations, including Saskatchewan , Leadership for her much-appreciated leadership in Federation president as well as , CEC. Her dedication and hard work provincial representative on the CEC An open smile, the serve as a model for all. Canadian National Committee and willingness to take the Saskatchewan Teachers' Federa- ).,01 on any task, and a Shirley McBride tion. She has also publishea in several wealth of knowl- 2000 Outstanding professional journals. For her exem- edge about special education issues Public Service plary service and unwavering dedica- and CEC this is Beverley Johns, tion, McBride was presented with the CEC's 2000 Outstanding Leadership From the classroom Selznick Award for Distinguished Award recipient. to provincial-level Services by CEC's Council of Ad- In her nearly 30 years as a CEC government, Shirley ministrators of Special Education in member, Johns has continually ensured McBride has 1996. that CEC played a key role in the de- demonstrated her commitment to and Shirley McBride's credibility in velopment of special education poli- advocacy for children and youth with the public arena and her forward cies and practices. As a member of the exceptionalities. She has repeatedly ex- thinking make her a notable recipient Executive Board of CEC's Division for hibited a unique capacity to effectively of CEC's Outstanding Public Service Learning Disabilities (DLD), she tar- collaborate with policy makers at all Award. 0

120 CEC TODAY APRIL/MAY 2000 13 speaking out

President's Convention Address lead. It is the partnerships we develop within and outside of our profession, Heart, Soul, and the Council for with our legislators, and with our students and families that defines our Exceptional Children soul. It is the healthy and spirited de-

BY WILLIAM K. needs he or she brings to our schools. I. BOGDAN But, we also must recognize that for "I challenge you to act t has been an students with disabilities and/or gifts and as if what you do makes a Ihonor and a pleas- talents to be successful, we have to un- di erence. It absolutely ure to have served derstand what all students are being does. as your president. I asked to do. We must understand the ex- applaud your dedi- pectations society holds for all gradu- bate in which we engage as we stir the cation to the children, the youth, the ates. And, we must be fully accountable embers of our passion for this profes- families, and the colleagues you serve for our own practices and outcomes. By sion and for CEC. each and every day. doing these things, we work from a And what of our own diversity? As a In this short time, I wish to speak strong, defensible position of leadership. country and as a people, we still find it with you about heart, soul, and the And through CEC, we are afforded the too easy to exclude rather than embrace Council for Exceptional Children. opportunity to learn, to grow, and to those who are different from ourselves. Mother Teresa said, "There is more mentor one another. CEC is nothing more than a microcosm hunger for love and appreciation in What is the heart and soul of CEC of our world community. Today, we this world than for bread." If so, then that attracts our passion? It is our have the greatest opportunity to define what responsibility do we have as an soul's voice that commands us: our soul as one filled with compassion. organization of soul-filled people to To inspire children to learn. We must celebrate our diversity, and we give love, to express appreciation to To advocate for those who need a must serve as a role model. It is what we ourselves and each other, and to live voice. write and how we write it. It is what we our professional lives through our To support and propel each other to say and and how we say it. And it is heart and with our soul? new heights. how we act that defines our voice. It is In a wonderful book written by To hold one another's hand when the who we include at our table. It is not Terry Deal and Lee Bolman, Leading path gets rugged. simply the act of being tolerant, it is the with Soul, An Uncommon Journey of To lead the reform in our buildings, act of celebrating our differences that Spirit, the authors entice us to rekindle in our districts, on our campuses. sets us apart. the human spirit by committing our To define education for the 21st cen- As an administrator, I see miracles heart and our soul to our daily work. tury. each and every day. As president of They say it is our heart, our spiritual The heart of CEC is the pulse we CEC I have seen goodness, I have seen center that gives us the courage and give to this profession. The soul of CEC giving. One of the greatest pleasures in compassion to accomplish our work. is you who work so tirelessly to define serving as president has been the oppor- The journey of the soul is a quest excellence and quality in serving all stu- tunity to participate in ceremonies hon- through unchartered territory, a terri- dents by treating them as though they oring exceptionally talented students tory that affords us the opportunity to are already what they can be. and exceptionally talented profession- open our eyes and our hearts to dis- As a profession, we are facing chal- als. What I have observed is the total cover that what we are doing with our lenging times. At no time in history have commitment special educators have lives is actually changing the world, more educators abandoned the field of made in helping their students excel. one child at a time, one day at a time, education and especially the field of spe- What I have also observed are students in one place at a time. cial education. And, at no time in history, who have excelled in exceptional ways. What makes our profession unique have educators been under a bigger ac- I challenge you to act as if what you is that from day one, we have been countability microscope. do makes a difference. It absolutely dedicated to the individual child, to the CEC continues to set the standard does. exceptional child. We have been for the profession. It is through our vi- Cherish your visions. Cherish your trained to build a community of learn- sion and leadership that practices are ideals. And, cherish the music that ers through concentrated and special- defined and services built to support stirs your heart. If you remain true to ized instruction. We have much to students, families, and professionals. It them, you will have contributed much offer our colleagues in understanding is through the work of our Commis- to this world. D our specialized ability to see each sion on the Conditions for Special Ed- For the full text, see the CEC Web child for the unique gifts, talents and ucation Teaching and Learning that we 1 site, www.cec.sped.org. 14 CEC TODAY APRIL/MAY 2000 121 Convention, from page 9 are looking at in special education and stand the impact, consequences, and explained what special educators can do ability to control behavior. To show to minimize legal repercussions. that a child understands the impact and Evaluations: Decisions concerning a consequences of his or her actions, ed- child's disability and educational pro- ucators can use anecdotal stories of School House gram must be based on a number of as- their daily interactions with the child. sessments, including informal teacher While the school cannot decide assessments and observations, as well as whether or not the student's behavior 42. CO COlap CP CP input from parents. Educators should was a manifestation of his or her disabil- 43' 43' CM CPCL.>5pqrz> also be able to articulate the educational ity without the parents' presence, the Convention attendees experiment with one of the many resources in the Exhibit Hall. basis or rationale for a decision. school can meet to discuss the issue. In Educational Methodology: The fact, it's often a good idea to give staff a employ more flexible teaching ap- courts have stated that they will not re- time to vent behind closed doors. proaches, including who will teach what, solve disputes on educational meth- Behavioral Assessments A be- where the instruction will occur, and ods. The courts,recognize that there havioral assessment would not require how the students will be grouped both in are many different ways to teach a parental consent if it is a review of exist- and out of class. child with a disability. ing data. If the behavioral assessment in- Educators may also need to base involves formal evaluations or psychologi- structional units on the content their stu- IEPs cal or other assessments and procedures, dents should master. This structure will The emphasis on students with dis- the school should get parental consent. influence the way teachers group chil- abilities participating in the general Continuing Educational Services dren and gather feedback, as well as the education curriculum should not result If a child is removed from the educa- instructional approaches they will use. in major expansions of the IEP or in tional environment for more than 10 Finally, educators must monitor detailed goals, benchmarks, or objec- days, school personnel and the special students' progress in the general edu- tives in every content area! The new education teacher (not the IEP team) de- cation curriculum. Continuous flat focus should result in attention to ac- termine what services the child will re- profiles in critical target areas is not commodations that allow students to ceive. That could mean that homework acceptable, Nolet said. participate in the general education would be sent home. curriculum. Teaching methodologies Least Restrictive Environment Accommodations/Modifications do not need to be written into the IEP. (LRE) LRE is being applied to pre- Educators should provide a continuum Cernosia warned that long IEPs set school children, and districts must en- of accommodations that allow stu- everyone up for failure. "When you de- sure that a continuum of services is pro- dents with disabilities to access the velop 36 page IEPs, someone will forget vided to this population. LRE is also general education curriculum, recom- about page 18," he said. being considered for the extended school mended David Chard, professor at the The IEP should focus only on those year, which is based on the child's poten- University of Texas. While accommo- curricular areas the team decides will be tial for regression, the rate of recupe- dations involve changing the way con- impacted by the child's disability and ment, or other factors such as the child tent is delivered, sequencing of mate- those services the child needs to accom- being on the brink of a breakthrough in rial, or timelines for mastery, they still plish the state's standards. his or her basic skill area. 0 allow students to work toward the con- The IEP is a legal commitment for the tent established in state standards. services the school will provide for the See the CEC Web site for more convention Chard warned that special educa- child. IEP goals must allow children session summaries, www.cec.sped.org. tors should be leery of making modifi- with disabilities to engage in meaningful cations, which change the knowledge educational activities, but the IEP is not and skills a student is expected to mas- a guarantee of results. ter. When making even simple modifications, we can take him or her "out of Discipline the loop" for success on state- and dis- Manifestation Determination A trict-wide assessments. school can decide a child's behavior was not a manifestation of the child's Special Education Law and You disability only if the IEP is appropriate, In one of our most popular sessions, the IEP strategies have been imple- Arthur Cernosia, educational consultant, mented, and the child's disability did reviewed some of the issues the courts not impair his or her ability to under- Never let it be said that the CEC convention is all work and no play!

122 CEC TODAY APRIL/MAY 2000 15 CALENDAR OF C

june Assessment Model for Language Minority Leo Sandoval, 916-783-9577, e-mail June 13-14, 2000 Learners." Hyatt Regency, Albuquerque, [email protected]. TED Workshop, "Using Cases to Explore NM. Contact: CEC, 1920 Association Drive, Current Issues in Special Education." At- Reston, VA 20191-1589, 888/232-7733, november lantic Oakes-by-the-Sea, Bar Harbor, ME. [email protected]. November 1-3, 2000 Contact: Kathryn Markovchick, 207/685- October 12-13, 2000 "South Carolina Transition Conference." 3171, FAX 207/685-4455, e-mail: mesup- CEC/DDEL Symposium on Culturally and Hyatt Regency Greenville, Greenville, S.C. [email protected]. Linguistically Diverse Exceptional Learn- Contact: Project SIGHT, University of Workshop will also be held August 3-4, ers, "Diversity in the New Millennium." South Carolina School of Medicine/CDR, 2000 in Breckenridge, CO. Hyatt Regency Albuquerque, Albuquerque, Columbia, SC, 29208, 803/935-5219, e- NM. Contact: CEC, 1920 Association Drive, mail: [email protected]. Co-sponsored by auguzt Reston, VA 20191-1589, 888/232-7733, e- South Carolina DCDT and Project SIGHT. mail: [email protected]. August 3-4, 2000 November 2-3, 2000 TED Workshop, "Using Cases to Explore October 14, 2000 LCCE Regional Training. Reston, VA. Con- Current Issues in Special Education." Vil- CEC/DDEL Post-symposium Franklin Covey tact: CEC, 1920 Association Drive, Reston, lage at Breckenridge, Breckenridge, CO. Workshop: "Building Trust." Hyatt Regency, VA 20191-1589, 888/232-7733, conte- Contact: Kathryn Markovchick, 207/685- Albuquerque, NM. Contact: CEC, 1920 Asso- [email protected]. 3171, FAX 207/685-4455, e-mail: mesup- ciation Drive, Reston, VA 20191-1589, [email protected]. 888/232-7733, [email protected]. November 2-4, 2000 Workshop also held June 13-14, 2000 in CEDS Annual Conference, "Cultural Di- Bar Harbor, ME. October 12-14, 2000 versity and Assessment." Hanalei Hotel, IVIRDD's 7th International Conference, San Diego, CA. Contact: Rachelle Bruno, "Many Roads: Different Directions." Hol- 606/572-5167, FAX 606/572-6096, e-mail: september iday Inn-Inner Harbor, Baltimore, MD. Con- [email protected]; or CEDS Web site, September 28-29, 2000 tact: Val Sharpe, 410/480-9667, e-mail: www.cec.sped.org. Keynote speaker: Dr. IRD's First Annual Conference, "Bridging [email protected]; or Tom Wood, 5337 Alba Ortiz, "Assessment of Linguistically the Gap between Research and Practice: Country Oaks Drive, El Paso, TX 79932, and Culturally Diverse Learners: From Tra- Research-Supported Interventions for 915/747-5572 (0), 915/581-4261 (H), FAX ditional to Best Practices." Students with Learning Disabilities." 915/747-5755, e-mail: [email protected]. Westin-Francis Marion Hotel & Charleston Keynote speakers: Temple Grandin, Ann November 6-9, 2000 Lightsey Conference Center, Charleston, and Rudd Turnbull. TED Conference, "The New Millennium: SC. Contact: National DLD Conference, PO Issues, Concerns, Solutions." Tropicana October 25-28, 2000 Box 1304, Lawrence, KS 66044. Hotel, Las Vegas, NV. Contact: Nasim Dil, California CEC Federation 50th Annual Dept. of Special Education, University of Meeting and Special Education Show- Nevada-Las Vegas, 4505 Maryland Pkwy, october case, "Taking Reform into the New Mil- Las Vegas, NV 89154-3014, 702/895-1103 October 11, 2000 lennium." Doubletree Hotel, Sacramento, (0), FAX 702/895-0984, e-mail: dil@cc- CEC/DDEL Pre-symposium Institutes, CA 95815. Contact: Marion England, 1010 mail.nevada.edu. "Promising Practices for Reducing Dis- S Street, Sacramento, CA 95814, 916/443- proportionate Representation" and "An 1838. For program presentations, contact:

C-OUNCIL EXCEPTIONAL CHILDREN NONPROFIT 1920 Association Drive ORGANIZATION U.S. POSTAGE Reston, VA 20191-1589 PAID RICHMOND, VA PERMIT NO. 930

I 2 3 Vol.. 6 No. 8 JUNE/JULY 2000

WWW.CEC.SPED.ORG

Ca1111 Awanll *min Mons "Special Education Teaching Conditions Must

Nominate a peer for one of Be Improved!" Says CEC the following CEC professional awards: urrent special education teaching condi- week in individual instruction with each of their students! J.E. Wallace Wallin Ctions have pushed the field into crisis, Special Education Lifetime with students with disabilities sometimes re- The report, Bright Futures for Excep- Achievement Award ceiving less than adequate instruction and tional Learners: An Action Agenda to special education teachers leaving the pro- Achieve Quality Conditions for Teaching and Clarissa Hug fession in record numbers, according to a Learning, recognizes that the problem is pro- Teacher of the Year Award new report by CEC. The report shows that hibitive and will take the collaboration of all CEC Special Education the problem rests not with the special educa- to redress. It calls on schools, districts, states, Research Award tion teachers but with a system that requires administrators, businesses, federal agencies, them to complete overwhelming amounts of professional associations, parents, and teach- CEC Outstanding paperwork and carry high caseloads among ers to take action and recommends steps each Leadership Award other problems, all with too little support. can take to remedy the current situation and CEC Business Award Under these conditions, special education give students with exceptionalities a future teachers can't do the one thing they want to bright with promise and opportunity. CEC Outstanding It is imperative that the nation take ac- Public Service Award do give their students the best instruction and the best of their time and talents. In fact, tion to improve current special education Nominations are due 68 percent of special education teachers re- teaching conditions. In the best of circum- November 6, 2000 port that they spend less than two hours per Continues on page 5

For nomination forms and guidelines, see the CEC Web CEC's New Leaders Swing into Action for YOU site, www.cec.sped.org, in the "About CEC" section or This Summer

contact CEC, 888/CEC-SPED 1 [email protected]. uly I marked the beginning of a new era the Board will review the results of CEC's Jfor CEC it welcomed its new, stream- member survey and determine how CEC can lined governance structure. As July marches better serve each of its members. Third, it will on, the newly-elected Board of Directors work with the Unit Task Force and Represen- will be working hard to implement the new tative Assembly to determine ways in which structure and ensure it meets its goals: to re- our units can work more effectively. spond to issues in the field in a timely man- Because the Board members want to Yes I Can! Winners .... ner and increase member involvement in keep communication open between it and all CEC members, a summary of its actions Ritalin Testimony 4 CEC policy and decision making. In addition, the Board of Directors will will be available after each meeting. And, Multicultural Symposium 10 tackle three important issues that impact CEC's Board wants to hear from YOU. If you have a question, concern, or issue you TEC Editor Wanted 11 every CEC member. First, they will take action on Bright Futures for Exceptional would like the Board to consider, you can Good Idea 11 Learners, CEC's report on special education contact any one of the members. (To learn teaching conditions (see lead story). Second, C'ontinues on page 9

12 4 And Me 20001 Yes 11 Cani Snapshots of Success CEC and FEC Award Goes 'Ro Celebrate the 2000 Yes I Can! Winners Academics ECand the Foundation for Excep- Miranda Calfee, Cleveland, Tenn. Adah Guy, Allen, Md. Ctional Children (FEC) awarded35 Stefanie Jones, Orlando, Fla. Yes I Can! Awards this year to out- Jimmy LongEagle Kilgore, Cleveland, Tenn. standing students with disabilities in Judy Kranabetter, Chilliwack, B.C. 16U.S. states, Canada, and Russia. The Yes I Can! Awards were presented Aris during the CEC Awards Ceremony in Valerie Hembruff, London, Ontario Vancouver, B.C., on Friday, April 8, Alexandra Hynish, St. Petersburg, Fla. 2000.CEC and FEC would like to Dennis Olniev, St. Petersburg, Russia thank Globe FEARON Educational Maxim Olniev, St. Petersburg, Russia Publisher for sponsoring the reception Jimmy LongEagle Kilgore and his family pose Kyle Scrimshaw, Winnipeg, Manitoba that followed that evening. for a photograph during the awards reception. Aaron Wristen, Reynoldsburg, Ohio To learn more about each Yes I Can! award recipient, go to the CEC Athletics Web site, www.cec.sped.org. Patrick Cox, Pearl, Miss. Mariano Gannon, Rocky River, Ohio Nominate a Student for Next Year Nicholas Luce, Phoenix, Ariz. Consider nominating a student for Asia Renning, Milan, Mich. next year's Yes I Can! Awards. For Katy Wilson, Lithonia, Ga. more information, see the CEC Web site, www.cec.sped.org, or contact the Community Service foundation at [email protected] or Erin M. Dinklenburg, Lindenhurst, Ill. 703/264-3506. 0 Alison Kilduff, Dearborn, Mich. Athletics recipient Asia Renning proudly accepts her award. Cassandra Pietch, Avon Lake, Ohio Lester Porter Jr., Springfield, S.C. Shane Thompson, Cleveland, Tenn.

Employment Robert Ellison, Cleveland, Tenn. Teresa Lowry, Grove City, Ohio John Spencer Manis, McDonald, Tenn. Michael Ortega, Albuquerque, N.M. David Schaefer, Covington, Ky.

Extracurricular Activity Katy Wilson's family proudly cele- Leigh Eppinger, Annandale, N.J. brates her accomplishments. Shawn Parsons, Asheboro, N.C. President Bill Bogdan presents Judy Amber Patterson, Cleveland, Tenn. Kranabetter with her award for out- Patricia Suits, Lisbon, Ohio standing achievement in academics. T.= Sharonda Terry, Jacksonville, Fla.

Independent Living Caitlyn Dunn, Miamisburg, Ohio Shahid Hanif, Orlando, Fla. Koblia Her, Kansas City, Kan. Pierre Rutland, Asheville, N.C. Eric Sanken, Plymouth, Minn.

--- FEC and CEC salute these outstanding Fellow recipients Nicholas Luce (1) and individuals! Erin Dinklenburg (r) enjoy a moment be- Sharonda Terry and her family enjoy the fore the ceremony. award celebration activities.

2 CEC TODAY JUNE/JULY 2000 125- THIS PAGE INTENTIONALLYLEFT BLANK member benefits

Renewinp Your Membership Has Never klenition Unn Leaders! Your 1999-2000 annual report is due by Been Easier September 1, 2000. Complete and submit these forms online in the Member- ow that summer is here, take this sues and questions.... Keep CEC in ship section on the CEC Web site, Ntime to renew your membership your professional toolbox by becoming www.cec.sped.org. Questions? Call and keep your publications coming a professional member and save $20 on 888/232-7733 and ask for Unit Develop- without interruption. You many even your first year's professional dues! Stu- ment, or e-mail [email protected]. qualify for a special renewal discount! dents who have already taken advantage of this offer are eligible to save $10 on Also, if you have not submitted your 2000-2001 officer list, please do so now! Four Simple Ways to Renew their second year's professional dues. Renew your membership as soon as To be eligible, you must have been you receive your renewal notice to a member in good standing during the Bonus Beneffi 'goy Kew prevent any disruption in services. last academic year, and your member- Members Choose from among four convenient ship must not have lapsed more than ways to renew: 90 days. Look for more information on Are you reading your colleague's By Mail Complete the renewal this special offer on the back of your newsletter and wonder if you should join notice and send it with your payment renewal notice. CEC? Don't delay any longer. For a lim- in U.S. dollars to CEC, P.O. Box Attention Retired Members! If you ited time, new U.S. professional mem- 79026, Baltimore, MD 21279-0026. are a retired special educator who has bers can receive $30,000 of term life in- Canadian members paying in Cana- not accepted a new full-time position, surance during their first year of mem- dian dollars must send a check to you qualify for CEC's special retire- bership absolutely free! CEC, P.O. Box 9336, Postal Station A, ment dues just $35. Simply provide When you join CEC for the first time, Toronto, ON M5W 3M2, Canada. the name and address of your former you'll receive more information and an By Phone Call CEC's Con- employing organization and your re- enrollment form. This group term life in- stituent Services Center toll free at tirement date on your renewal form. surance is underwritten by New York 888/232-7733. Have your renewal no- Life Insurance Company and adminis- tice and credit card VISA, Master- Thank you for your membership in tered by Forrest T. Jones & Company, Card, or Discover handy. Tell the CEC, the leading special education as- Inc. Take advantage now of this special opportunity for life insurance coverage! operator you are renewing your mem- sociation! 0 bership and provide your CEC member identification number so your "Special Education Teaching Conditions record can be retrieved quickly. Must Be Improved!" Says (E( By Fax Complete your renewal CEC's New Leaders Swing into Action for notice with your credit card informa- YOU This Summer _V tion or a purchase order, and fax it to CEC's Constituent Services Center at Snapshots of Success (E( and FEC 703/264-9494. June/July 2000 Vol. 6 No. 8 Celebrate the 2000 Yes I Can! Winners Online Renew online at CEC's CEC Todayis published 10 times a year,Jan/Feb, Member Benefits 3 Web site, www.cec.sped.org. Go to the March, April/May, June, July, Aug., Sept., Oct., Nov. Advocacy in Action 4 membership application form by follow- and Dec., by The Council for Exceptional Children, ing the "How to Join" link in the mem- 1920 Association Drive, Reston, VA 201911 589. Student (EC Spotlight 6 bership section. Be sure to provide your Telephone 888/232-7733, TTY 703/264-9446, CEC member identification number. [email protected], Web: www.cec.sped.org. Canada 7 (EC Todayis not copyrighted. Members are encouraged Use this time to make sure your Division Focus membership information is up-to-date. to copy and disseminate information in thispublication. CEC President: William K. Bogdan Professional Advancement 20 Make any necessary address, phone, Executive Director:NancyD. Safer fax, and e-mail address changes. Also It Seemed like a Good Idea at the lime1 review your division memberships and Editor:Lynda Van Koren Contributing Editors:JackiBootel, Public Policy; Jane Member to Member .172 add or change as desired. Barnette, Information Services; Margie Crutchfield, CEC Forms New Board of Directors Professional Standards; Kayte Fearn, Diversity; Anmarie Speaking Out 174 Special Renewal Otters Kallas, Conventions; Hannah Kerby and Sharon CEC Report is My Tool to Improve Special Riechmann, Communications; Jay McIntire, IDEA Attention Graduates! You're start- Education Teaching Conditions ing that new job.... You'll have new is- Partnerships; Kathleen McLane, Publications; Susan Simmons, Membership Calendar of Events /16

CEC TODAY JUNE/JULY 2000 3 127 CEC Members Take to the Hill with Advocacy in Action teacher, Jorgensen has worked with a CAN-DO Attitude!! students who, prior to medical inter- CEC Teacher Testifies Before vention, were unavailable for instruc- CEC's Children and Youth Action Congress on Use of Rita lin tion even after appropriate adaptations Network (CAN) members are joining were made to the learning environ- with other special education advocates Francisca Jor- ment. However, with medical and this July to discuss the key issues af- gensen, member of other appropriate interventions, those fecting special education. CEC chapter #192, same students became focused and de- During this annual CAN Work- testified before termined learners, often catching up shop/Legislative Summit, held from Congress on the use on years of missed information. July 15-18 in Washington, D.C., CAN of Rita lin to help However, Jorgensen cautioned that coordinators from each federation and students with Atten- the decision to alter a child's natural division learn up-to-date information tion Deficit Disor- body chemistry by administering Ri- on current legislation as well as how to der (ADD) and Attention Deficit Hy- talin should not be made lightly. She implement federal issues at the state peractivity Disorder (ADHD). She is a recommended that once medication is and local levels. special educatiotiteacher in the Ar- in place, a team should be imple- Workshop attendees hear from var- lington County Schools in Virginia. mented to gauge new productivity lev- ious speakers on such topics as disci- Jorgensen said that schools should els in students. Team members should pline, gifted and talented students, the first try to meet the needs of students include parents and teachers, along federal budget and appropriations, the with ADD/ADHD by modifying their with a doctor's close supervision. Such Elementary and Secondary Education environment. Jorgensen noted that while a process helps ensure an appropriate Act, and IDEA. CAN coordinators are these environmental modifications are dosage of the medication and an indi- also treated to a lively and entertain- often enough to assist some students vidualized schedule for each child. ing presentation, "Budget Disco: with ADD or ADHD, Rita lin may also This medical strategy, coupled with Watch the Surplus Turn the Federal need to be considered for other students. environmental controls and solid Budget Beat Around," by Stan Col- Some students are unable to concen- teaching practices, often yields com- lender, Senior Vice President of trate and are therefore unable to learn, pelling results. Although the use of Ri- Fleishman-Hillard. Jorgensen said. These students are un- talin is not always necessary, for some In addition, CAN coordinators able to retrieve information and are un- children it is the difference between learn about CEC's agenda to improve able to communicate in a classroom. learning and failing, Jorgensen said. teaching conditions for special educa- "The result is a child who lags fur- To learn more about Ritalin, read tors. This includes strategies to imple- ther and further behind his or her peers, the article, "What Teachers and Par- ment the recommendations of CEC's often to a social detriment," she said. ents Should Know about Ritalin," in forthcoming report, Bright Futures for It is often at this stage that the decision TEACHING Exceptional Children Exceptional Learners: An Action is made to consider medical intervention. (March/April 1999) or on the CEC Agenda to Achieve Quality Conditions In her years as a special education Web site, www.cec.sped.org. for Teaching and Learning. Also, CAN coordinators receive ad- CDassilmom ModficafionstilsShodents wRh vocacy training and orientation about ADINADHO their CAN responsibilities, including how to establish and build a CAN net- Make sure the student has an "advanta- student to keep at home. work and receive federation and divi- geous" seating location. This may not al- Consider keeping the student in the same sion support for CAN activities. ways mean placing a student front and cen- classroom all day or moving his or her Attendees culminate their activities ter of the classroom. You need to find the learning environment as necessary, de- with a trip to Capitol Hill, where they most productive "fit" for each student. pending on the individual student's needs. meet with their Congress members to Provide an individualized, written schedule Provide technological accommodations discuss CEC's position on key issues. that the student can refer to when needed. such as a laptop computer. This might All in all, it is a very informative and Assign the student a "study buddy" if the lessen a student's tendency to lose papers. fun way to build advocacy skills and student needs one-on-one attention to Appoint a single person to whom the stu- articulate the issues we believe in. complete assignments. dent reports to for help. For more information about the Stabilize the school environment as CAN workshop and CAN coordinators, much as possible, making sure that school These tips were excerpted from Francisca contact CEC headquarters staff member supplies are in the same location each day. Jorgensen's testimony. Jacki Bootel [email protected] or Provide a second set of textbooks for the 703/264-9437. 0

4 CEC TODAY JUNE/JULY 2000 128 Teaching Conditions,from page 1 Overwhelming Paperwork stances, successfully teaching individ- teachers, consultants, collaborators, uals with disabilities is exceedingly Paperwork ranked as the number 1 bar- supervisors, counselors, and clerical tough work, says the report. Students rier to teaching. While special educa- personnel. As neither schools nor the with disabilities often cannot achieve tion teachers recognized the impor- profession defines the special educa- unless they are taught by the very best tance of Individualized Education Pro- tion teacher's primary responsibility, teachers using the very best interven- grams (IEPs), they said too often pro- they are expected to meet the often tions under the very best conditions. cedural compliance is stressed over conflicting expectations of multiple When these conditions are absent, we thoughtful decision-making, and the parties: students, administrators, par- increase the difficulty of the learning amount of clerical work IEPs require is ents, other educators, and the public. experience for students with special prohibitive. In addition, special educa- Isolation needs, and we may set them up for tion teachers are inundated with other failure now and in the future. paperwork duties, including complet- In many situations, special education The report is the work of CEC's Pres- ing central office forms, letters and no- teachers are still considered "outside" idential Commission on the Conditions tifications, medical assistance billing the mainstream. In addition, they are of Special Education Teaching and records, telephone logs, child abuse re- given few opportunities to collaborate Learning. Past CEC President Linda ports, due process documentation, with general or other special educa- Marsal established the commission dur- daily/weekly parent reports, discipline tors. The result is a sense of isolation ing her presidency in 1998, and the Del- records, progress reports, and more. and powerlessness to effect change. egate Assembly passed a resolution em- Fragmented Licensing Systems bracing the study that same year. The High Caseloads commission was led by co-chairs Don Special education teachers also cited Because licensure requirements vary Deshler, director of the Center for Re- high caseloads as a critical concern. In between states and provinces, dedi- search and Learning at the University of addition to the fact that special educa- cated and qualified special education Kansas, and Matty Rodriguez-Walling, tion teachers may be assigned a large teachers are often unable to find jobs. teacher/trainer in the Miami-Dade number of students, which makes it This contributes to the high attrition County Public Schools' Division of Ex- nearly impossible to individualize and rate of special education teachers and ceptional Student Education. provide quality instruction, a teacher's leaves students who need the services The commission bases the report on caseload may not take into account each of these individuals without teachers two years of intensive research and child's disability and needs. High case- who can do the most for them. fieldwork. Data were collected from loads further encroach on the special ed- Poorly Prepared New Special and General hundreds of special and general educa- ucation teacher's ability to provide qual- Educators tors, administrators, and parents, as well ity instruction, because time to collabo- as national databases and published re- rate with their students' general educa- Many new special and general educa- search studies. In addition, thousands of tion teachers often is not provided. tion teachers are finding they have professionals participated in forums been prepared for jobs that no longer Inadequate Administrative and District held in the United States and Canada as exist and that they are unequipped for Support well as through responses to question- the jobs they face. The result is poor naires posted on the CEC Web site. Many times special educators lack ap- instruction and a high attrition rate. CEC believes the report is the first propriate resources for their students, Increased Demand for Well-Qualified step to improving special education administrative support, and/or profes- Special Educators teaching conditions for teachers and stu- sional development opportunities. Too dents. In addition to the action agenda often, special education classes do not The need for qualified special educa- outlined in the report, CEC is develop- receive computers, instructional materi- tion teachers is an ongoing problem that ing special strategies the organization als, or other resources. Additionally, ad- is not abating. Recent data show that in will implement to ensure special educa- ministrators may not have the knowl- the United States more than 30,000 tion teachers can work under conditions edge, skills, or time to support services teachers without appropriate licenses that are conducive to quality instruction for students with exceptionalities. teach students with disabilities, and in and learning. some urban and rural schools close to Ambiguous and Competing half of the teachers are unqualified. The Conditions Responsibilities Insufficient Focus on Student Outcomes The report identifies nine major condi- In the past few years, the role of the

tions that prevent special education special educator has become frag- 1 Special education teachers are forced

teachers from presenting effective, mented and overwhelming. Special 1 to spend too much of their time on ac- high quality instruction. They are: education teachers are expected to be Continues on page 15

129 CEC TODAY JUNE/JULY 2000 5 student eec spotlight

Speciai Education Top Tips for New Teachers Camay Kevidetter and Web Site ongratulations!! You've landed ways putting things in our pockets!) Cyour first job as a special educa- Pants and jackets often work well in The National Clearinghouse for Profes- tion teacher. To make your foray into the classroom and give you a classic sions in Special Education invites stu- the world as a professional special ed- look. You will also want to buy com- dents seeking information and re- ucator as easy as possible, we put to- fortable shoes, as you will be on your sources on careers in special education gether the following tips for you: feet much of the day! (One word of and related services to view its Web site, Get to School Early Go into caution, find clothes that do not need www.special-ed-careers.com. The site schoolbefore your first official day. drycleaning. Lots of ink, chalk, and features many sections for students, in- Introduce or reintroduce yourself to crayon will make their way onto your cluding Career Choices, Featured Pro- the prinicpal, vice principal, and any favorite jacket!) fessional, Job Resources, Certification other staff who may be around. This Reach Out for Help Once and Licensure Information, and Connec- will not only show that you are eager tions, an online newsletter. school starts, don't be afraid to ask for to get started, it will help you establish help. Ask your colleagues how to get Each issue of Connections provides arti- important relationships. Also, check supplies, if they have any tips to give cles on a variety of topics, such as men- out your room and the materials avail- you, if they have run into a particular toring and financial aid and grant able for your students. If you need situation, and if so, how they handled sources. To join the growing list of Con- anything changed, the summer is the it. Also, find an experienced, enthusi- nections newsletter subscribers, com- time to get it done. astic teacher to serve as your mentor. plete an online subscription form at Get to Know Your Students Ask www.special-ed-careers.org. Socialize with Your Fellow Teach- if you can get a copy of your student ers One of the dangers in special list and look at their files. This way education is that teachers can feel iso- EXTRA you can get a head start on your plan- lated. Attend potluck dinners, join the ning. The first weeks of school are softball league, and join your col- ere packed with activities, new informa- leagues for coffees. If your school Lesson Plans Online The Gateway to tion, and processes you will need to doesn't do those things, set up a happy Educational Materials Web site offers easy- learn. This strategy allows you to focus hour or social yourself. These personal to-use lesson plans. Teachers can search on your students and their needs before relationships will help when you need by keyword, content area, or grade level, you are inundated with new names, to collaborate with a teacher and may or they can simply browse all available new procedures, and new everything! smooth the way if a conflict occurs. subjects. Contact: httpi/thegateway.org. Organize Your College Files Sponsor a Club or Team In ad- Free Braille Service on the Web At Use the summer to organize the lesson dition to broadening the number and www.hotbraille.com, teachers and stu- plans and projects you did in college. type of students you work with, spon- dents can send Braille messages through Develop a filing system that will allow soring a club shows that you are part the mail in 19 different languages to any- you to put your hands on the lessons of the whole school. You'll enjoy where in the world. Web users can also you need easily and quickly. working with many different types of connect to other Braille online resources Learn Time Management The students and seeing them in a setting and discover interesting books about importance of time management cannot other than the classroom, and you'll Braille. Contact: www.hotBraille.com. be overstressed. Learning to prioritize get to know more of your colleagues. Online Learning Resources Get your time, to not overplan a day, and Become a Professional CEC Mem- learning resources online and save time leave time for your personal life are es- ber Once you have become a pro- by accessing the Education Department's sential if you are to be a successful spe- fessional, you need CEC more than Free Resources for Educational Excel- cial education teacher. Buy a planner ever. CEC is a "safe" place where you lence Web site. The site contains learning and take a course. It is well worth the can ask professionals about concerns resources from more than 40 federal time and money. or problems that may crop up in your agencies. Contact: www.ed.gov/free. Look Professional No one can first years of teaching. Plus, CEC's College Funding for Students Young- get away from it. Appearance counts. journals will keep you up-to-date on Success is a free monthly publication that Now is the time to invest in a profes- the latest instructional strategies and informs subscribers of financial aid pro- sional wardrobe. As a special educa- issues in the field. To be a respected grams, student competitions, free access tion teacher, you want to buy clothes special education teacher, you must scholarship databases, and free educa- that look professional but still allow have expertise. You must keep up with tional resources. Contact: YoungSuccess, I you to move easily. You will also want new developments that can affect your www.investoralert.com/teenmag.html or clothes with deep pockets. (We are al- teaching and your students. 0 [email protected].

6 CEC TODAY JUNE/JULY 2000 .130 canada

Canadian CEC Publishes Two Practical Your Canadian CIEC Board of Directors Self-Determination Resources President Canadian CEC's (CCEC's) Project Elizabeth Bond TRAITS, Transitions: Implement- 100 Main Street West ing Training in Self-Determination, Hamilton Wentworth S.B. has developed two resources for edu- Hamilton, ON L8N 3L1 cators to implement effective transi- 905/521-2502 (0) tion programs and teach self-determi- 905/643-1465 (H) nation strategies to their students. 905/521-2507 (FAX) CCEC compiled both the Self-De- [email protected] termination Sourcebook and the Self- Project TRAITS Planning Committee members President Elect Determination Handbook using infor- met in Ottawa to develop source books. mation and ideas gathered during a Barb Lucier CCEC seminar in Ottawa earlier this IPLAN: Helping Students Commu- 881 Lorette Avenue year. Seminar attendees included nicate in Planning Conferences. Winnipeg, MB R3M 1V2 classroom teachers, university profes- 204/889-6000 (0) sors, and provincial government repre- Handbook on Self-Determination 204/452-3030 (H) sentatives, as well as disability and The Self-Determination Handbook il- 204/889-6007 (FAX) [email protected] business association executives. lustrates best practices and useful models to promote and support the Immediate Past President Self-Determination Sourcebook self-determination of students with The Self-Determination Sourcebook is disabilities. The handbook focuses on: Faye McConnell #403-9700, 92nd Avenue Alternative Education. a collection of conceptual frame- Grande Prairie, AB T8V 0H4 works, curricula, strategies, and re- Employment and College Information. 780/513-3323 (0) search on the self-determination of School Enterprises. 780/538-2561 (H) students with disabilities. The source- Developmental Guidance Counseling. 780/539-6659 (Fax) book is organized into three sections: CEC's Life Centered Career Educa- fdgy@telusplananet contemporary self-determination tion Program. frameworks, curricula and strategies, Each section contains information Canadian Governor-at-Large and research. gathered by visits to exemplary local Candace Borger Some of the article titles include: school programs throughout Canada, 1809 - 277 Wellington Crescent Self-Determination Instructional including Edmonton, Alberta; Deux- Winnipeg, MB R3M 3V7 Strategies for Youth with Learning Montagnes, Quebec; Winnipeg, Mani- 204/885-1334 (0) Disabilities toba; Woodstock, New Brunswick; and 204/477-5467 (H) Working Together: Workplace Cul- Yellowknife, Northwest Territories. 204/885-7594 (FAX) ture, Supported Employment, and Per- [email protected] sons with Disabilities Ordering Information It's Never Too Early, It's Never Too To order a copy, contact the Canadian CIEC Offers Weil Course Late: A Booklet about Personal Fu- CEC office, 1010 Polytek Court, Unit tures Planning 36, Gloucester, ON K1J 9J2, 613/747- oAccountairn Transition Assessment: Methods and 9226, or [email protected]. 0 Sign up this fall for GEC's Web course, Processes to Determine Student "Assessing One and All: Educational Ac- Needs, Preferences, and Interests. Project TRAITS is funded by Human countability for Students with Disabili- Become Your Own Expert! A Self- Resources Development Canada. ties." CEC trainers Steve Elliott and Jeff Advocacy Curriculum for Secondary Members of the project planning com- Braden of the University of Wisconsin- School-Age Students with Learning mittee include CCEC Director Bill Madison will teach this 16-week course Disabilities. Gowling, CEC Member-at-Large based on their book by the same name. Team/Parent/Booklets: Organizer Candace Borger, CCEC Vice Presi- Complete the course at your own pace via for the Individual Transition Plan dent Barb Lucier, and members Rick the Web using your computer and get Meeting. Freeze and Patti Elvers, Rolling River CEU credits for a semester-length course. Employability Skills Teacher Hand- School Division. For more information, see the CEC Web site, www.cec.sped.org, or call 888/232- book K-12. 7733. Cost for members is $295.

131 CEC TODAY JUNE/JULY 2000 7 * CASE * CCBD * CEC-OR * CEC-PD * CEDS DCCD * DCDT * DDEL *

base related to service effectiveness for cul- Division Focus turally and linguistically diverse exceptional youth. Several projects with CASE, CCBD, CASE TED, and TAG are in development. The Council of Administrators of Special Education D1SES The Division of International CASE is pleased to welcome several new Special Education and Services members to its Executive Committee. Beth Lowman of New Jersey will assume the Be sure to join your CEC and DISES col- post of treasurer, Thomas Jeschke from leagues by participating in two dynamic inter- Iowa is the new CASE representative to national conferences next summer. Interac- CEC, and Emily Collins of Georgia will as- tion and Collaboration will be held June 24- sume the position of representative of CASE 27, 2001, in Antalya, Turkey. For more infor- units. Joseph Ovick from California is taking mation, contact Gonul Kircaali-Iftar, Anadolu over as chair of the Policy and Legislation University 26470, Eskisehir, Turkey, e-mail: [email protected]. The deadline for sub- Committee for CASE, and Jim Chapple of tion to Diane Gillespie, 1103 Mourning Dove mission of papers is Sept. 30, 2000. Making a Ohio is the new chair of the Professional Dr., Blacksburg, Va. 24060-1467. Development Committee. World of Difference will be held July 23-26, 2001, in Warsaw, Poland. For more informa- Several committee members are assum- CEDS ing new responsibilities in the coming year. tion, contact Robbie Ludy, Buena Vista Uni- The Council for Educational Bev McCoun from Wisconsin is the new versity, BVU Box 2949, Storm Lake, Iowa CASE president, and Brenda Heiman of New Diagnostic Services 50588, e-mail: [email protected]. Submit papers Mexico moves into the position of president Don't miss the CEDS annual conference, by Oct. 15, 2000. elect. Jonathan McIntire from Vermont is Cultural Diversity and Assessment, Nov. 2- now CASE's immediate past president. 4, 2000, at the Hanalei Hotel in San Diego, DVI Christy Chambers of Illinois continues as Calif. Alba Ortiz will deliver the keynote ad- The Division for Visual CASE secretary. dress, "Assessment of Linguistically and Impairments Culturally Diverse Learners: From Tradi- CASE appreciates the service of officers DVI is pleased to announce its new Web tional to Best Practices." For hotel reserva- completing their terms on the Executive site. Access it from the CEC home page, tions, call 800/882-0858. For registration Committee. They include Pat Guthrie, im- www.cec.sped.org, through the "Divisions" and information, contact Sandra Miller, mediate past president; Robert Van Dyke, link. The DVI Web site features resources 616/844-2629, e-mail: [email protected], treasurer; Luann Purcell, representative of on blindness education, officer contact in- CASE units; and Judy Montgomery, policy or visit the CEDS Web site at formation, and DVI history. DVI will add and legislation. www.cec.sped.org. more to its site during the next few months CEC-PD and encourages suggestions and feedback. The CEC Pioneers Division DDEL The Division for Culturally and The new CEC-PD officers for 2000-2001 are TED President Andy Berg, President-Elect Mike Linguistically Diverse Exceptional The Teacher Education Division Learners Daly, Vice-President Linda Marsal, Past TED will hold its annual conference, The President Bev Johns, Secretary Ann Bleakly, During CEC's international convention in New Millennium: Issues, Concerns, and So- Member-at-Large Bill Vickers, and Treasurer Vancouver, DDEL sponsored numerous pre- lutions, in Las Vegas, Nev., Nov. 6-9. Diane Gillespie. sentations to support professional develop- TED will publish a monograph titled The Pioneers are happy to announce ment in the areas of diversity. CEC, DDEL, "Emerging Practices in Teacher Preparation: that June Robinson will be their showcase and the Black Caucus brought Lesra Martin Collaborative Programs to Prepare General honoree at the 2001 CEC Annual Conven- to their featured event, the Multicultural and Special Educators" in collaboration with tion & Expo in Kansas City, Mo. Robinson is Summit. Through his story, Martin showed the Florida Comprehensive System for Per- the CEC archivist and the Pioneers' commu- how high expectations and the willingness sonnel Development Project at the University nication and history chair. to help others can multiply the odds for of South Florida in St. Petersburg, Fla. For CEC-PD currently has seven active sub- success and change the future of a child so- more information, contact Lee Sherry, 727/ divisions in California, Florida, Georgia, Illi- ciety has devalued through the schooling 553-3184 or [email protected]. nois, Kentucky, Ontario, and Pennsylvania. process. During the summit, Black Caucus Bob Algozzine received the TED-Merrill If your state or province does not have a Pi- President Frances Carroll recognized Martin Award for Research during the CEC confer- oneers subdivision, start one by contacting for his accomplishments against all odds. ence in Vancouver. The Publication Award CEC-PD Membership Chair Jean Lokerson, Effective July 1, new DDEL officers as- for Volume 22 of Teacher Education and 804/358-5474 or [email protected]. sume greater responsibilities. Gwendolyn Special Education was presented to Mary T. If you wish to recognize a colleague or Webb-Johnson becomes DDEL's president, Brownell and Frank Pajares for their article, honor the memory of a deceased friend, and Theodore Pikes is president-elect. "Teacher Efficiency and Perceived Success consider donating to the June Jordan "I DDEL supports the efforts of several di- in Mainstreaming Students with Learning Have a Dream" Fund. Send your contribu- visions that are increasing the knowledge- and Behavior Problems." 8 CEC TODAY JUNE/JULY 2000 132 * DEC * D1SES DLD * DPHD * DVI MRDD * TAG * TAM * TED

CEC Leaders,from page 1 each unit will decide how it will deter- CEC has also led the field in a num- more about our Board members, their mine both its representatives. ber of additional achievements. For goals in office, and contact informa- The RA creates another avenue example, CEC developed the first cer- tion, see pages 12-13.) through which members can influence tification standards for new special ed- "The members of CEC's new Board CEC policy and decision making. It will ucators. It has consistently advocated of Directors are looking forward to this identify, discuss, and recommend CEC for funds for personnel preparation, re- year," said Bill Bogdan, 1999-2000 positions related to special education search in special education, and tech- CEC president. "While change can be including those impacting educators as nical assistance. And, it hosts the unsettling, it can bring about many re- they deliver services to the Board of world's largest special education con- wards. However, one ideal will remain Directors. In order for the RA to give vention and expo each year! constant the commitment of this as- the Board informed guidance, it must sociation, its governance, and employ- hear from members about matters of im- As we look over our many accom- ees to serve its members, the field, and portance to them and the field. The RA plishments, we realize how true it is children with exceptionalities." will then engage in knowledgeable dis- that CEC has much to be proud of. Due Having a 21-member Board of Di- cussion at its annual and electronic to the dedication and guidance of our rectors is not the only change. CEC's meetings. If you would like the RA to leaders and our 50,000+ members, the Nominations Committee will have ex- address a particular issue or concern, association has been a major force in panded responsibilities. In addition to contact your representative! The mem- special education for the past 78 years. recruiting candidates for the Board of bers of the RA for your unit will be CEC recognizes that if we are to Directors, the Nominations Committee listed on the CEC Web site this fall. continue our leadership, we must be will be involved in leadership develop- able to respond quickly to policy ment and mentoring opportunities Much to Be Proud Of changes, media questions, and compe- within CEC. Thus, the Nominations As CEC undergoes this transition, it's a tition. Under the new governance Committee members will establish pro- good time to reflect on the many accom- structure, CEC will be able to meet grams and leadership opportunities to plishments of the organization. Since its these challenges; and its tradition of enable CEC members from all disci- inception in 1922, CEC has played a visionary thinking, giving of time, plines and ranks to participate in CEC's leading role in the advancement of the talent, and commitment to the field governance in significant ways. field of special education, services for will strengthen. "With this structure, CEC can pro- children with disabilities and/or gifts We look forward to further ad- mote grassroots involvement in its lead- and talents, and improvements for spe- vances in special education and the ership," said Hellen Bogie, CEC's in- cial educators. One of CEC's major programs, collaborative projects, and coming president. "It is vitally impor- milestones was the passage of Public legislative advances that will result tant that CEC have representation from Law 94.142, now known as the Individ- because CEC is willing to fight for every facet of our membership in lead- uals with Disabilities Education Act what is best for individuals with ex- ership positions. We need the voices of (IDEA). This landmark legislation es- ceptionalities and those who serve teachers, administrators, researchers, tablished the right to a free, appropriate them. Congratulations to all our and higher education professionals, as public education for children with dis- members, past and present, who make well as representation from all special abilities. CEC recently helped lead the CEC the leading association for spe- education disciplines." way for the reauthorization of IDEA, cial educators and who make spe- Another exciting outcome of the new ensuring that students with exceptionali- cial education work for individuals governance is the establishment of the ties receive a quality education. with exceptionalities. 0 Representative Assembly (RA), which CEC has also helped enact legisla- will replace the Delegate Assembly. The tion guaranteeing that students with CEC lieviises S1and1rds'--1 RA will be composed of two representa- exceptionalities receive: tives from each federation, branch, divi- Early intervention services. Common Core sion, and Student CEC. In this first year Appropriate transition services. CECis revising the Common Core of of the restructuring, to ensure continuity; Access to the general education cur- Knowledge and Skill Standards for Be- one RA representative will be the unit's riculum. ginning Special Educators to include current governor or immediate past pres- Inclusion in standards and reform ef- items that address technology, general ident. Each unit will determine how it forts. curriculum, and collaboration. If you will select its second representative. The Services for students with gifts and would like further information about this units will select their first representative talents. effort, please contact Margie Crutchfield by August 15 and their second represen- Appropriate instruction and support in the Professional Standards and Prac- tative by December 15. In the future, services. tice Unit, [email protected] or 703/264-9484.

CEC TODAY JUNE/JULY 2000 9 , 121.1 professional advancement

New lafivectov at the CEC/DDEL Symposium Offers "Can't Foundation tila ENcepfionail ChiOdcren Mise Learning Opportunities

CEC is pleased to introduce Judith Hub- oinyourCEC colleagues in Albu- tive/First Nations, Asian, African bard Boerner as its new director cif the Jquerque,N.M., this fall to explore American, and Pacific Islander popu- Foundation for Exceptional Children. diversity in the new millennium with lations. Session topics include: Boerner has more than 20 years of expe- experts in the field, discuss new ideas, Administration and Supervision. rience coordinating extensive fundrais- and learn more about emerging trends Assessment. ing and gift programs for organizations in teaching and providing services for Behavior Management Strategies. in the advocacy, higher education, arts, , culturally and linguistically diverse ex- Career Development and Transition. and medical industries. With that experi- ceptional learners! Disproportionate Representation. ence, she comes to the foundation pre- CEC and its Division for Culturally Interagency Initiatives. pared to hit the ground running to locate and Linguistically Diverse Exceptional Communication Development. funding opportunities and enhance the Learners will host their Symposium on foundation's programs. Culturally and Linguistically Diverse Ex- Pre-symposium Institutes In particular, Boerner looks forward to ceptional Learners on Oct. 12-13, 2000, Come a day early and attend one of administering the Yes I Can! Awards at the Hyatt Regency Albuquerque. two full-day institutes on Wed., Oct. program. 11, from 9:00 a.m. - 4:00 p.m. Keynote Speaker Lesra Martin "The Yes I Can! program is very exciting Institute A: Promising Practices to me," Boerner said. "I think it is one of Headlining the sym- for Reducing Disproportionate Rep- the most vital things CEC and the foun- posium is keynote resentation Discusses IDEA re- dation do." speaker Lesra Mar- porting requirements designed to de- tin, who overcame termine whether race is a factor when Boerner brings a wealth of experience to her work at the foundation. As executive illiteracy and played schools identify children with disabili- director of the State University of New a major role in prov- ties and if decisions that provide spe- York College Foundation in Delhi, N.Y., ing the innocence of cial education to children and youth Boerner established eight new endow- Rubin "Hurricane" are fair and appropriate. ment funds that raised the college's en- Carter, a former boxer who was un- Institute B: An Assessment and In- dowment to $1.6 million. In her position justly accused of a triple homicide. tervention Model for Language Mi- as major gifts development officer, Martin will share his personal experi- nority Students Provides a frame- Boerner planned, organized, and ences and the importance of overcom- work for serving language minority launched a campaign for Massachusetts ing adversity and abolishing illiteracy. students in general and special educa- General Hospital in Boston, Mass., that tion programs, including strategies to revived a dormant $325 million capital Symposium Opportunities prevent academic difficulties, pre-re- campaign, which had fallen $169 million Participants in this exciting profes- short of its goal. ferral intervention, assessment, and in- sional development event will: dividualized educational planning. Par- In addition, during her tenure as vice Learn strategies geared specifically for ticipants will identify issues and con- president for development at the Ameri- students from diverse backgrounds. cerns and share effective practices. can Symphony Orchestra League in Explore practical instructional Washington, D.C., Boerner secured major strategies from the special education Building Trust Wodcshop funding from a variety of prominent foun- field and other disciplines. Franklin Covey trainer Steven Kukic dations and corporations to support the Enhance their effectiveness in work- league's research and development proj- will present the CEC/Franklin Covey ect, "Americanizing the American Orches- ing with students from diverse cultures. workshop, Building Trust: The Key to tra." Her funding sources included the Meet and hear nationally recognized High Performance, on Sat., Oct. 14, AT&T Foundation, National Endowment leaders. from 9:00 a.m. to 4:00 p.m. This insti- for the Arts, Lilly Endowment, and W.K. Exchange information with col- tute will help individuals, work Kellogg Foundation. leagues from around the country. groups, and organizations optimize Develop new approaches for pro- their effectiveness by creating and sus- "I think CEC is such a remarkable organ- gram and curriculum improvement. ization at a critical time in history," taining an environment of trust. Boerner said. "I see so many opportuni- Choose from more than 100 infor- Registration ties for funding and support and, frankly, mation-packed sessions about the edu- for program development." cation of culturally and linguistically To register or for more information, diverse learners, including students call CEC toll-free, 888/232-7733, or from American Indian/Alaska Na- visit the Web, www.cec.sped.org. 0 10 CEC TODAY JUNE/JULY 2000 134 professional advancement

CEC Develops Performance Standards for Seemed Like a Geed Wee M he Time Teacher Preparation Programs "I had an upset parent call me one evening he National Council for the Accredi- for NCATE approval in October 2001. after her child had explained that I would Ttation of Teacher Education At that time, CEC must demonstrate that not let him go outside unless he got a pair (NCATE) recently announced ground- its standards and review process are per- of glasses. I replied that I did not say that and felt rather confused as to why the stu- breaking new performance-based stan- formance-based. CEC does not expect to dent would say that. She stated that her dards for teacher preparation. As the make major changes in the content of its son was standing right there and was in- standards since the current set of stan- NCATE partner that develops standards sisting that I told him that. I asked her to for and approves special education dards, approved by NCATE in 1996, are put him on the phone to retell me what he teacher preparation programs, CEC is written as knowledge and skills. thought I said. His words were, 'You told developing performance-based standards Since 1996, institutions seeking me I could not go outside unless I had that align with NCATE's new standards. CEC/NCATE approval have had to SUPER VISION.' (supervision). Both the "These standards, which focus on demonstrate that the CEC guidelines parent and I had a good chuckle about the candidate performance, represent a revo- were appropriately addressed or cov- whole confusion." (Submitted by Marlene lution in teacher preparation," said ered in their curriculum and fieldwork M. Johnson via the CEC Web site.) Arthur Wise, NCATE president. "It is not assignments. Under the new system, Do You Have a Story? enough for a faculty member to say, 'I institutions will be required to demon- 1 taught the material.' Performance-based strate that they have an effective sys- Teachers often have good ideas, but not accreditation is based on results re- tem that assesses students on the CEC all of them turn out as planned. Send sults that demonstrate that the teacher guidelines and that their students per- your story to CEC Today Editor, 1920 As- candidate knows the subject matter and form adequately on these assessments. sociation Dr., Reston, Va. 20191-1589 or [email protected]. can teach it effectively in a real class- It is expected that special education room. The institutions will need to pro- teacher preparation programs will be vide credible evidence that their schools required to use the CEC performance- CEC Seeks Fielld-Based of education achieve this goal." based standards in 2003. Editor tr TEACHING In the past, the accreditation process For more information about the focused on "inputs." Institutions were new NCATE standards, see the Web at Enspeienal Children required to demonstrate that their cur- www.ncate.org. 0 CECis looking for a field-based editor to riculum covered the requisite material serve a term of up to five years beginning The U.S. Department of Education rec- and that the unit had appropriate re- July 1, 2001. The editor will: sources. The new NCATE standards ognizes NCATE as the professional ac- emphasize performance over process. crediting body for schools, colleges, Develop professional content for six Programs must show evidence that their and departments of education in higher issues annually. graduates actually learned the material education settings. Partnered with Manage the review process. and can effectively teach children. NCATE, CEC has approved 258 of the Edit manuscript content. Work collaboratively with CEC CEC, through the work of its Profes- more than 700 institutions that prepare publications staff. sional Standards and Practices Standing special education professionals. Assist authors in developing quality Committee, will submit new standards manuscripts. &gn Up tv CECMCATE FoDo 'toter brining CEC will provide an honorarium and limited compensation for expenses. will hold a 1-day workshop for college and university personnel who are preparing folios CEC Application and Information to respond to CEC's curriculum guidelines. The workshop will: Clarify the intent of particular standards. Applications are due Sept. 1, 2000. For Demonstrate frameworks for preparing folios. additional information or an application Show how to complete the matrices. package contact: Demonstrate how to present supporting evidence. Explain how reviewers analyze the folio. Kathleen McLane, Senior Director Provide individualized assistance to resolve problems. Publications and Continuing Education The Council for Exceptional Children The workshop will be held Aug. 12, 2000, from 9:00 a.m.4:00 p.m. at CEC headquarters 1920 Association Drive in Reston, Va. Registration is $250 for CEC members and $400 for non-members. For Reston, VA 20191-1589 more information, contact CEC, 888/232-7733 or cecprof@ cec.sped.org, or register on 703/264-9470 (0) the Web, www.cec.sped.org/ps-menu.htm. 703/620-2521 (FAX)

135 CEC TODAY JUNE/JULY 2000 11 member to member

CEC Forms New Board of Directors participation in making these things happen. (3-year term) EC introduces you to its new Board Pam Gillet Cof Directors (BOD). This 21-mem- Special Education Consultant, Niles, Illinois Sharon Ishii-Jordan Assistant Education Professor, Creighton ber group replaces the 12-member Exec- , Pam Gillet brings a utive Committee and 88-member Board wealth of past CEC University, Omaha, Nebraska of Governors, effective July 1, 2000. leadership experi- Sharon Ishii-Jordan The newly elected members are: ences to the BOD has been a teacher, CEC past presi- administrator, and Treasurer dent, Board of Gov- arr.r professor in public, ernors member, del- private, and interna- Stan Dublinske egate, and an officer tionalsettings, in- Senior Advisor for Planning, American for a number of CEC units. As former Speech-Language-Hearing Association, cluding as an ESL Rockville, Maryland chair of the Governance Standing teacher in Tokyo, Committee, Gillet oversaw the gover- Japan. She is an advocate of students Stan Dublinske has a nance restructuring process, and she with disabilities both as a professional proven track record will help ease the transition for the and as a parent of a student with a dis- in financial manage- new governing bodies and CEC mem- ability. On the BOD, Ishii-Jordan will ment. As the DCCD bers. (3-year term) help CEC pursue ways to help regions financial officer, his with teacher recruitment, development, efforts resulted in an Katherine Good and job responsibilities. (3-year term) accumulated reserve Special Education Teacher, James fund balance of Elementary School, and Resource Faculty, Kathy Kersenbrock-Ostmeyer Eastern New Mexico University, Portales, $80,000. He has presented a series of Assistant Director of Special Education, New Mexico training sessions for other division Northwest Kansas Educational Center, treasurers and helped rewrite the Divi- Katherine Good has Oakley, Kansas sion Treasurers' Manual. Dublinske is served in various also a Certified Association Executive leadership roles in the Kathy Kersenbrock- who knows how to help the BOD blos- New Mexico Federa- Ostineyer will com- som into CEC's primary decision- tion as well as for mit herself to ensure

making body while ensuring that New Mexico Student _ ,that CEC continues members and units are involved in the CEC and her local to promote improved working condi- governance process. (1-year term) chapter. As a BOD tionsfor special educators, encourage member, Good will support research and every member to find better ways of Members-at-Large evaluation of special education teaching doing things, and support international conditions. She will also push for im- memberships. With experience as Janet Burdick* proved professional development cur- Kansas Federation president and gover- Director of Special riculum materials. (3-year term) nor, Kersenbrock-Ostmeyer is a proven Services, Buhl School leader who knows how to set an organi- District, Buhl, Idaho Jamie Hopkins zation on the right course. (2-year term) Janet Burdick has a Special Education Coordinator, Forest Hills School District, Cincinnati, Ohio long history of CEC Elba Maldonado-Colon leadership as Idaho A CEC member Professor and Director, Learning Assistance Program, Special Education Division, San Federation president and member of since 1969, Jamie Jose State University, the Governance Standing and the CEC Hopkins pledgesto San Jose, California Executive committees. On the BOD, give members the Burdick will focus on strategies to re- services and infor- Elba Maldonado- cruit and retain teachers and better mation they need Colon is a consult- meet the needs of students from cultur- and want. Addition- ant at the national, ally and linguistically diverse back- ally, Hopkins will state,and local lev- grounds. (1-year term) support a formal mentoring program to els on learning dis- * Burdick was voted into office as first vice president dur- recruit and train CEC leaders from a abilities and the education of culturally ing the April 2000 elections. As part of the transition plan more diverse leadership base. She is for CEC.'s governance restructuring, Burdick will serve as and linguistically diverse exceptional BOD member-at-large during the 2000-2001 term and looking forward to increased member learners. Maldonado-Colon has served will begin her position as first vice president July I, 2001.

12 CEC TODAY JUNE/JULY 2000 136 in a number of CEC leadership capaci- Kathleen Puckett CEC Board6:4Mreciors ties, in which she represented cultur- Associate Special Education Professor, ally and linguistically diverse perspec- University of Tennessee at Chattanooga Officers tives during discussions of various is- One of Kathleen Hellen Bogie, President sues, including ethics, assessment, and Puckett's goals on [email protected] collaboration. (3-year term) the BOD is to en- 905/878-2851 ext. 214 (W) hance CEC's leader- Jacqueline Alexander, President Elect Jim McCormick / ship in supporting [email protected] Chief Executive Officer, Richmond State professionals in their 210/431-3963 (W) Hospital, Richmond, Indiana quest for knowledge of human potential, William Bogdan, Past President For more than 15 [email protected] years, Jim Mc- along with assistive technology, teach- 513/674-4240 (W) Cormick has facili- ing methods, and accepting attitudes. tated numerous col- With extensive experience on local Stan Dublinske, Treasurer [email protected] laborative projects, philanthropic boards, Puckett excels at 301/897-0124 (W) managed budgets in developing goals and activities and get- excess of $28 million, ting appropriate funding. (1-year term) Members-at-Large and led several efforts Executive Committee Members Candace Borger, 204/885-1334 (W) to improve service delivery efforts. Mc- [email protected] Cormick has served as a board member Continuing Their Terms for 11 different non-profit organizations The following members of the 1999- Janet Burdick, 208/733-8456 (W) that served or advocated for individuals 2000 Executive Committee will com- [email protected] with disabilities. (2-year term) plete their elected terms on the BOD. Terri Chasteen, 417/833-0442 (H) Hellen Bogie, President [email protected] Joel Matter Jacquelyn Alexander, President Elect Special Education Professor, Long Island William Bogdan, Immediate Past Pamela Gillet, 847/965-6273 (H) University, Brookville,New York President Kathie Good, 505/359-0897 (H) Always an active Candace Borger, Member-at-Large [email protected] leader on CEC's be- Terri Chasteen, Member-at-Large Brenda Heiman, 505/889-3412 (W) half, Joel Mittler will Brenda Heiman, Member-at-Large [email protected] encourage the board Jacqueline Mault, Member-at-Large to implement appro- James Patton, Member-at-Large Jamie Hopkins, 513/231-3600 (W) [email protected] priate policies and ac- Rounding out the BOD, Student tions to make CEC CEC (SCEC) 2000-2001 President Sharon Ishii-Jordan, 402/280-2553 (W) the preeminent pro- Jennifer Weaver will serve as the [email protected] fessional association concerned with the SCEC Member-at-Large. The BOD Kathy Kersenbrock-Ostmeyer, needs of children with exceptionalities. will also select a candidate this sum- 785/672-3125 (W) Mittler will also push CEC to work more mer for the external member position, [email protected] closely with the general education com- a BOD member from outside of CEC's Elba Maldonado-Colon, 408/924-3786 (W) membership who can provide specific munity at the national, state/provincial, [email protected] and local levels. (2-year term) expertise as needed. ID Jacqueline Mault, 509/874-2995 (H) [email protected]

CEC Jim McCormick, 765/983-8006 (W) norrog [email protected] Four CEC members received the prestigious 2000 Shaklee Teacher Award for their outstand- Joel Mittler, 516/299-2158 (W) ing special education teaching practices and professional knowledge. CEC congratulates: [email protected] Angela Allen-McDonald, McPherson, Kansas CEC Chapter #599 James Patton, 757/221-2318 (W) CEC Chapter #717 Jessica Moreau, Lilburn, Georgia [email protected] Suzanne Perry,Phoenix, Arizona CEC Chapter #I59 Bonnie Wiseman, Fullerton, California CEC Chapter #188 Kathy Puckett, 865/584-9436 (H) [email protected] Do you have Honor Roll news to share about yourself or a fellow CEC member? Write to CEC Today Editor, CEC, 1920 Association Dr., Reston, Va. 20191-1589 or e-mail your news Jennifer Weaver, 301/797-0896 (H) to [email protected]. [email protected] 137 CEC TODAY JUNE/JULY 2000 13 speaking out

Warded: Your [Inpui on (EC Report Is My Toolto Improve 013EAg Special Education Teaching Conditions The Department of Education's Office of BY TERRI CHASTEEN Special Education Programs (OSEP) benefit anyone if it's left in the Oled and wants your views about what works in When I was not put to use. We can't, as an organiza- the Individuals with Disabilities Educa- asked to tion or as individuals, let this report just tion Act (IDEA) to improve the lives of serve as a member individuals with disabilities. OSEP's Spe- sit on the shelf and gather dust. of the Commission cial Education Survey will guide the de- Like any good tool, this report comes partment as they develop the long-range on the Conditions with directions for use. It is an ACTION plan for the IDEA National Program, of Special Educa- PLAN. The Strategies for Partners for which will identify national activities to tion Teaching and Action outlines in detail recommenda- link best practices to states, school sys- Learning, I really tions for each partner constituency. As a tems, and families. didn't know what to expect. This is a special education teacher, it is helpful for different direction for CEC. Instead of me to know appropriate strategies for Who Should Participate? focusing on the students' needs, there 1 stakeholders other than myself. What a Professionals in special and general edu- was a shift to spotlight the needs of great tool I now have at my disposal cation, individuals with disabilities, par- teachers and how teaching conditions ents of children with disabilities, members affect student performance. "I feel validated in my of national organizations, and representa- The first order of business was to concerns about special ed- tives of various levels of government. decide which direction the commis- ucation teaching, condi- sion should take. All members agreed tions, and I see this docu- How Long Is the Survey? this document must not become a ment as a tool." The survey consists of three questions, whiner's list of "all that's wrong in including background information special education." The final docu- when I have the opportunity to visit with about your relationship to individuals ment had to use sound research prac- with disabilities. my state agency or with parents. tices to identify barriers that obstruct As I visit with fellow special educa- high quality special education and When Is It Due? tors about the commission's report, I must also include an action agenda. consistently get the same message. You have until Sept. 1, 2000, to com- Now that it's completed, what does plete the survey. Someone's finally listened to our con- this document mean to me as a special cerns, so now we must work together to education teacher? In trying to answer How Can I Participate? facilitate positive change in this profes- this question I wrote a lot about my ! sion. We all chose special education as You can participate by completing the sur- role on the commission, CEC leader- vey online at www.OSEPplanning.org. To our profession because we wanted to ship commitment, and how I felt each request a paper, large-print, or Braille ver- make a difference in the lives of stu- of us must take the report forward, but sion of the survey, write to Westat, OSEP dents with exceptionalities. Our frustra- Comprehensive Planning Project, 1009 I had not answered the question. So I tion comes not from the teaching condi- Slater Rd., #110, Durham, NC 27703, call hit the delete key and started over. tions themselves but from the effect 800/510-1668 (TTY: 800/813-5812), or e- It's really very simple I feel vali- they have on the students we serve. mail: OSEPplanning@ westat.com. dated in my concerns about special ed- It is exciting to know that CEC's ucation teaching conditions, and I see leadership has voiced a strong commit- Voiice Your Concerns this document as a tool. ment to the dissemination and imple- The research and information offered mentation of this document. This report Are you dealing with a difficult issue in in this report don't present any informa- must serve as a focus for CEC as it your classroom? Would you like to ex- tion we didn't already know, but now works to provide Bright Futures for Ex- press concerns or solutions to the field? If we have reliable and valid data we need ceptional Learners and improve special so, make your voice known by sending a to advocate for the improvement of spe- education teaching conditions. 0 "Speaking Out" article to CEC Today Editor, cial education teaching conditions. 1920 Association Dr., Reston, Va. 201 91- Terri Chasteen is a member of the Com- Put This Tool to Work 1589 [email protected]. Articles mission on Special Education Teaching should be 500-800 words long, include Funk and Wagnall's definition of a tool Conditions. She is also a member-at- your full name and title, and be suitable for is "Any instrument or means necessary large on the Board of Directors and a CEC's members teachers, administra- to the efficient prosecution of one's tors, related services personnel, college special education teacher in the Nixa R- students, and teacher educators. profession or trade." A tool doesn't II School District in Nixa, Mo.

14 CEC TODAY JUNE/JULY 2000 138 Teaching Conditions,from page 5 Define the Role of Special Educators Create the Context for High Quality Practice tivities that do not contribute to their Schools and districts should define the All professional development pro- students' educational success. Not role of special education teachers. Cen- grams, including those for pre-service only is this frustrating for our teachers, tral and building-level administrators and experienced special education it directly impacts the quality of edu- should work with special educators to teachers, must meet three standards: cational services students with disabil- redesign and make explicit special edu- The content should emphasize re- ities receive. cator responsibilities. search- and experience-validated in- Special education teachers bring structional strategies that have been The Action Agenda expertise in providing intensive and proven to be effective for students Though the goal is daunting, we can focused instruction and in developing with exceptionalities. change current special education instructional strategies to meet the in- The curriculum should provide teaching conditions. It will take the dividual needs of students with dis- teachers with sufficient detail, exam- collaborative effort of teachers, admin- abilities. They also know how to make ples, demonstrations, and practice so istrators, districts, states/provinces, accommodations or modify the gen- that they can use the new instructional business, federal agencies, and teacher eral education curriculum for students practice proficiently. education programs. If these "Partners with special needs. Schools should en- The curriculum should be based on for Action" join together for effective sure that special educators use their adult learning principles such as pro- change, we can ensure that: skills and knowledge for the best edu- viding educators a voice in designing Every student with exceptionalities cational results for students with ex- professional development experiences, receives individualized services and ceptionalities. modeling, and peer coaching. Also, supports from caring and competent learning to teach must include more Provide Supports for Special Education professional educators. extensive experiences in classrooms Teachers Every special and general educator earlier and more consistently. has the teaching and learning condi- CEC and school districts can support Develop Cohesive Licensure Systems tions to practice effectively. special educators in many ways: Every instructional leader establishes CEC, with the Partners for Action, Licensure requirements for special ed- strong expectations for the use of effec- should develop caseload guidelines. ucation teachers for each state and tive and yalidated instructional practices. Teachers who document their accom- province should be standardized, CEC recommends the following ac- plishments against recognized standards which would allow teachers to apply tion agenda as a beginning in these es- should qualify for salary incentives. for jobs where the jobs are. Also, spe- sential changes: District/board and school adminis- cial education preparation programs trators who understand the responsibil- should align themselves with CEC's Provide Technology and Clerical Supports ities of special education teachers validated professional standards. to Reduce the Paperwork Burden should collaborate with and support Recruit and Prepare Sufficient Qualified Schools must provide teachers with the their special educators. Diverse Special Educators to Meet Demand technology they need for electronic case Ongoing assessment data about the management, communication, record- conditions of teaching within school dis- A coordinated recruitment campaign for keeping, data analysis, and ongoing in- tricts and boards should be used for con- special education teachers must be im- structional modifications and accommo- tinuous improvement at the local level. plemented. The campaign should target dations. Also, by providing personnel secondary students as well as career Create a Career Continuum in Special for clerical tasks such as preparing due changers, and programs that prepare Education process notices, completing district special education teachers must have the forms, and tracking re-evaluation time- Teacher preparation programs must capacity to prepare sufficient numbers lines, the special education teacher can ensure that special education teacher of qualified diverse special educators. focus on teaching and learning. candidates have a breadth of experiences in school settings that prepare For a copy of Bright Futures for Standardize Decision-Making Processes them for the daily challenges they will Exceptional Learners: An Action Districts/boards, schools, and teachers face. Also, teacher preparation pro- Agenda to Achieve Quality Conditions should be able to use a universal set of grams and school systems must infor Teaching and Learning, see the processes to document effectiye and crease the opportunities for ongoing CEC Web site, www.cec.sped.org, or complete assessments, program plan- professional development for special call 888/CEC-SPED. A more detailed ning, and student progress. Special ed- education teachers and create a career summary of the report is in the July/August 2000 issue of TEACHING ucators should have standard tools to 1 ladder for accomplished teachers who

document these processes. I mentor their colleagues. Exceptional Children. 0

139 CEC TODAY JUNE/JULY 2000 15 CALENDAIR OF C (Est september October 12-14, 2000 San Diego, CA. Contact: Sandra Latchford, September 28-29, 2000 MRDD's 7th International Conference, 60 Surrey Crescent, Fredericton, NB E3B DLD's First Annual Conference, "Bridging "Many Roads: Different Directions." Hol- 4L3, Canada, 506/453-3515 (0), 506/453- the Gap between Research and Practice: iday Inn-Inner Harbor, Baltimore, MD. Con- 4765 FAX, [email protected], CEDS Web Research-Supported Interventions for Stu- tact: Val Sharpe, 410/480-9667, e-mail: site, www.cec.sped.org. Keynote speaker: dents with Learning Disabilities." Westin- [email protected]; or Tom Wood, 5337 Alba Ortiz, "Assessment of Linguistically Francis Marion Hotel & Charleston Lightsey Country Oaks Drive, El Paso, TX 79932, and Culturally Diverse Learners: From Tra- Conference Center, Charleston, SC. Con- 915/747-5572 (0), 915/581-4261 (H), FAX ditional to Best Practices." tact: National DLD Conference, PO Box 915/747-5755, e-mail: [email protected]. November 6-9, 2000 1304, Lawrence, KS 66044, 814/863-1699, Keynote speakers: Temple Grandin, Ann 23rd Annual TED Conference, "The New FAX 814/863-1002, DLDConference@ and Rudd Turnbull. Millennium: Issues, Concerns, Solutions." hotmail.com, or [email protected]. October 25-28, 2000 Tropicana Hotel, Las Vegas, NV. Contact: California CEC Federation 50th Annual Nasim Dil, Department of Special Education, october Meeting and Special Education Show- University of Nevada-Las Vegas, 4505 Mary- October 11, 2000 case, "Taking Reform into the New Mil- land Parkway, Las Vegas, NV 89154-3014, CEC/DDEL Pre-symposium Institutes, lennium." Doubletree Hotel, Sacramento, 702/895-1103 (0), FAX 702/895-0984, e- "Promising Practices for Reducing Dispro- CA 95815. Contact: Marion England, 1010 mail: [email protected]. pbrtionate Representation" and "An As- S Street, Sacramento, CA 95814, fax) 916/443-1838. For program presenta- November 8-10, 2000 sessment and Intervention Model for Lan- Arkansas CEC Federation Conference, "Let guage Minority Students." Hyatt Regency, tions, contact: Leo Sandoval, 91 6-783- 9577, e-mail [email protected]. Us Continue: Special Education in the 21st Albuquerque, NM. Contact: CEC, 1920 As- Century" (Nov 9-10). Austin Hotel and Con- sociation Drive, Reston, VA 20191-1589, vention Center, Hot Springs, AR. Pre-confer- 888/232-7733, [email protected]. november ence workshop sponsored by CCBD, Novem- October 12-13, 2000 November 1-3, 2000 ber 8. Contact: Bruce Pilcher, PO Box 1155, CEC/DDEL Symposium on Culturally and "South Carolina Transition Conference." Rogers, AR 72757, 501/631-3515, or see the Linguistically Diverse Exceptional Learn- Hyatt Regency Greenville, Greenville, SC. Web site at www.cec.sped.org/Arkansas. Contact: Project SIGHT, University of ers, "Diversity in the New Millennium." November 9-11, 2000 South Carolina School of Medicine/CDR, Hyatt Regency Albuquerque, Albuquerque, Ontario CEC Federation's 44th Annual NM. Contact: CEC, 1920 Association Drive, Columbia, SC, 29208, 803/935-5219, e- Conference, "Experience a Taste of Nia- mail: [email protected]. Co-sponsored by Reston, VA 20191-1589, 888/232-7733, e- gara: Exceptional People, Exceptional South Carolina DCDT and Project SIGHT. mail: [email protected]. Sights - A Winning Combination." Shera- October 14, 2000 November 2-3, 2000 ton Hotel, Niagara Falls, ON. Contact: Barb CEC/DDEL Post-symposium Franklin Covey LCCE Regional Training. Reston, VA. Rowe, 416/223-6164, Fax: 416-223-5677, Workshop: "Building Trust." Hyatt Regency, Contact: CEC, 1920 Association Drive, Re- e-mail: [email protected]. Co: Albuquerque, NM. Contact: CEC, 1920 Asso- ston, VA 20191-1589, 888/232-7733, sponsors: Local CEC chapters in the ciation Drive, Reston, VA 20191-1589, [email protected]. Hamilton and Niagara Districts, Learning Disabilities Association of Ontario, and 888/232-7733, [email protected]. November 2-4, 2000 Brock University of St. Catharines. CEDS Annual Conference, "Cultural Di- versity and Assessment." Hanalei Hotel,

C-OUNCIL EXC-EPTIONALCHILDREN NONPROFIT 1920 Association Drive ORGANIZATION U.S. POSTAGE Reston, VA 201 91-1 589 PAID RICHMOND, VA PERMIT NO. 930

AUTO 1400****0*********4010 _WIGIT 20191 00/004- 0030 140

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